Monthly Archives: November 2022

Schools near me preschool: Pre-K & Child Development — Albuquerque Public Schools

Опубликовано: November 29, 2022 в 2:45 pm

Автор: alexxlab

Категории: Miscellaneous

Early Childhood — UCP Charter Schools

UCP of Central Florida’s early childhood education programs serve children from six weeks old through Pre-kindergarten (Pre-K). Each of our early education programs are accredited by Cognia, a non-profit school accreditation board formerly known as AdvancED/SACS in Florida.

Our early learning centers offer an inclusive environment that helps our students unlock their full potential both educationally and socially. Our education program is customized for each individual learner, and our early learning programs utilize purposeful play activities to help our students learn in a fun and unique way.

UCP Pre-K programs, class size, and student/teacher ratio meet or exceed all national standards for best practices (Including NAEYC). Our class sizes and staff vary based on the make-up of each classroom.

EARLY LEARNING PROGRAMS available AT THE FOLLOWING CAMPUSES

UCP Bailes Early Childhood Academy – Infants, Toddlers, Preschool, & VPK
UCP Downtown/BETA Charter School – Infants, Toddlers, Preschool, & VPK
UCP Pine Hills Charter School – Toddlers, Preschool, & VPK
UCP West Orange Charter School – Toddlers, Preschool, & VPK
UCP Osceola Charter School – Toddlers, Preschool, & VPK
UCP Seminole Charter School – Toddlers, Preschool, & VPK

ENROLL NOW!

PROGRAMS

iNFANTS & TODDLERS

Our infant and toddler programs are designed to provide a warm, comforting environment where teachers are passionate about helping them develop academically and socially! We recognize the importance of a close connection between caretaker and child, so we staff our classrooms accordingly. In our infants and toddler classes we maintain a 1 staff member : 4 students ratio to provide adequate attention and to cultivate that connection.

Our toddlers are a curious bunch and they are busy exploring the world around them. We recognize that their instinct is to discover how the great big world works, so we provide abundant opportunity for active toddlers to utilize their senses to explore their surroundings.

UCP of Central Florida’s toddler programs are led by a group of dynamic, energetic teachers who are certified to build activities around a toddler’s limitless curiosity. The utilization of both group and individual time of purposeful play allows for the student to actively engage and learn within our classroom communities.

PRESCHOOL & PRE-KINDERGARTEN (PRE-K)

UCP’s Early Childhood program that serves preschoolers and pre-kindergartners is designed to further develop what our students in our infants and toddler programs are learning. Our Lead Teachers are state certified teachers and have a minimum of a bachelor’s degree and teaching certification in both the age they teach and exceptional student education (ESE).

This program continues the use of purposeful play activities to utilize their senses to learn more about the world around them. By using real materials and trying out their ideas, children learn about sizes, shapes, colors, and they notice patterns and relationships between things. Research shows that when they can manipulate and experiment with these materials and objects they will also develop ingenuity and creativity.

These purposeful play activities, led by state-certified teachers, enables us to achieve the goals of our early childhood curriculum. The most important goal of our preschool and Pre-K program is to help children become independent, confident, and inquisitive learners. Our dynamic education staff encourages children to be active and creative explorers who are not afraid to try out their ideas. We are teaching them how to learn, not just in preschool, but all through their lives by allowing them to learn at their own pace and in the ways that are best for them.

Voluntary prekindergarten (vpk)

UCP of Central Florida’s Voluntary Pre-K program provides the school readiness skills your child needs to be ready for a successful Kindergarten experience. This program uses engaging literacy and math activities to prepare students for the material that they are going to see in Kindergarten. Beyond academics, our VPK program teaches important social and emotional skills necessary for each child to work towards unlocking their full potential.

Similar to our preschool programs, our VPK program classes have a maximum class size of 12 students with a lead teacher and a teacher assistant to keep the classroom ratio at a minimum of one instructor per six students. Our program offers 3-hour VPK days with options to meet family childcare needs; however, a registration/supply fee is required for those students that do sign up for before and/or after care.

In order to be eligible for this program, prospective students must be 4 years old that will enter Kindergarten the following school year (2022-2023).

BENEFITS OF VPK

The most important cognitive growth and development happens by the age of five.
The early years of development heavily impact a child’s ability to be attentive and follow directions. Structured early learning environments foster these abilities for success later in school and life.
Children who participate in early childhood education programs develop better language skills, perform better on school-readiness tests, and have better social skills and empathy.
VPK promotes good learning habits and instills a life-long love of learning.

EARLY LEARNING CURRICULUM

The Frog Street Curriculum is the primary program that UCP utilizes for infant, toddler, pre-school and pre-k classrooms. This research-based curriculum combines developmentally appropriate practice with specific learning targets in the areas of social/emotional, cognitive development, adaptive skills, and fine/gross motor development.

The curriculum is play based and the activities encourage active learning because, “hands-on explorations contribute not only to the understanding of abstract concepts but also to four critical thinking skills essential to learning: making distinctions, recognizing relationships, organizing systems, and taking multiple perspectives”. (Cabrera & Cotosi, 2010).

The curriculum is theme based and lessons are sequential and provide scaffolding for the next stage of development and next concept in the continuum of skills. The following components make up the Frog Street Curriculum.

COMPONENTS OF FROG STREET

GREETING CIRCLE – Each day starts with a Greeting Circle where a sense of community is built using strategies of Conscious Discipline. Because children learn social skills through modeling and practice (Sousa, 2005, Goleman, 2006), UCP believes the consistent and daily use of these strategies improve student growth in the area of social and emotional development. Because “the window of opportunity for wiring social and emotional intelligence is between birth and four (Ramey & Ramey, 1999)” it is paramount that this connection is made to the largest possible extent.
MORNING MESSAGE – The morning meeting introduces concepts of print, phonological awareness and alphabet knowledge as well as prepares the children for the day’s activities. Because phonological awareness is a good predictor of later literacy success and targeted vocabulary should be included in vocabulary development (National Early Literacy Panel, 2008), UCP aligns with the literacy component of Frog Street curriculum.
MOVING & LEARNING – Because research states that brain function is increased during physical movement (Cabrera & Cotosi, 2010, Hannaford, 2008), UCP believes the strong embedding of music and movement activities in the Frog Street curriculum encourages optimal learning in a playful way. Singing also increases oxygen flow to the brain which stimulates thinking (Deutsch, 2010, Jensen 2005) as well as reduces stress (Jensen 2005).
READ-ALOUD TIME – Dialogic Reading (re-aloud) takes place daily within our pre-k classrooms. This reading strategy increases student vocabulary (Hargrave & Sénéchal, 2000), increases concept development and teaches comprehension strategies (Wasik & Bond, 2001). Vocabulary is introduced and developed during this time. The introduction of target vocabulary is important to both English learners, typically developing students and students with disabilities because research shows that the preschool years is when vocabulary gaps are most successfully addressed ((Biemiller, 2006) (Cunningham, 1997), having targeted vocabulary introduced prior to or during reading supports vocabulary development as well as concept development.
LITERACY LESSON – The Literacy Lesson gives further opportunities to develop and practice literacy skills. A language rich environment is supported through high quality literature, vocabulary cards and picture cards as well as 34 magnetic story board stories and pieces. Each story is written at 3 different levels to provide differentiations based on children’s current level of understanding and attention level. UCP uses Dialogic Reading and Interactive Read Alouds to deliver Tier 1 reading instruction.
MATH & SCIENCE – A mathematical foundation in the areas of number and operations, geometry, measurement, data analysis and algebraic thinking are critical to later mathematical success, Frog Street uses daily hands on games in small groups to lay the foundation for these important skills. The skills are taught in a sequential order and lessons are scaffolded to ensure success. Science is integrated into each theme with the desired outcome of teaching children inquiry skills. Through a hands on Project Based Learning model, students engage in meaningful and authentic learning experiences.
CLOSING CIRCLE – During the Closing Circle, teachers review the day’s activities and events using reflective questioning. .

Frog Street provides teachers materials and lessons to implement differentiated instruction into their classrooms and meet the needs of all learners. Resources are included within multiple teacher resource guides that provide teachers the opportunity to dive deeper and support diverse learners.

INTERESTED IN ENROLLING IN ONE OF OUR EARLY LEARNING PROGRAMS? CLICK THE BUTTON BELOW!

Enroll

PRE-K FEES

For more information on School Readiness funding (for low-income, working parents): CLICK HERE

For more information on VPK funding (free for all 4 year olds): CLICK HERE

Catholic Preschool in Baltimore MD

The underlying instructional strategy in early education throughout preschool is the use of organized and free-play activities that are intended to provide opportunities for the child to interact, explore and relate successfully in his/her environment.

The preschool program uses multi-sensory hands on learning approach to teach fine motor skills, auditory and visual learning using center time, books, songs, technology, and art. Free play, story time, show and tell, music, crafts, and outdoor play fill the students’ day. Children attend prayer services, participate in community service projects and are provided many cultural arts activities.

Parents are confident in knowing their children are being educated in a comfortable and nurturing environment which provides an educational curriculum that allows children to achieve their highest potential.

Found below is a listing of the areas of study with example content and essential skills.

Religion

Mathematics

English Language Arts

Additional Subject Areas

Religion

Released in 2011, “Bringing Good News” is the Archdiocese of Baltimore Religion Curriculum for Elementary Schools. This standards-based curriculum serves as a guide, a roadmap for both teachers and students as they embark on a journey, which will provide them with the knowledge and understanding of the faith as witnessed in the teachings and the traditions of the Catholic Church. The curriculum is built on the Six Tasks of Catechesis: Promoting Knowledge of the Faith; Liturgical Education; Moral Formation; Teaching to Pray; Education for Community Life; and Missionary Initiation and is aligned with the Assessment of Catholic Religious Education (IFG:ACRE). By the completion of preschool, students will master a variety of skills including:

Identify self and my family as belonging to God’s family.

Identify the Bible as a special book about God.

Dramatize the stories about Jesus from the Bible, i.e. The Last Supper, The Christ Child in the Temple, The Good Samaritan.

Demonstrate how we show our love by using kind words and positive actions.

Participate in prayer with the family, alone, in class and at Church.

Identify the saints as God’s special friends who are part of the family of the Church in heaven.

Discover that God has made each of them special and that individual differences are gifts from God.

Understand when we help our family and friends we are showing love to others like Jesus did.

Mathematics

Revised in 2013, the curriculum for all elementary schools in the Archdiocese of Baltimore include the following units:

Counting and Cardinality

Operations and Algebraic Thinking

Measurement and Data

Numbers and Operations in Base Ten

Geometry

Numbers and Operations

Catholic educators never forget that our schools exist to bring our students to Christ. By continuing to implement new standards that are challenging, we work to fulfill the promise of quality Catholic education that educates the whole child, both mind and soul. By the completion of preschool, students will master a variety of skills including:

Count groups of objects to 10 in order to solve a problem.

Subitize: immediate recognition of the number of a group without counting.

Manipulate actual, physical objects to represent the problem when working on a solution (e.g. apples to represent apples).

Use measurement vocabulary when describing the attributes of objects.

Recognize shapes in their real-world environment.

English Language Arts

Revised in 2014, the English Language Arts Curriculum for the Archdiocese of Baltimore is designed using the Catholic, College and Career Ready clusters as its foundation. Through literature, this course of study fosters students’ Catholic identity, shaping them to be models of Christian living for others. This curriculum is fully integrated with our Catholic faith. We provide students with a curriculum that is rigorous and rich in literature, oral and written language, grammar, writing, vocabulary, informational literature, and multimedia/technology. By the completion of preschool, students will master a variety of skills including:

Exhibit curiosity and interest in learning new vocabulary (e. g. ask questions about unfamiliar vocabulary).

Describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Actively engage in group reading activities with purpose and understanding.

Confirm understanding of a text read aloud or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Additional Subject Areas

While there are not defined standards in preschool for the following subject areas, Catholic schools offer exploration and introduction to the content that will be learned in future grade levels:

Science

Instructional Technology

Social Studies

Visual and Performing Arts

Physical Education/Health

World Languages

We invite you to learn more about our other programs!

ELEMENTARY SCHOOL
MIDDLE SCHOOL

NNPS Preschool

Annemarie Hanrahan

Preschool Supervisor & VPI Coordinator, (757) 283-7850 x. 10249

NNPS Preschool is designed to help young learners gain an understanding of their world through joyful, developmentally appropriate experiences. Literacy instruction follows a continuum that builds on the child’s needs to communicate through meaningful and authentic activities in oral language, reading, and writing. Mathematical concepts develop through questions, problem solving, persistence, and communication. Units of study based on science and social studies concepts provide opportunities for students to understand themselves, friends, families, communities, and the larger world in which they live through inquiry, play, and daily experiences with art, music, and physical activity.

Children are assigned to a school based on the home address of the child’s parent/guardian.

Parent/Guardian participation is expected; open communication, parent-teacher conferences, and family workshops/activities are integral as part of a positive school experience.

Transportation is provided to and from school, based on the home address of the child’s parent/legal guardian.

Breakfast and lunch are provided by NNPS.

NNPS Preschool students enter kindergarten at their zoned NNPS elementary school the following school year.

Newport News Public Schools (NNPS) Preschool is a program that provides 4-year-olds in Newport News a FREE, high-quality, early childhood experience in preparation for kindergarten readiness (and beyond!). It is a state and federally funded program, designed to give eligible children opportunities to develop social-emotional skills and build a strong foundation for learning on the journey to becoming college, career and citizen-ready! Download informational flyer.

We are no longer accepting applications for the 2022-23 NNPS Preschool program.

The application window is now closed.

Please note: NNPS Preschool is a state and federally funded program, and all applications will be reviewed based on eligibility criteria and space availability. You will receive notification after your child’s application has been reviewed.

Información Preescolar

Is my child eligible for NNPS Preschool?

To be eligible for the 2022-2023 NNPS Preschool program:

The child must live in Newport News, VA.

The child’s birthday must be between October 1, 2017 and September 30, 2018.

The child’s family must meet Virginia Preschool Initiative (VPI) or NNPS Preschool requirements for eligibility; see full list of VPI and NNPS Preschool criteria. (Criterio de Elegibilidad)

The child must have up-to-date immunizations (or have proof of a medical or religious exemption, set forth by Virginia law).

We highly encourage ALL interested families with a 4-year-old child to apply for NNPS Preschool. We may place your child on a temporary waitlist and will continue to fill preschool slots throughout the spring, summer, and 2022-23 school year based on a variety of criteria, in addition to the listed VPI criteria.

When can I apply for NNPS Preschool?

The 2022-23 application is closed. Please check back in February for information regarding the 2023-24 preschool application.

What documents do I need to apply for NNPS Preschool?

Income verification – Verification of income (W2, two weeks of pay stubs, child support documentation, 2021 tax documentation, SNAP award) is required from all parents/guardians who have primary custody or contribute to the child’s welfare to determine eligibility for NNPS Preschool. Please view NNPS Income Verification details for additional information. (Verificación de Ingresos)

Certified copy of student’s birth certificate

Proof of legal residency

Comprehensive physical examination (Preschool–Grade 5)

Immunization records

Individual Education Plan (IEP) or 504 Eligibility/Plan (if applicable, current plan)

Custodial court order (if applicable)

Foster care plan (if applicable)

While most documents can be delivered to the school upon in-person registration, proof of income must be provided before the application can be reviewed by NNPS.

Additional details can be found on the NNPS Online Pre-Registration Portal page.

How do I apply for NNPS Preschool?

Please visit the NNPS Online Pre-Registration Portal to apply (beginning in February).

When will I find out if my child has been accepted into the NNPS Preschool program?

All applications will be reviewed based on eligibility criteria and program space availability. Parents/Guardians will receive notification within 8-10 weeks after the application and appropriate documentation has been submitted. You will receive one of the following notifications:

Your child is being invited to participate in the NNPS Preschool program and you will need to visit your child’s zoned school to complete the registration process, OR

Your child has been put on our waitlist and you will be contacted if/when space becomes available at your child’s zoned preschool.

What school will my child go to for preschool?

Children are assigned to a school based on the home address of the child’s parent/guardian. Please use our Bus Stop Query and Zonefinder to find your child’s school.

NNPS Preschool Centers

Denbigh Early Childhood Center
15638 Warwick Boulevard, 23608

(757)886-7789, Fax 988-1676
Sue Waxman
, Principal

General Stanford Elementary School
929 Madison Avenue, 23604

(757)888-3200
Elizabeth Galbreath
, Principal

Marshall Early Learning Center
743 24th Street, 23607

(757)928-6832, Fax 247-0530
Vanessa Keller
, Principal

Watkins Early Childhood Center
21 Burns Drive, 23601

(757)591-4815, Fax 591-7690
TBA
, Principal

What does NNPS Preschool look like?

NNPS Preschool is a full-day program. Every preschool class is taught by a certified teacher, supported by a full-day instructional assistant, and does not exceed 20 students. The NNPS Preschool program operates under the Virginia Department of Education (VDOE) Virginia Preschool Initiative (VPI). Each NNPS Preschool classroom utilizes the Creative Curriculum and supports instruction with Smarty Ants and Ready Rosie in alignment with the VDOE Early Learning and Development Standards (ELDS). All NNPS Preschool students receive a division-issued iPad for at-home and in-school use as part of our blended learning model.

Questions?

Please call the NNPS Preschool Office: 757-283-7850 ext. 10247.

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Private schools in Nizhny Novgorod – 23 addresses

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4. 61

(87 ratings)

Montessori Center Sami with mustache

Verkhneudinskaya street, 15B
+7 (831) 4…Show phone
Mon-Fri 08:00–19:00
View on the map

Headings : Kindergartens, Robotics clubs, Children’s development centers, Private schools, Children’s chess schools

4.59

(74 ratings)

Private educational institution of a religious organization Nizhny Novgorod diocese of the Russian Orthodox Church Orthodox gymnasium in the name of Saints Cyril and Methodius, Nizhny Novgorod

Tram street, 79
+7 (831) 2…Show phone
Mon-Fri 08:00–16:00
View on the map

Headings

4. 7

(23 ratings)

My school

Kstovsky municipal district, village Opytny, Sadovaya street, 131А
+7 (920) 0…Show phone
Mon-Fri 08:30–19:00
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4.3

(102 ratings)

Private school named after M. V. Lomonosov
- Gogol street, 62
- +7 (831) 4…Show phone
- Mon-Fri 08:30–16:00
- View on the map
Headings : Private schools

4.2

(75 ratings)

Levels of education
- Uglov street, 1B
- +7 (831) 4…Show phone
- daily, 08:00–18:00
- View on the map
Filed under : Primary schools, Secondary schools, Private schools

4. 6

(15 ratings)

Hashtag Vocal
- Pechersky congress, 22
- +7 (831) 2… Show phone
  
  4.2
  
  (46 ratings)
  
  Or Avner Secondary School
  - Dolzhanskaya street, 38
  - +7 (831) 2…Show phone
  - Mon-Fri 08:00–17:00
  - View on the map
  Headings
  
  4.29
  
  (28 ratings)
  
  School Lsc
  - Trudovaya street, 8
  - +7 (831) 4…Show phone
  - Mon-Fri 09:00–20:00
  - View on the map
  Study Abroad, Private Schools
  
  4.14
  
  (7 ratings)
  
  International School of Speed Reading Vasilyeva L. L.
  
  Total addresses: 2
  
  Headings : Training centers for additional education, Children’s development centers, Private schools
  
  4
  
  (4 ratings)
  
  ~ 111.7 km.
  First School
  
  Total addresses: 2
  
  Headings : Kindergartens, Training centers for additional education, Children’s play clubs, Robotics clubs, Private schools
  
  4.25
  
  (4 ratings)
  
  ~ 111.7 km.
  Sami with Mustache
  
  Nadezhda Suslova street, 22B
  
  +7 (950) 6…Show phone
  
  View on the map
  
  4
  
  (4 ratings)
  
  ~ 111. 7 km.
  Dynasty
  
  Akademika B.A. Koroleva, 4
  
  +7 (960) 1…Show phone
  
  Mon-Fri 10:00–20:00; Sat, Sun 09:00–14:00
  
  View on the map
  
  Headings : Private schools
  
  ~ 111.7 km.
  Takeoff
  
  Nevzorovyh street, 85
  
  Mon-Fri 09:00–18:00
  
  See on the map
  
  Headings : Kindergartens, Children’s development centers, Private schools, Children’s chess schools
  
  ~ 111.7 km.
  Harmony
  
  Rodionova street, 193, bldg. 2
  
  +7 (831) 2…Show phone
  
  Mon-Fri 08:00–19:00
  
  View on the map
  
  Headings : Private schools
  
  ~ 111.7 km.
  Vasilyeva L. L. International School
  
  Kazanskoe highway, 8, bldg. 2
  
  +7 (920) 2.. .Show phone
  
  mon-sat 10:00–20:00
  
  View on the map
  
  Headings : Training centers for additional education, Children’s development centers, Private schools
  
  ~ 111.7 km.
  Nizhny Novgorod Orthodox Gymnasium. Reverend Sergius of Radonezh
  
  Universitetskiy pereulok, 3
  
  +7 (831) 4…Show phone
  
  Mon-Fri 08:00–16:00
  
  View on the map
  
  Headings: Gymnasiums , Gymnasiums
  
  ~ 111.7 km.
  Ivan Pyatkovsky Chess School
  
  Rodionova street, 187B
  
  +7 (904) 0…Show phone
  
  daily, around the clock
  
  View on the map
  
  Categories : Children’s development centers, Private schools, Children’s chess schools
  
  5
  
  (2 ratings)
  
  ~ 111. 7 km.
  Montessori Center Sami with Mustache [Closed]
  
  Rodionova street, 201, bldg. 1
  
  +7 (831) 4…Show phone
  
  Mon-Fri 08:00–19:00
  
  View on the map
  
  Headings : Kindergartens, Sports sections, sports schools, Children’s development centers, Private schools
  
  ~ 111.7 km.
  Vasilyeva LL International School [Closed]
  
  Geroya Yury Smirnov street, 2, Business Center Soyuz, fl. 1, of. 106
  
  +7 (920) 2…Show phone
  
  Mon-Sat 10:00–20:00
  
  See on the map
  
  Categories : Children’s development centers, Private schools
  
  ~ 111.7 km.
  Chodo IPK Expert [Closed]
  
  Kostina street, 2
  
  8 (800) 33…Show phone
  
  Mon-Fri 8:30–17:00
  
  View on the map
  
  ~ 111.7 km.
  CHOU Sunbeam Private School [Closed]
  
  st. Gornaya, 13
  
  +7 (905) 6…Show phone
  
  Mon-Fri 08:30-18:00
  
  View on the map
  
  Categories : Private schools
  
  Enrolling their children in private schools in Nizhny Novgorod, parents can remain calm, because their children will receive a quality education in the most favorable conditions. Most often, in private educational institutions, the main emphasis is on learning foreign languages for perfect command of them, for free communication and admission to higher schools abroad. At the same time, a lot of time is also devoted to the main educational program. In parallel with the activities of state general education schools in our country, private educational institutions are gaining momentum more and more. Their main advantage is the high quality of education, qualified teachers and the use of innovative methods of teaching certain subjects. In addition, all private schools, as a rule, are equipped with the latest technology with comfortable classrooms.
  
  Private schools in Nizhny Novgorod care about their reputation and offer their students an exceptionally high level of education. Therefore, being a student of a private school is prestigious. Here, the school years will fly by unnoticed in a friendly atmosphere, and between students and teachers, as a rule, trusting relationships are built. According to the parents’ reviews, having sent their child to a private school, no one ever regretted such a decision, and the children are only grateful for it!
  
  Free city Wi-Fi network / Projects / Moscow website
  
  Free city Wi-Fi network / Projects / Moscow website
  
  City Wi-Fi network wireless Internet located on city streets within the Garden Ring, in crowded places within the Third Ring Road, metropolitan parks, libraries, cultural centers, museums, the MosKino cinema network and university dormitories.
  
  Wi-Fi on the city map
  
  City Wi-Fi network
  
  “City Wi-Fi” operates in Moscow – these are access points to free wireless Internet located on the streets of the Garden Ring , in crowded places of citizens within the Third Ring Road, metropolitan parks, libraries, cultural centers, museums, the MosKino cinema network and university dormitories.
  
  Wi-Fi on the city map
  
  City Wi-Fi network is a backbone wireless infrastructure for the development of services within the Smart City concept, providing residents and guests of the capital with free access to the Internet.
  
  The network has the following characteristics:
  
  the total channel capacity of the network allows for simultaneous access to the Internet for up to 150,000 users;
  
  Dual band operation (2.4 GHz and 5 GHz) provides performance advantages and reduces the risk of radio interference;
  
  speed per user – at least 1 Mbps, which allows using city applications, mobile messengers with guaranteed quality, as well as exchanging photos and video messages, watching streaming video in good quality;
  
  each access point provides stable data transmission within a radius of up to 50 meters;
  
  Up to 50 devices can be connected to one access point at the same time;
  
  The duration of one session is limited to one calendar day.
  
  24 041
  
  Access point
  
  000 000 000
  
  Connects monthly
  
  Infrastructure
  
  Capital parks:
  
  9000 58 Parks
  1023 Option points 9000
  
  within TTK: 9000 9000 9000 9000 9000 9000 658 access points
  
  University dormitories:
  
  177 buildings
  14 960 access points
  
  Cinemas:
  
  11 objects
  56 access points
  
  Transport units:
  
  11 Objects
  92 Access points
  
  Library:
  
  9000 345 Objects
  2 236 Access Poles 9000
  
  Culture and Sports:
  9000
  
  Museums:
  
  25 objects
  323 access points
  
  59 access points
  
  Metropolitan parks:
  
  58 parks
  1023 Access points
  
  inside the garden and locally within TTK:
  
  3 658 access points
  
  university hostels:
  
  176 buildings
  14 960 Access points
  
  Cinemas:
  
  11 objects
  566
  
  Transport hubs:
  
  11 objects
  92 access points
  
  Libraries:
  
  345 objects
  2 236 access points
  
  Cultural and sports institutions:
  
  297 Objects
  1 634 access points
  
  Museums:
  
  25 Objects
  323 Access points
  
  VDNH:
  
  59 access points
  
  Prospects for development
  
  there will be a centralized technical support service tel. 8 800 300 69 89.
  
  The city decided to make the coverage of urban spaces and locations connected to the network completely seamless and unite on a single platform all public urban Wi-Fi networks created by other operators – this is over 24 thousand access points to free wireless internet almost throughout the city. After the launch of a single city Wi-Fi operator, Muscovites and city guests will be able to access the Internet on the streets inside the Garden Ring, locally within the Third Ring Road, in parks, libraries, cultural centers, museums, Moskino cinemas and university dormitories without re-authorization .
  
  *MaximaTelecom JSC has been designated as the sole operator of urban Wi-Fi on a competitive basis. The company ensures the integration of city Wi-Fi networks on a single digital platform, and also organizes the work of a centralized technical support service
  
  Advantages of introducing a single city Wi-Fi operator
  
  Single support phone
  8 800 300 69 89
  
  Seamless authorization in
  any point of urban wi-fi
  
  Single support phone
  8 800 300 69 89
  
  Seamless authorization
  anywhere in the city wi-fi
  
  How to connect
  
  using an account on the Portal of the Mayor and the Government of Moscow mos. ru or SMS*.
  
  Identification in the city Wi-Fi network is carried out only once every three months. In the future, to use the Internet, you just need to select the Moscow_WiFi_Free network, enter the browser and click the “connect” button.
  
  *Why is user authentication required?
  
  User identification for accessing Wi-Fi in public places is a requirement of Russian law. The telecom operator, before opening access to the Internet, is obliged to offer the user:
  
  to enter his mobile phone number, to which a code will be sent to confirm the entered data;
  
  indicate your last name, first name and patronymic, confirming them with an identity document, an account on the single portal of public services (or the portal of the Mayor of Moscow mos.ru) or in another way that does not contradict the law.
  
  What it is used for
  City Wi-Fi network
  
  Geolocation of vehicles through the City Wi-Fi network for the Department of Transportation
  
  Transferring images from 2000 police DVRs to the Unified Data Center
  
  Transferring data in the project Mobile Inspector” through the service segment of the City Wi-Fi network
  
  Stories of the most beautiful teachers in Yekaterinburg, October 4, 2022 | e1.
  
  ru
  Just look how beautiful girls work in our schools
  
  Photo: E1.RU readers
  
  Share
  
  Tomorrow, October 5, our favorite teachers will celebrate their professional holiday – Teacher’s Day. We announced a competition for the most beautiful teachers in Yekaterinburg, and dozens of letters were sent to our editorial office.
  
  Voting starts tomorrow, and the winner will receive a nice and useful gift – a certificate to a yoga studio for several classes at once. Let’s get acquainted with the stories and revelations of teachers on the eve of the holiday.
  
  Alina has been teaching at the school for a year now
  
  Photo: Alina Avanesyan
  
  Share
  
  — A teacher is a gift. The teacher is a talent. A good teacher is like a candle: he dissolves himself in order to give light to others. Where, if not in the profession of a teacher, could I combine a love for children and a love for mathematics? My story began in 2016, when I was on the threshold of the eleventh grade. At that moment I was so grateful to my teachers for their work, for their knowledge!
  
  I work at the school that I graduated from myself. At the school that became the starting point of my journey. Let me have a short experience, only one year, but every day I am surprised at what the world of children is like. Their burning eyes, surprised and delighted exclamations, joyful smiles, curiosity and desire to learn something new – all this gives strength and desire to share knowledge even more.
  
  Sometimes I wonder if I could work in another field? Having a bachelor’s degree in technosphere safety and continuing my studies at the magistracy of the Ural State Fire Service of the Ministry of Emergency Situations for a civil servant, I can say with confidence: yes! These professions help save lives.
  
  Alina Avanesyan has several educations: a teacher and civil servant
  
  Photo: Alina Avanesyan
  
  Share
  
  Well, school has its own special energy. And I can say with certainty that I am in the right place. As with any field, there is a downside to the coin. The teacher is so involved in the student’s life that it is a huge emotional and physical burden, which can often turn into professional burnout. To be honest, this happens, and quite often.
  
  I would like to express my deep gratitude to my fellow mentors for their help and support. Receiving feedback from students, seeing their desire for knowledge and interest, I feel how the desire to work, teach and delight increases exponentially! The teacher, in addition to theoretical knowledge obtained within the walls of a pedagogical university, needs to love children and strive to be an example for them.
  
  Colleagues! I would like to wish all of us to love our profession, the business you are doing, and the place where you work. And then the work will be given easily and bring pleasure!
  
  Ekaterina loves skydiving in her free time. Blimey!
  
  org/Person”> Photo: Ekaterina Efremova
  
  Share
  
  — In 2007 I graduated from the Ural State Pedagogical University, Department of Foreign Languages and Comparative Linguistics, since 2006 I have been teaching English. She worked in the language centers of the city as a senior teacher (at Talisman and Brighton), took many advanced training courses, including CELTA. Participated in the networking project “A Pile of Speech”, won first place. Professional retraining – culturologist.
  
  Worked as a translator at Patra, at the Magnitogorsk Iron and Steel Works, and so on. I conduct city tours for foreign guests and methodological meetings for English teachers. I also write scientific articles. I organize art exhibitions. Hobbies: sports, long-distance cycling, up to 120 kilometers per day, reading and cooking. In addition, I skydive in Loginovo and head the sports section at ESAI. Previously, she worked at gymnasium No. 47.
  
  Valentina works where she once had an internship as a student
  
  org/Person”> Photo: Valentina Fadeeva
  
  Share
  
  — I really love my profession and am proud of it, although I never dreamed or thought about teaching in my life. I have been in school for twelve years. When I entered the Sverdlovsk Regional Pedagogical College, there were still doubts: is it mine? And our very first practice was at the school where I have been working for several years.
  
  The fact is that after finishing my studies, I left for my hometown and got a job there, but after I had worked for eight years, my husband and I spontaneously decided to move to Yekaterinburg. And what was my surprise that one of the schools to which I was invited for an interview turned out to be the one where I realized that this profession was to my liking! And the most interesting thing is that I work in the office where I did my internship. I’m probably, as they say, a fan of my work.
  
  Even though my work is very time consuming—and I have two classes in two shifts—I find time for my hobbies. One of them is traveling around the native Urals and across Russia. I involve both my students and their parents in these trips. They say you have to have a gift to be able to motivate your students and, of course, their parents.
  
  Olga is sure that the main thing for a teacher is to find a special approach to the child and kindle in him a spark of desire to learn new things
  
  Photo: Olga Emelyanovich
  
  Share
  
  — I have been teaching at school for eleven years. My work is very difficult, but extremely interesting. I’m the first teacher of a little man who comes to school for the first time. A lot depends on me: how I teach him, educate him, he will grow up like that in the future.
  
  I think that the most important meeting is with the child. You never know who is in front of you! Maybe this is a future scientist who will make an important discovery for humanity. Or maybe this is a future poet or musician. Every child is talented, but talented in their own way. I try to find the cherished key to everyone, ignite a spark, arouse genuine interest in what is happening in the first grade and keep this interest until the end of elementary school.
  
  Together with my students, I get sad when they fail and rejoice in their victories. I think that the best gift for a teacher is when the children he taught achieve success in life!
  
  Sophia didn’t get into school right away, at first she worked as a secretary. But I realized that I can’t live without lessons, changes and students
  
  Photo: Sofya Mankova
  
  Share
  
  — Starting this year, I am also an adviser to the director for educational work — have you heard of such a position? Most likely not: at the federal level, this position has only been introduced since this school year, but is mandatory for all schools. Our mission is to “set up” educational work at school, to be a guide between the child and the school, to be the teacher whom children unconditionally trust.
  
  I got into education back in 2014, at a time when people did not wear masks, but then I came to work as a secretary, as a student studying in personnel management. And the school dragged me in, I liked it. I was always told: go to the pedagogical one. But I stubbornly refused, and now, being face to face with school reality, I realized that there was nowhere to run and I like this world.
  
  And if you are also a class teacher, get ready that in your life there will be 26 more children and you will love everyone, you will know something about everyone that, it would seem, you do not need. And about the divorce of parents, and about the fact that the dog ran away, because all this affects the child, his mood, academic performance, communication.
  
  After my second year at the university, I took my documents and entered the pedagogical department, and worked as a secretary for another year. And in 2016, I was transferred to the position of senior counselor. I really like this story about competitions, songs, dances, concerts, and this school life draws me in even more, the team is your family, support and support. And now, after work, you are sitting on an intellectual game, and on Saturday you go to the bathhouse.
  
  The teacher confesses that it is difficult to work at school. But you just need to catch your wave
  
  Photo: Sofya Mankova
  
  Share
  
  In 2020, I received a long-awaited diploma of higher education and became a full-fledged teacher of history and social studies. The love of children, attention is priceless. Yes, it’s hard in education: in order to earn money, you need to take a lot of hours, participate in extracurricular activities, so this is the choice of strong people who are passionate about their work.
  
  And the last thing I would like to add is about free time: school fills your whole life, but you need to be able to set boundaries, so be able to switch off, switch, and then you will come to work with pleasure and understanding that you are going to your favorite work.
  
  Recently, a young teacher became a mother. Congratulations!
  
  Photo: Anna Kurenkova
  
  Share
  
  — I am not just a teacher, but a teacher at an art school. This is doubly interesting and difficult! After all, in our profession we must definitely have an individual approach and understanding of the choice of the trajectory for each student – a child or an adult.
  
  Teaching practice was the first step in this profession. It so happened that, while studying at the Shadr School in the third year, I went to Revda’s art school, and the teacher who was supposed to supervise me left for the open air. I was on my own for three weeks.
  
  I believe that my students have not stopped loving to draw, create, invent and experiment, because the main task of a teacher is not to discourage the desire to learn! My students are selected to the educational foundations “Golden Section”, “Sirius”, “Artek”, “Ocean”, travel to St. Petersburg, Moscow. They enter colleges and universities in Yekaterinburg, Kazan, St. Petersburg.
  
  Perhaps when you walk around the city, sit on a manicure or eyebrows, it will be a part of me, my learning, my knowledge. In our profession, it is necessary to see and reveal, to direct each child along his own creative or pedagogical path, even if this is not in our job descriptions. It is important to support not only the child, but also the parents in time! They are also an important part of the learning process.
  
  And just recently I became a mother and now I teach the youngest artist.
  
  Sofya also has a birthday tomorrow, so the girl’s fate was a foregone conclusion
  
  Photo: Sofya Kitsenko
  
  Share
  
  — I decided to become an elementary school teacher because I like working with children. Children are amazing creatures: emotional, mobile, open, ready to perceive both positive and negative. And it is in my power to direct their energy in the right direction, give them knowledge, teach them to make friends, develop their creative potential.
  
  Of course, there are also difficulties. Not everyone succeeds at once, someone has problems with behavior and interaction with others, but we need to find an approach to such students. It can be difficult to build relationships with parents: someone is well versed in their rights, forgetting about their responsibilities.
  
  And, of course, reports! A lot of time is simply killed filling out a bunch of magazines and other pieces of paper. But, despite the difficulties that arise, I am glad that I chose the profession of a teacher. I am growing and developing, learning new things together with my students.
  
  By the way, October 5 is a double holiday for me: Teacher’s Day and my birthday. It seems to me that if I was born on this day, then my fate was sealed.
  
  Nina is from the village of Malysheva, now she works in Yekaterinburg, in one of the new schools on Shirokaya Rechka
  
  org/Person”> Photo: Nina Kadyrova
  
  Asbestos. Physical education was my favorite subject at school. My teacher and mentor Sidorova Tamara Viktorovna is a teacher from God! She always prompted, directed and could talk heart to heart. Sport was in the first place, in all competitions she was in the forefront. Basketball was especially popular, always first place.
  
  In the tenth grade, I began to think about what I want to become, where to enter. My relatives advised: “Enter the Institute of Communications, why do you need physical education?” But I could not imagine myself without sports. At that time, I did not fully understand what awaits me if I connect my fate with this kind of activity. I just wanted to run, jump – be on the move. And I entered the EKPC, and after the Ural State Pedagogical University, I entered the specialization “physical culture”.
  
  Photo: Nina Kadyrova
  
  Share
  
  So why did I choose the profession of a teacher? Probably because I always liked to teach and instruct. As a child, with my brother, I always played school and taught lessons, taught me to read, write, and count quickly. Now I like to discover something new and useful for children. The second reason was the awareness of the opportunity to develop.
  
  The lessons are always interesting and fun, and the whole thrill comes from the fact that you yourself run, jump and play with the children! But at the same time, working with the younger generation is a serious responsibility. Her defining quality is her love for children. It is unlikely that without this feeling one can become a good teacher. It is important to respect each child, to listen to him, to talk, to suggest!
  
  Quite recently, while working at school No. 165, I thought that I would not find a better school, but when I moved to Akademichesky district, I was lucky enough to get a job at a new school No. to keep us up to date with what’s new. The guys here are the best, who want to be on top, show themselves, learn, they run to my lessons with joy!
  
  A teacher is not a profession, but a way of life led by a person who calls himself a teacher. You can only teach what you love. If the teacher adheres to this position, the more successful he and his students will be. There will be a result!
  
  For Maria, being a teacher means being a child herself
  
  Photo: Maria Karpova
  
  Share
  
  — Since childhood, I dreamed of working with children. Like many, she seated her toys and taught them. I made small notebooks for them and even called my dolls to the board! I had a box of chalk and a pointer. I set the alarm for 15 minutes and my lesson started. When asked what I would be when I grew up, I firmly answered: “Primary school teacher!” And all because I really love children.
  
  Being a primary school teacher means being a little child in your heart. I love my job because it gives me the opportunity to be different: I dance, I sing, I draw, I am a doctor, an actor, and a tour guide. I love being bombarded with hundreds of childish questions that need to be answered immediately and convincingly. I love when there are dozens of inquisitive eyes around me, in which the whole universe lurks…
  
  The work of a teacher is very hard work, but it is worth it. I am happy when I come to school, and a joyful child runs towards me and shouts that he has been waiting for me for so long, and then he takes out a paper heart from behind his back and holds out to me a paper heart (but filled with real and sincere love), inside of which is written: “You are the best!” And how nice it is when my students come to me as adults and thank me for those school years that they spent next to me, for the knowledge that I gave them, for all the good that I put into them! A child’s heart is sensitive and generous. If children are given love, they return it in double size.
  
  It was she who gave me a great experience and gave me the opportunity to grow professionally. Here I was surrounded by wonderful colleagues who were always ready to help and give wise advice. It was here that I found new friends not only in the face of colleagues, but also among parents and even my students. Now I work in a wonderful children’s center “Prioritet” and continue to fill every moment of children’s lives with kindness and love.
  
  Karina first worked as an accountant, but later realized that being a teacher was in her blood
  
  Photo: Karina Shkinder
  
  Share
  
  — Why did I decide to become a teacher? My mother, aunt, grandmother, sister are teachers. And I thought: why should I? I decided to become an accountant, I graduated from college. After working a little, I realized that this profession did not suit me. I was missing something and wanted more. Immediately after college, I entered the Ural State Pedagogical University on a budget. A year or two passed – and in the third year I already went to work.
  
  I want to be in this place, among scattered notebooks and backpacks, among children running and screaming. I knew that ups and downs were waiting for me, and it would be incredibly difficult for me, but love for the profession was above all.

Mary myers daycare: MARY MYERS CHILDREN’S CENTER #2

Опубликовано: November 29, 2022 в 2:09 pm

Автор: alexxlab

Категории: Miscellaneous

Mary Myers Daycare #2 – Care.com Lexington, NC Child Care Center

Mary Myers Daycare #2 – Care.com Lexington, NC Child Care Center

Costimate^™

^$153

per week

Ratings

Availability

Costimate^™

^$153/week

Ratings

Availability

At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.

Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

Total Employees: 1

Care.com has not verified this business license.
We strongly encourage you to contact this provider directly or

North Carolina’s
licensing
department

to verify their license, qualifications, and credentials.

The Care.com Safety Center
has many resources and tools to assist you in verifying and evaluating
potential care providers.

Type

Child Care Center/Day Care Center

Preschool (or Nursery School or Pre-K)

Kindergarten

Costimate^™
^$153/week
At Care.com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.

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Lexington Day Care Inc

1601 E Center Street Ext
,
Lexington,
NC
27292

Honey Bunch Kids

31 Cedar Lodge Road
,
Thomasville,
NC
27360

A Child’s World

234 Cedar Lodge Rd
,
Thomasville,
NC
27360

Vons Kids Inc

261 Heath Lane
,
Lexington,
NC
27292

All About Us Kids Drop_in Childcare

815 South Main Street
,
Lexington,
NC
27292

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Child Care / Preschools / Preschools in Lexington, NC / Mary Myers Daycare #2

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Mary Myers Children Center 2

Mary Myers Children Center 2 – Care.com Lexington, NC Child Care Center

Costimate^™

^$174

per week

Ratings

Availability

Costimate^™

^$174/week

Ratings

Availability

At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.

Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

Mary Myers Children Center 2 in Lexington, NC offers the kids with the best possible learning atmosphere. They meet the children’s needs and develop a personal bond while helping with their spiritual, educational, emotional, and physical needs. They provide care for students from 0 to 13 years old and work together to make the students happy and comfortable.

In business since: 2004

Total Employees: 2-10

Care.com has not verified this business license.
We strongly encourage you to contact this provider directly or

North Carolina’s
licensing
department

to verify their license, qualifications, and credentials.

The Care.com Safety Center
has many resources and tools to assist you in verifying and evaluating
potential care providers.

Type

Child Care Center/Day Care Center

Preschool (or Nursery School or Pre-K)

Additional Details

Emergency backup care

Costimate^™
^$174/week
At Care.com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
known rates charged by similar businesses in the area. For
actual rates, contact the business directly.

We appreciate you contributing to Care.com. If you’d like to become a member, it’s fast, easy — and free!

Join now

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No thanks, not right now
Join now

Lexington Day Care Inc

1601 E Center Street Ext
,
Lexington,
NC
27292

Honey Bunch Kids

31 Cedar Lodge Road
,
Thomasville,
NC
27360

A Child’s World

234 Cedar Lodge Rd
,
Thomasville,
NC
27360

Vons Kids Inc

261 Heath Lane
,
Lexington,
NC
27292

All About Us Kids Drop_in Childcare

815 South Main Street
,
Lexington,
NC
27292

By clicking “Submit,” I agree to the Care.com Terms of Use and Privacy Policy and allow
Care. com to share this information with all similar local businesses.

Care.com only verifies the license of a business.
Any other information, including awards and accreditation, hours, and cost, were provided by this business and may not reflect its current status.
We strongly encourage you to verify the license, qualifications, and credentials of any care providers on your own. Care.com does not endorse or recommend any particular business.

The Care.com Safety Center has many resources and tools to assist you in verifying and evaluating potential care providers.

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Child Care / Preschools / Preschools in Lexington, NC / Mary Myers Children Center 2

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Who needs care?

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After school
I’m not exactly sure

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Pet day care
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Cleaning agency
House sitter
Personal assistant

In-home care
Transportation
Errands
Retirement facility
Dementia care
Companion care

When do you need ?

Right now
Within a week
Within a month or two
Just browsing

What services do you offer?

Babysitting and nannying
Special needs care
Tutoring or private lessons
Center-based child care
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Housekeeping
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Heads/Tails read online by Y. K. Myers (Page 4)

— She may be worried that dating will interfere with her studies. I don’t understand you. She’s cute and all, but getting hung up on a geek like that is just not cool.” Nathan frowned. “Even if she lets you rewrite her notes.

Ephraim repeatedly asked Jena for help, although in fact everything was fine with him, he just wanted to talk to the girl. She had good handwriting. With many neat loops and curls. Her only truly “girly” quality that Ephraim knew about.

– Like you know what’s cool and what’s not. Besides, we are the geeks,” he replied.

— Uh-huh, not smart. This is a completely different matter. I mean, she’s in the chess club. Do you really want to date a smarter girl than you?

– Yes.

“If she really has brains, you won’t get anything,” Nathan shook his head. On the other hand, her friends…

Jena slid back into her seat between Mary and Shelley Morales. They admired Jena’s latest award, passing each other a plate with a name. I wonder if his mother told them about seeing him in the hospital. Did Jenna know about this?

— How are you in general? Nathan asked. You’ve been hanging around all morning. If I didn’t know you, I’d think you were smoking.

Maybe the summer holidays won’t be so bad after all. That way, no one will know that his mother tried to kill herself, and if she does, by September, no one will care.

“Everything is fine,” Ephraim replied. “I just can’t wait to get out of here.”

After the meeting, she and Nathan ran into Jena and the twins outside the physics class. The corridors were quickly empty.

“Hello, Ephraim,” Jena said.

The Morales just nodded. They were practically indistinguishable from each other and were often simply referred to as “Mary Shelley”, which did not seem to upset them. In fact, they encouraged it, usually dressed in the same high school uniform, although it no longer looked cute, but rather sexy.

“Hello,” Ephraim managed. His throat was suddenly dry. “Congratulations on your awards, Jena. I think you got them all.

“All but one.” She pointed to the folded piece of paper in his hand. – How much do you want for it?

Ephraim smiled.

“It’s a pity that this happened to your mother, Ephraim,” said the twin to Jena’s right.

“Thank you,” he replied, worried about how much they had been told. Wasn’t there such a thing as doctor-patient secrecy?

The one on Jena’s left nodded.

— Mom drives us to the station on her way to work. You can go with her to the hospital if you want to be in office hours.

— Mm, yeah. It would be great,” Ephraim still hasn’t told Nathan about his mother.

The friend was uncharacteristically silent, as if the conversation did not concern him, and froze, holding the camera tightly. Ephraim knew what had had an effect on him: identical brunettes had the best figures in the whole school, and they were not shy about showing them off.

— Where are you going? Ephraim asked.

“Dinner and dancing in the city,” Jenna replied. – Let’s celebrate.

“Girls’ party,” Mary and Shelley quickly replied.

— Will everything be okay with your mother? Jena asked.

“Yes, now.” He was embarrassed, although glad that she cared. – It’s OK.

– Oh! Before I forget,” Jena said. “I have something for you.

— Really? Ephraim’s heart thumped loudly, and he felt his stomach go cold.

She rummaged through her bag and pulled out a white plastic rectangle.

His library card.

He squeezed it in his hand, the sharp edges dug into his palm and fingers. There was a buzz in my ears.

— Where did you get it?

– You forgot last time at the subscription. Something is wrong?

— No, nothing. Thank you… Didn’t know I lost it.” He pulled out his wallet and stole a glance at another card he’d taken from the hospital. They were the same. He pushed both of them deeper, slammed the wallet shut and squeezed it in his hand.

“I thought you needed it, because you often go to the library,” Jena said. “I’ll be working there again in the summer, so I think we’ll see each other again.

He nodded. Is this an invitation? Did she really want to see him or was she just being polite?

— Shall we go, Ephraim? asked the twin to Jena’s right.

— I need to take things out of the locker. Meet me outside?

“Don’t delay,” the twins answered in unison. How did they do it?

“I’m fast,” he replied.

The three girls separated, skirting Ephraim and Nathan, and then closed ranks again, moving further along the corridor. The friend looked after them and went up to Ephraim, who was already rummaging through the locker. Asked:

— What happened to Madeleine?

Ephraim didn’t know when it started, but Nathan called his mother by her first name. She even liked it.

— She is in the hospital. Nothing serious.” He had no desire to go into details now.

— Damn, no wonder you’re in this state then. Sorry. Let me take you. I also want to visit her.

– No, don’t, it’s all right. Mrs. Morales is picking me up, and I don’t think Mom will be thrilled with the visitors right now. But thanks anyway.

— Hey, I’m sure this will distract you from all your problems! – Nathan said and showed Ephraim on the camera a picture of three girls, photographed just below the shoulders and above the hips.

“Your framing is off,” said Ephraim.

“No,” Nathan smirked and pointed to the impressive features of Mary and Shelley in blue summer dresses. – It’s a pity, Jena’s size is not so big, but it’s not bad either. Especially when she’s not wearing her old fashioned dresses like she usually does.

Ephraim had to agree. Jenna looked cute in a skirt. The way she’d grown over the summer distracted Ephraim so much during his first semester that he nearly flunked the algebra class they took together. That year, many guys paid more attention to her, until the girl began to wear closed clothes. Now everyone was wondering what she was hiding.

“She’s pretty the way she is,” Ephraim said, unable to take his eyes off the photo. And anyway, how did you manage to take such a picture?

– Turned off the shutter sound. But wait, that’s not all.

Nathan switched to another frame: a shot of Mary, Shelley and Jena from behind.

“Pervert,” Ephraim commented. – You should be ashamed. Don’t forget to send me a copy of the photo when you get home.

— I could even sell these shots! Nathan leaned his sinewy body against the locker and stared blissfully at the screen. His long blond hair fell over his eyes. – Listen, when you get into their car, try to get between them …

– I’m not going to touch them. Their mother will be in the car, not to mention Jena. Maybe he could sit closer to her, although he suspected he would have to ride next to the driver.

— Even more so! What a piquant situation! In her presence, they most likely will not say anything. Look, just look at their legs! Nathan exclaimed.

Ephraim raised his eyes to the ceiling.

When he opened the locker, a piece of paper fluttered out. Bending down, he picked it up off the floor.

– “Make a wish and flip a coin to make it come true,” he read. The handwriting looked like Nathan’s hand. “Damn, what does that mean?”

He showed the paper to a friend.

He read the note.

– Strange. I dont know.

– Didn’t you write this? Ephraim was sure of it.

– I didn’t put anything in your locker. Kindergarten of some kind, – Nathan squinted and again looked at the sheet. – Looks like my handwriting. A little. But I don’t know what that is supposed to mean. What coin? Some nonsense.

He returned the note to his friend.

Ephraim stared at her. What is it about? About the quarter he found last night? Ephraim didn’t even tell Nathan about him. The incomprehensible piece of paper was as disturbing as the identical library cards and the guy in the morgue who looked like Ephraim. But what did that mean? And who wrote the note?

He took a quarter out of his back pocket and read the message again.

Are you really going to try? Nathan snorted.

Ephraim shrugged.

– Nothing bad will happen.

He held out his hand with a coin and cleared his throat.

“I wish…” he glanced at his friend. – I wish my mother was not in the hospital.

Of course, nothing happened.

“Throw her up,” Nathan reminded him. “As the note says.

– Oh, well. This is stupid,” Ephraim reached out to put the coin in his pocket, and felt a prick, as if a pin had been pierced into his palm. In surprise, he dropped the quarter, and it rolled across the uneven gray tile floor.

“Damn,” he muttered.

— What happened?

“She… shocked me,” Ephraim squeezed out, looking around.

The coin landed in front of him under the locker. He bent down and picked it up, brushing off the dust. She fell head over heels. For a second, the metal seemed hot, but right in the hand it quickly cooled. Everything swam before my eyes. He suddenly felt nauseous and clutched his stomach.

“Ephraim,” called Nathan. – What are you doing on the floor?

He needed to go to the toilet.

— I… — He definitely won’t make it in time.

Ephraim turned and stuck his head into the locker.

— What a pervert! Nathan exclaimed and walked to the other side of the corridor while his friend was vomiting.

He wiped his mouth with the back of his hand.

“Sorry,” he said. Holding his breath, he closed the locker door, deciding that he didn’t really need the papers and comics that had accumulated at the bottom of the year. I went to the drinking fountain at the end of the corridor to rinse my mouth. The water was warm, with a metallic taste.

Dollhouse Queen Mary ‘s Dolls’ House Toy, doll, dollhouse, queen Mary ‘s Dolls’ House, toy png

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District lines map: Final and District Maps

Опубликовано: November 29, 2022 в 2:04 pm

Автор: alexxlab

Категории: Miscellaneous

San Dieguito Union High School District

School Locator & Boundaries Map

School Locator

To find out your neighborhood school, please click school year boundary map.

Please Note: Confirmation of attendance boundaries and enrollment eligibility can only be made by contacting the school directly. The linked web site above is designed to provide general introductory information only. We update it from time to time. You should not rely upon it for any purpose, as information on it may be out of date, inaccurate or may not be suitable for your particular purpose. Although the Planning and Financial Management Department and its third-party vendor make every effort to provide information that is accurate and up-to-date, no representation or warranty is made as to the reliability, accuracy or completeness of the information or its suitability for any particular purpose. Use of this web site should not be relied upon as a substitute for personal verification of attendance boundaries.

San Dieguito Union High School District takes no responsibility for any loss or damage which you or any other person may directly or indirectly suffer in connection with your use of the site or that arises out of your use of or reliance on information contained or accessed through this site and/or any errors with the content of the site.

If you need assistance with the School Locator, please contact Julie Nohre at (760) 753-6491 x5514.

Attendance Boundaries

In order to maintain an equitable balance in the enrollment at each campus, the Board shall establish attendance boundaries for each school in the San Dieguito Union High School District. Boundaries of school attendance areas in the District shall be as follows:

Canyon Crest Academy shall be open to a limited number of 9-12 grade students within District boundaries through an open enrollment application process approved by the Board of Trustees.

La Costa Canyon High School shall include the boundaries of the Encinitas and Cardiff school districts and the area north of Escondido Creek in Rancho Santa Fe School District.

San Dieguito High School Academy shall be open to a limited number of 9-12 grade students within District boundaries through an open enrollment application process approved by the Board of Trustees.

Torrey Pines High School shall include the boundaries of the Del Mar, Solana Beach and Rancho Santa Fe school districts, with the exception of the area north of Escondido Creek in the Rancho Santa Fe School District.

Diegueno Middle School shall include the following portions of the Encinitas Elementary District for grades 7-8:

East of El Camino Real; south of Olivenhain Road and north of Encinitas Boulevard.

La Costa east of Rancho Santa Fe Road.

Leucadia – South of La Costa Avenue; west of El Camino Real; north of Union Street; west of Saxony Road; north of Encinitas Boulevard to the coast; south to Cardiff State Beach and west of Highway 101.

Oak Crest Middle School shall include the boundaries of the Cardiff Elementary District and the remainder of the Encinitas Elementary District for grades 7-8.

Earl Warren Middle School shall include the boundaries of Del Mar Elementary School District west of Interstate 5, and the Solana Beach Elementary School District, except for that portion of the Solana Beach Elementary School District located in North City West, and the boundary area served by Solana Ranch Elementary.

Carmel Valley Middle School shall include the area bounded by land east of Interstate 5 extending to the District’s eastern most boundary; and land south of the Carmel Valley Planning Area boundary (generally following Gonzales Canyon) extending to the district’s southern most boundary for grades 7-8, except the boundary areas served by Ashley Falls Elementary, Sycamore Ridge Elementary, and Solana Ranch Elementary.

Pacific Trails Middle School shall include the boundary areas of the Del Mar Elementary School District served by Ashley Falls Elementary and Sycamore Ridge Elementary, and the boundary area of the Solana Beach Elementary School District served by Solana Ranch Elementary.

It is the intent of the Board of Trustees to provide equal educational opportunities for all students of the District. In order to avoid duplication of certain costly facilities, some programs will be offered on a single campus and opportunities will be provided for all qualified district students to attend under specified conditions.

The administration is authorized to establish procedures that set forth the conditions under which students may attend classes at a District campus located outside of their assigned attendance boundaries.

Districtr

You draw the lines.

Districtr is a free browser-based tool for drawing districts and mapping your community.

Help shape our democracy!

Districtr is a project of the MGGG Redistricting Lab, intended to promote public participation in redistricting around the United States.
Redistricting is dividing up a jurisdiction (like a state, county, or city) into pieces that elect representatives. Where and how the lines are drawn influences everything from who has a shot at getting elected to how resources get allocated.

Since the founding of the U.S. as a representative democracy, we’ve had the ideal that
districts should be a way to communicate very local interests to our wider governing bodies. This only works if districts are built around
communities of shared interest.

Use this tool to amplify your voice

You can draw districts.

In the U.S., there’s a big redistricting cycle every 10 years after new Census data is released. In most states, elected representatives in the state legislature are responsible for drawing the lines—including the districts for their own re-election.
Following the 2020 Census, many states, cities, and counties experimented with collecting more public mapping input than ever before, and the Districtr team was
there to help.

Now you can try your hand at redistricting! It’s easy to make plans of your own and share them widely with Districtr.

You can draw your community.

Communities of Interest (known as “COIs”) are groups or neighborhoods with significant shared interests that deserve consideration by representatives. Many states have rules that indicate that COIs should be kept whole by districting plans whenever possible.

But this has been one of the hardest to handle of all the priorities in the redistricting world—if you show up at a meeting to say your community matters, how does that information make its way to the line-drawers?

Districtr lets you put your community on the map (literally!) by marking places that matter to make your shared interests visible.
If you are interested in learning more about best practices for COI map collection, check out our training materials.

For a detailed walkthrough of Districtr, visit our Guide page.

Where would you like to start?

Import an Existing Plan or Community Map

Features Available by Jurisdiction

About Districtr

Origin Story

The goal of Districtr is to put the tools of redistricting in the hands of the public, with an emphasis on meeting the needs of civil rights organizations, community groups, and redistricting commissions.

Districtr came about from a conversation with Lawyers for Civil Rights (LCR), the Boston arm of the national Lawyers’ Committee for Civil Rights Under Law. LCR was describing their work with community members in Lowell, MA, who were frustrated about not having a voice in the city council. In those conversations, a few places kept coming up…

Like Clemente Park, a much-loved meeting point for the city’s Asian and Latinx populations, which felt unsafe at night because the city had not provided lighting…

And Lowell High School, the city’s only public high school, which serves over 3000 students. The city announced plans to move it from its traditional downtown location, but without sufficient outreach to communities around the city about possible new sites.

Our idea was to create a mapping tool whose fundamental principle is to ask the community what matters. With maps that build COIs around relevant zones and landmarks, paired with community narratives, we can start to see local interests come to life.

Our Values

Accessibility. Participating in the redistricting process should be approachable for everyone. Districtr is engineered for maximum accessibility. It’s entirely in-browser with no login and no downloads, it works on tablets as well as computers, and we assign each plan its own web address for easy sharing.

Openness and transparency. The entire project is open source, with permissive licenses. We don’t collect any information about users.

Maps not metrics. We don’t think that good maps can be measured in one-size-fits-all metrics, so we’ve built a more lightweight mapping experience that doesn’t put scores front and center. You can export maps from Districtr in forms that can be read in the other major redistricting software.

All politics is local. We’ve got 760,000-person congressional districts and 13,000-person city council districts, and every scale in between: county commissions, school zones, library boards—you name it, we map it.

Responsiveness to the community. We aim to highlight specific local rules, principles, and priorities whenever possible. We also build event pages for organizers so they can see an overview of maps from the group at a glance.

Still have questions?

If you are interested in partnering with us or sponsoring a voting rights project, reach out to us at
[email protected].

Our team aims to respond to requests for new modules within a week.

Development Team

Project Manager: Liz Kopecky
Originating Team: Max Hully, Ruth Buck
Contributors: Jamie Atlas, Eion Blanchard, Jack Deschler, Nick Doiron, Moon Duchin, Chris Gernon, Peter Horvath, Muniba Khan, Zhenghong Lieu, JN Matthews, Anthony Pizzimenti, Heather Rosenfeld, Anna Schall, and many more

Districtr is a free and open-source web app built with HTML5, CSS, and JavaScript, as well as:

City of Oakland | District Map Proposals

As of January 26, 2022, Draft Map F4 was modified during a live mapping session to become Draft Map F5.

Learn More About the Draft Map Proposals

The Oakland Redistricting Commission is tasked with adopting the new district boundaries for City Council and School Board of Directors districts by December 31, 2021. District map proposals considered by the Commission will be shared on this webpage. If you would like to engage with the Commission, you can submit written comments using their online survey. For upcoming meeting dates and times please visit: www.oaklandca.gov/redistricting.

All references to “traditional criteria” include equal population, contiguous and compact geographic areas that respect natural boundaries and neighborhoods, and does not consider incumbents or political party affiliations. Additionally, the category “other” is a representation of Statistical Remainder not otherwise broken out. This category is predominantly comprised of persons who responded White to the Census’ primary ethnicity question, but does include fractions of both the Census’ AiAN (American Indian Alaska Native) and HoPI (Hawaiian or Pacific Islander) designations. This statistical comparison field contains populations that are either not protected classes or that have populations too small to reasonably use in the study of VRA protections.

The current district boundaries were adopted in 2013, click here to see the current district map.

Direction from the Redistricting Commission

At its meeting on October 13, 2021, the Redistricting Commissioners voted to prioritize review and consideration of Draft Map B and Draft Map D. A recording of the meeting can be viewed here.

At its meeting on November 1, 2021, the Redistricting Commissioners voted to reconsider Draft Map A, and requested four new maps be created: Draft Map E, Draft Map F, Draft Map G, and Draft Map H. A recording of the meeting can be viewed here.

At its meeting on November 15, 2021, the Redistricting Commissioners voted and requested at least two new maps be created: Draft Map I and Draft Map J. The Commission’s technical consultants also created Draft Map K based on the Commission’s requests. A recording of the meeting can be viewed here.

At its meeting on December 1, 2021, the Redistricting Commissioners voted to remove from consideration Draft Map A, Draft Map B, Draft Map C, and Draft Map D. Commissioners also requested to see Draft Maps E – K with an overlay of OUSD schools. Files for each map have been updated accordingly and a summary file showing all school locations by draft map proposal can be accessed here. A recording of the meeting can be viewed here.

At its meeting on December 8, 2021, the Redistricting Commissioners voted to remove from consideration Draft Map E, Draft Map G and Draft Map J. The Commissioners continued to work on prioritizing elements of Draft Map F, Draft Map H, Draft Map I and Draft Map K based on public input. This prioritizing of remaining maps resulted in the consultant producing Draft Map F2, Draft Map h3, Draft I2 and Draft Map K2. A list of Commissioner priorities can be found here. A recording of the meeting can be viewed here.

At its meeting on December 13, 2021, the Redistricting Commission voted to eliminate all draft maps except Draft Map F3 and Draft Map K3. These maps were derived from Draft Map F2 and Draft Map K2 during the live mapping session.

At its meeting on December 30, 2021, the Redistricting Commission failed to adopt a final map and therefore a map could not be chosen for final adoption before the December 31, 2021 deadline. The Commission will continue to meet until a final map is adopted.

At its meeting on January 5, 2022, the Redistricting Commission voted to continue to revise Draft Map F3 and reject Draft Map K3. The simple majority vote makes Draft Map F3 the only map under consideration for final adoption.

At its meeting on January 22, 2022, the Redistricting Commission continued to revise Draft Map F3 resulting in Draft Map F4. The Commission then voted to continue live mapping of Draft Map F4 during its next meeting scheduled for January 26, 2022.

At its meeting on January 26, 2022, the Redistricting Commission continued to revise Draft Map F4 resulting in Draft Map F5. A summary of the changes occurring during live mapping can be accessed here. The Commission voted to move Draft Map F5 to final adoption. Draft Map F5 will be available for the required 14-day public review period beginning on February 1, 2022.

Map Proposals

Posted on January 29, 2022

Draft Map F5 is a result of modifications made to Draft Map F4 and is the final proposed map, the Commission rejected all other maps.

Draft Map F5

Draft Map F5 with current boundaries

Draft Map F5 with current boundaries large

Draft Map F5 with neighborhoods

Draft Map F5 with neighborhoods large

Draft Map F5 with schools

Draft Map F5 with schools large

Draft Map F5 interactive/online

Draft Map F4 is a result of modifications made to Draft Map F3, the Commission rejected all other maps.

Draft Map F4

Draft Map F4 with neighborhoods

Draft Map F4 with current district lines

Draft Map F4 interactive/online map

The following Commissioners submitted proposed changes to Draft Map F3 and may discuss these changes at its next meeting. Please click on the link next to the Commissioners name to review their proposed change.

Draft Map F3 Mods

Chair Gangas – Draft Map F3 Mod with Rationale Co-Vice Chair Miller – Draft Map F3 Mod with Rationale Commissioner Goode – Draft Map F3 Mod with Rationale Commissioner Crowell – Draft Map F3 Mod with Rationale Commissioner Gee – Draft Map F3 Mod – Rationale Commissioner Hamidi – Draft Map F3 Mod with Rationale Alternative Commissioner Chesmore – Rationale

Draft Map F3 (posted December 13, 2021)

Draft Plan F3 was developed during live line drawing during the Oakland Independent Redistricting Commission Meeting on December 13th. The following are the general descriptions of changes made by district between Draft Plan F and Draft Plan F3.

District A1 – The boundary of this district was moved from 580 up to 40th St from the city border to 980 and then down to 38th St to Broadway south to 580, this moved a portion of Mosswood into District C3, unified Hoover Foster in C3, and placed a portion of Longfellow in C3. The eastern portion of the Adams Point Neighborhood was also moved into C3. The Mountain View Cemetery was also moved from District D4 to District A1.

District B2 – The eastern border of this district was changed, moving the border to Grande Vista Rd/ 24th Ave between E. 27th St to Foothill Blvd. Also, a portion of the waterfront was moved into E5.

District C3 – This boundary of this district was moved north up to 40th St from the city border to 980 and up to 38th St to Broadway south to 580. Further all of the Adams Point Neighborhood was unified in this district.

District D4 – Beyond the changes described above, no other changes were made.

District E5 – Beyond the changes described above, the southwestern border of the district was moved southeast to 47th Ave below International Blvd and over to High St, making changes to District F6 as well.

District F6 – Beyond the changes described above, the southeast border of this district was moved southeast to Hegenberger from San Leandro St. to the 880, changing District G7 as well.

District G7 – Beyond the changes described above, no other changes were made.

Draft Map F3

Draft Map F3 with neighborhoods

Draft Map F3 with current district lines

Draft Map F3 interactive/online map

Draft Map K3

Draft Plan K3 was developed during live line drawing during the Oakland Independent Redistricting Commission Meeting on December 13^th. To The following are the general descriptions of changes made by district between Draft Plan K and Draft Plan K3.

District A1 – The south boundary of this district would move north up to 40th St from the city border to 980 and up to 38^th St to Broadway south to 580 and track to the Lakeshore Neighborhood border, also affecting District C3 and D4. This change results in unifying the Grand Lake Neighborhood and most of the Lakeshore Neighborhood in District A1.

District B2 – The western boundary’s boundary shifts westward to encompass Lake Merritt, most of Lakeside Neighborhood, and the southeastern portion of the Adams Point Neighborhood, also affecting District C3. Further, the northern border comes south to use the 580 line, with its eastern border shifted further east to include the Tuxedo Neighborhood and use the Grande Vista Rd/ 24^th Ave between E. 27^th St to Foothill Blvd.

District C3 – Beyond the changes described above, there are no further changes.

District D4 – Beyond the changes described above, the western border is a new line, placing the Temescal Regional Recreation Area into D4 and splitting the Upper Rockridge Neighborhood between A1 and D4. The district’s southwestern border also shifts west, to pickup the Crocker Highlands Neighborhood and the Trestle Glen Neighborhood from A1.

District E5 – Beyond the changes described above, the western border shift westward to run along the creek west of Fruitvale Ave from the 580 to E 27^th St. Further, the western and northern border continues north above 580 to encompass the Dimond Neighborhood and most of the Upper Dimond Neighborhood and most of the Upper Laurel Neighborhood. The southern district uses High Street down to Congress Ave to 51^st Ave down to International and back to High St to the city boarder.

District F6 – Beyond the changes described above, the changes to E5 results in the Upper Laurel Neighborhood east of High St being placed in F6. Further, the Fremont Neighborhood east of High Street is also moved from E5 into F6. Also, Hegenberger becomes the southeastern border between International and San Leandro St. This district also adds the Toler Heights and Oak Knoll Golf Links Neighborhoods whole.

District G7 – Beyond the changes described above, this district adds Sequoyah, the Knowland State Arboretum and Park, Grass Valley, Chabot Park, and Sheffield Village Neighborhoods.

Draft Map K3

Draft Map K3 with neighborhoods

Draft Map K3 with current district lines

Draft Map K3 interactive/online map

The maps below were used to develop the maps F3 and K3:

Draft Map F2

Draft Map F2

Draft Map F2 with neighborhoods

Draft Map F2 with current district lines

Draft Map F2 with interactive/online map

Draft Map h3

Draft Map h3

Draft Map h3 with neighborhoods

Draft Map h3 with current district lines

Draft Map h3 with interactive/online map

Draft Map I2

Draft Map I2

Draft Map I2 with neighborhoods

Draft Map I2 with current district lines

Draft Map I2 with interactive/online map

Draft Map K2

Draft Map K2

Draft Map K2 with neighborhoods

Draft Map K2 with current district lines

Draft Map K2 with interactive/online map

Posted on November 29, 2021

Draft Map K

The Commission’s consultants produced Draft Map K using the following criteria:

Uses Draft Map H as a guideline.

Keeps the Black Cultural Zone intact.

Unifies Dimond, Laurel, Allendale, and Bartlett neighborhoods into one district in a predominately “flats” district. Note: Draft Map K was produced to satisfy this requirement from the Commission.

Draft Map K

Draft Map K with neighborhoods

Draft Map K with current district lines

Draft Map K with schools

Draft Map K interactive/online map

Draft Map I

The Commission requested the following criteria be included in Draft Map I:

Uses Draft Map E as a guideline.

Keeps the Black Cultural Zone intact.

Unifies Dimond, Laurel, Allendale, and Bartlett neighborhoods into one district in a predominantly “hills” district.

Draft Map I

Draft Map I with neighborhoods

Draft Map I with current district lines

Draft Map I with schools

Draft Map I interactive/online map

Posted on November 10, 2021

Draft Map H

The Commission requested the following criteria be included in Draft Map H:

Uses Draft Map D as a guideline.

Makes the density of each district closer to average (closer than allowed deviation), adjusted for economic, racial diversity, includes business districts, environmental areas/parks without diluting the relative voting strength of communities of interest.

Keeps other neighborhoods intact as requested by the public, including:

Glenview

District 2 (current district lines)

Rockridge

West Oakland

Dimond

Lake Merritt (area around Lake Merritt shore)

Piedmont Pines

Note on the new map that Draft Map D was used as a guideline.

Changes the map identification from letters to a a letter plus number format:

A=A1, B=B2, C=C3, D=D4, E=E5, F=F6, G=G7.

Draft Map H

Draft Map H with neighborhoods

Draft Map H with current district lines

Draft Map H with schools

Draft Map H interactive/online map

Draft Map F

The Commission requested the following criteria be included in Draft Map F:

Uses Draft Map A as a guideline

Does not include a hills-only district

Makes the density of each district closer to average (closer than allowed deviation), adjusted for economic, racial diversity, includes business districts, environmental areas/parks without diluting the relative voting strength of communities of interest.

Changes the map identification from letters to a letter plus number format:

A=A1, B=B2, C=C3, D=D4, E=E5, F=F6, G=G7.

Draft Map F

Draft Map F with neighborhoods

Draft Map F with current district lines

Draft Map F with schools

Draft Map F interactive/online map

Maps Removed from Consideration

At its meeting on December 1, 2021, the Redistricting Commissioners voted to remove from consideration Draft Map A, Draft Map B, Draft Map C, and Draft Map D. A recording of the meeting can be viewed here. No action will be taken on the following maps.

At its meeting on December 8, 2021, the Redistricting Commissioners voted to remove from consideration Draft Map E, Draft Map G and Draft Map J. A recording of the meeting can be viewed here.

Posted on November 29, 2021

Draft Map J

The Commission requested the following criteria be included in Draft Map J:

Uses Draft Map E as a guideline.

Keeps the Black Cultural Zone intact.

Unifies Dimond, Laurel, Allendale, and Bartlett neighborhoods into one district in a predominantly “flats” district. Note: This requirement became challenging due to other criteria used to create Draft Map J. Therefore, the Commission’s consultants developed Draft Map K for consideration.

Draft Map J

Draft Map J with neighborhoods

Draft Map J with current district lines

Draft Map J with schools

Draft Map J interactive/online map

Posted on November 10, 2021

Draft Map G

The Commission requested the following criteria be included in Draft Map G:

Uses Draft Map B as a guideline.

Makes the density of each district closer to average (closer than allowed deviation), adjusted for economic, racial diversity, includes business districts, environmental areas/parks without diluting the relative voting strength of communities of interest.

Keeps other neighborhoods intact as requested by the public, including:

Glenview

District 2 (current district lines)

Rockridge

West Oakland

Dimond

Lake Merritt (area around Lake Merritt shore)

Piedmont Pines

Note on the new map that Draft Map B was used as a guideline.

Changes the map identification from letters to a a letter plus number format:

A=A1, B=B2, C=C3, D=D4, E=E5, F=F6, G=G7.

Draft Map G

Draft Map G with neighborhoods

Draft Map G with current district lines

Draft Map G with schools

Draft Map G interactive/online map

Draft Map E

The Commission requested the following criteria be included in Draft Map E:

Does not include a hills-only district.

Keeps other neighborhoods intact as requested by the public, including:

Glenview

District 2 (current district lines)

Rockridge

West Oakland

Dimond

Lake Merritt (area around Lake Merritt shore)

Piedmont Pines

Makes the density of each district closer to average (closer than allowed deviation), adjusted for economic, racial diversity, includes business districts, environmental areas/parks without diluting the relative voting strength of communities of interest.

Keeps an influence level of 30%.

Draft Map E

Draft Map E with neighborhoods

Draft Map E with current district lines

Draft Map E with schools

Draft Map E interactive/online map

Posted on October 14, 2021

Draft Map D with current district lines – using traditional criteria but not beginning with the existing district boundaries as the starting basis. Draft map also factors communities of interest testimony received by the Commission.

Draft Map D with neighborhoods – using traditional criteria but not beginning with the existing district boundaries as the starting basis. Draft map also factors communities of interest testimony received by the Commission.

Draft Map B with current district lines – minimal changes to the existing district boundaries using traditional criteria and factoring communities of interest testimony received by the Commission.

Draft Map B with neighborhoods – minimal changes to the existing district boundaries using traditional criteria and factoring communities of interest testimony received by the Commission.

Interactive/online maps – follow each link to view online versions of the four initial map proposals:

Draft Map D

Draft Map C

Draft Map B

Draft Map A

Posted on October 11, 2021

Draft Map D – using traditional criteria but not beginning with the existing district boundaries as the starting basis. Draft map also factors communities of interest testimony received by the Commission.

Draft Map C – using traditional criteria but not beginning with the existing district boundaries as the starting basis.

Draft Map B – minimal changes to the existing district boundaries using traditional criteria and factoring communities of interest testimony received by the Commission.

Draft Map A – minimal changes to the existing district boundaries using traditional criteria.

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[region 78]
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[region 22]
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Perm

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Samara

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Surgut

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Tomsk

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Tyumen

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Komi

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Crimea

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Kursk region

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Leningrad region

[48 region]
Lipetsk region

[49 regions]
Magadan region

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Mari El

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Mordovia

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Moscow region

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Novgorod region

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Tver region

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Tomsk region

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Tyumen region

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Khabarovsk Territory

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Chukotka Autonomous Okrug

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Yamalo-Nenets Autonomous Okrug

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[region 77]
Moscow

[region 78]
St. Petersburg

[region 22]
Barnaul

[region 25]
Vladivostok

[34 region]
Volgograd

[66 region]
Yekaterinburg

[38 region]
Irkutsk

[region 16]
Kazan

[42 regions]
Kemerovo

[region 23]
Krasnodar

[region 24]
Krasnoyarsk

[region 23]
Sochi

[52 regions]
Nizhny Novgorod

[42 regions]
Novokuznetsk

[54 region]
Novosibirsk

[region 55]
Omsk

[region 59]
Perm

[61 regions]
Rostov-on-Don

[63 region]
Samara

[86 region]
Surgut

[region 70]
Tomsk

[region 72]
Tyumen

[region 02]
Ufa

[region 27]
Khabarovsk

[region 74]
Chelyabinsk

[01 region]
Adygea

[04 region]
Altai

[region 22]
Altai Territory

[region 28]
Amur region

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Arkhangelsk region

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Astrakhan region

[94 regions]
Baikonur

[02 region]
Bashkortostan

[31 regions]
Belgorod region

[32 regions]
Bryansk region

[03 region]
Buryatia

[33 regions]
Vladimir region

[34 region]
Volgograd region

[region 35]
Vologda region

[region 36]
Voronezh region

[region 05]
Dagestan

[region 79]
Jewish Autonomous Region

[region 75]
Trans-Baikal Territory

[37 region]
Ivanovo region

[06 region]
Ingushetia

[38 region]
Irkutsk region

[region 07]
Kabardino-Balkaria

[39 region]
Kaliningrad region

[region 08]
Kalmykia

[40 regions]
Kaluga region

[41 regions]
Kamchatka Territory

[region 09]
Karachay-Cherkessia

[region 10]
Karelia

[42 regions]
Kemerovo region

[43 regions]
Kirov region

[11 regions]
Komi

[44 regions]
Kostroma region

[region 23]
Krasnodar region

[region 24]
Krasnoyarsk Territory

[91 regions]
Crimea

[45 regions]
Kurgan region

[46 regions]
Kursk region

[47 region]
Leningrad region

[48 region]
Lipetsk region

[49 regions]
Magadan region

[region 12]
Mari El

[region 13]
Mordovia

[50 region]
Moscow region

[51 regions]
Murmansk region

[83 regions]
Nenets Autonomous Okrug

[52 region]
Nizhny Novgorod Region

[53 regions]
Novgorod region

[54 regions]
Novosibirsk region

[region 55]
Omsk region

[region 56]
Orenburg region

[57 region]
Oryol region

[58 region]
Penza region

[region 59]
Perm Territory

[region 25]
Primorsky Krai

[60 region]
Pskov region

[61 regions]
Rostov region

[62 regions]
Ryazan region

[63 regions]
Samara Region

[64 regions]
Saratov region

[region 14]
Yakutia

[65 region]
Sakhalin Region

[66 region]
Sverdlovsk region

[region 92]
Sevastopol

[15 region]
North Ossetia

[67 region]
Smolensk region

[region 26]
Stavropol Territory

[68 region]
Tambov region

[region 16]
Tatarstan

[69 region]
Tver region

[region 70]
Tomsk region

[71 regions]
Tula region

[region 17]
Tyva

[72 region]
Tyumen region

[region 18]
Udmurtia

[region 73]
Ulyanovsk region

[region 27]
Khabarovsk Territory

[region 19]
Khakassia

[86 region]
Khanty-Mansi Autonomous Okrug

[region 74]
Chelyabinsk region

[region 20]
Chechnya

[21 regions]
Chuvashia

[87 region]
Chukotka Autonomous Okrug

[region 89]
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St.

Jump for joy portland: Jump 4 Joy PDX – Portland Bounce House Rentals

Опубликовано: November 29, 2022 в 1:16 pm

Автор: alexxlab

Категории: Miscellaneous

Jump 4 Joy PDX – Portland Bounce House Rentals

Delivering to Portland, Vancouver, Gresham, Lake Oswego, and Beaverton

Call Now

IMPORTANT:

Final time for pickup is 5:00 pm. All reservations that end after 5:00 pm must be picked up the next morning unless approved by our staff.

Overnight Rental Fee: $30
Late Pickup Fee (6-8pm): $60

We never want weather to get in the way of a great time, so we’ve got multiple options for our customers in the case of poor weather:

All of our Bounce Houses and Equipment are waterproof and safe to use in the rain! The party doesn’t stop unless you want it to! Unless there are high winds, all bounce houses can operate in wet weather.

We offer free rescheduling in the case of rain. As long as your bounce house is available, we can move your reservation date as much as you need. In the case of rain, we will waive our last minute rescheduling fee.

We offer full refunds up to 30 minutes before your event in the case of rain. If you would prefer to cancel your event due to rain, just shoot us a text or call at least 30 minutes before your reservation and we’ll process a full refund.

Planning a special event or large gathering? Jump 4 Joy has you covered with our premium selection of insured bounce houses! We can even cover your event if your park or venue requires it!

Our helpful and friendly team is more than happy to work with you on your event! Click below for more information on park reservations.

Reviews from Our Customers:

Our 5-Star Bounce House Delivery Service

The Jump 4 Joy team is committed to providing an unforgettable bounce house rental experience to all of our customers! Once you place your order, our crew handles delivery, setup, and tear down. We can also setup 1-2 days early by request as long as there is availability!

Our experienced crew provides some of the best customer service in town. With competitive prices and a growing selection of bounce house rentals, we aim to take any party to the next level!

Always Clean,

Always Safe

We value your trust in our service and equipment. We are dedicated to providing our customers with properly cleaned and sanitized rentals each and every time.

Vacuumed
For Dust, Dirt, & Debris

Disinfected Regularly with Kid-Safe Cleaners

Clean, Sanitized &
Ready for Fun!

Jump 4 Joy: Who We Are

At Jump 4 Joy, we pride ourselves on providing a high quality service at prices that are accessible to all families and functions. We focus on providing an outstanding service so you can focus on having FUN! All of our staff are trained to be courteous, knowledgeable, and professional to make your experience as smooth as possible.

Each bounce house is cleaned and sanitized after every rental to guarantee your safety and satisfaction. We always follow strict safety guidelines and we will never sacrifice your safety for business. We hope you enjoy your reservation as much as we love delivering them!

Delivery Area

All reservations are charged $2.75 per mile from our warehouse in North Portland (97203) as a delivery fee.

The distance charge is calculated based on the one-way distance to your event.

Jump for Joy Christian, LLC

Write a Review

About the Provider

Find a Home Daycare Provider

Description: At Jump for Joy Christian Early Learning Community, the joy of learning is cultivated in everything we do. We embrace the best practices in Early Childhood Education. Our committed teaching staff collaborate to ensure each classroom environment is child inspired and fosters a joy for learning.

We are open year-round and offer part week (as few as 2 days a week) and full week care between 7:30am and 5:30pm daily.

Our Learning Community supports learners as young as 6 weeks old up to Kindergarten Ready (age 6)
Eco-friendly diapers are included in tuition for all children under 2 years of age
Am Snack, Pm Snack and Lunch is also included in tuition for children 12 months and older. Organic fruits and vegetables, hormone free milk and healthy main dishes made by Fresh and Local are served
Spanish is spoken in all classrooms
The RIE and Reggio Philosophies inspire our Teaching Team in our learning spaces.

Program and Licensing Details

License Number:
CC502107

Capacity:
76

Age Range:
0 Years 1 Months – 6 Years 0 Months

State Rating:
C2Q

Enrolled in Subsidized Child Care Program:
Yes

Languages Supported:
English, Spanish

Type of Care:
Full-time, Temp/Emergency, Part-time

Transportation:
Near public transportation, Walking distance to school

District Office:
Oregon Employment Department – Child Care Division

District Office Phone:
503-947-1400 (Note: This is not the facility phone number.)

Location Map

Reviews

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January
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21. 01.2021 06:00

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February
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07.02.2021 21:00

February
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February
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12. 02.2021

February
Portland-Philadelphia 118:114 37:36, 23:27, 29:30, 29:21

02/13/2021

February
Portland – Cleveland 129:110 34:23, 39:29, 27:25, 29:33

15.02.2021

February
Dallas – Portland 118:121 25:34, 36:24, 30:45, 27:18

02/17/2021

February
Oklahoma – Portland 104:115 21:34, 29:30, 29:29, 25:22

02/18/2021

February
New Orleans – Portland 124:126 30:35, 39:24, 22:35, 33:32

02/21/2021

February
Portland-Washington 111:118 43:31, 12:30, 37:28, 19:29

23. 02.2021

February
Phoenix – Portland 132:100 32:26, 31:28, 37:17, 32:29

24.02.2021

February
Denver – Portland 111:106 34:25, 23:32, 21:21, 33:28

02/27/2021

February
Lakers – Portland 102:93 24:29, 30:28, 31:19, 17:17

03/02/2021

March
Portland – Charlotte 123:111 27:33, 32:26, 33:24, 31:28

04.03.2021

March
Portland-Golden State 108:106 28:29, 27:27, 27:24, 26:26

03/05/2021

March
Portland – Sacramento 123:119 30:27, 29:29, 30:34, 34:29

03/12/2021

March
Portland-Phoenix 121:127 33:30, 27:30, 34:30, 27:37

03/14/2021

March
Minnesota – Portland 121:125 24:33, 33:33, 37:27, 27:32

03/15/2021

March
Minnesota – Portland 114:112 24:20, 23:29, 29:23, 38:40

03/17/2021

March
Portland – New Orleans 125:124 28:34, 22:30, 32:31, 43:29

03/19/2021

March
Portland – New Orleans 101:93 31:23, 26:25, 20:22, 24:23

03/20/2021

March
Portland-Dallas 125:119 37:33, 27:27, 29:38, 32:21

03/22/2021

March
Portland-Dallas 92:132 30:27, 24:38, 15:38, 23:29

03/24/2021

March
Portland – Brooklyn 112:116 41:37, 25:28, 25:27, 21:24

03/26/2021

March
Miami – Portland 122:125 24:31, 34:28, 33:32, 31:34

03/27/2021

March
Orlando – Portland 105:112 32:35, 23:30, 22:15, 28:32

03/29/2021

March
– Portland 117:122 41:32, 33:36, 10:23, 33:31

04/01/2021

April
Detroit – Portland 101:124 33:31, 19:20, 27:36, 22:37

03. 04.2021

April
Portland – Milwaukee 109:127 21:34, 32:26, 20:37, 36:30

04/04/2021

April
Portland-Oklahoma 133:85 35:19, 30:27, 39:13, 29:26

04/07/2021

April
Clippers – Portland 133:116 47:32, 26:34, 28:23, 32:27

04/09/2021

April
Utah – Portland 122:103 30:29, 23:27, 40:19, 29:28

04/11/2021

April
Portland – Detroit 118:103 33:23, 26:27, 36:26, 23:27

04/12/2021

April
Portland-Miami 98:107 31:25, 17:31, 23:33, 27:18

04/14/2021

April
Portland – Boston 115:116 38:30, 22:27, 27:35, 28:24

04/17/2021

April
San Antonio – Portland 106:107 31:28, 26:20, 28:35, 21:24

04/19/2021

April
Charlotte – Portland 109:101 44:24, 21:27, 28:21, 16:29

04/21/2021

April
Portland Clippers 112:113 31:30, 29:26, 22:30, 30:27

04/22/2021

April
Portland – Denver 105:106 36:35, 21:25, 27:22, 21:24

04/24/2021

April
Portland – Memphis 128:130 23:28, 33:34, 43:38, 29:30

04/25/2021

April
Portland – Memphis 113:120 20:23, 27:35, 31:32, 35:30

04/28/2021

April
Indiana – Portland 112:133 35:34, 27:39, 16:40, 34:20

04/29/2021

April
Memphis – Portland 109:130 23:38, 23:36, 37:28, 26:28

05/01/2021

May
Brooklyn – Portland 109:128 25:23, 32:36, 24:35, 28:34

03. 05.2021

May
Boston – Portland 119:129 32:34, 39:37, 27:32, 21:26

04.05.2021

May
Atlanta – Portland 123:114 32:31, 36:31, 34:33, 21:19

05/06/2021

May
Cleveland – Portland 105:141 28:29, 29:38, 23:35, 25:39

08.05.2021

May
Portland-Lakers 106:101 34:22, 25:33, 23:23, 24:23

05/09/2021

May
Portland – San Antonio 124:102 27:26, 30:21, 33:28, 34:27

05/11/2021

May
Portland – Houston 140:129 50:33, 29:30, 32:37, 29:29

05/13/2021

May
Utah – Portland 98:105 31:24, 25:35, 20:25, 22:21

05/14/2021

May
Phoenix – Portland 118:117 26:26, 26:27, 33:24, 33:40

05/17/2021

May
Portland – Denver 132:116 43:22, 29:33, 35:29, 25:32

05/23/2021

1/8 finals
Denver – Portland 109:123 30:35, 31:23, 25:38, 23:27

05/25/2021

1/8 finals
Denver – Portland 128:109 31:25, 42:36, 28:26, 27:22

05/28/2021

1/8 finals
Portland – Denver 115:120 30:39, 29:25, 20:20, 36:36

05/29/2021

1/8 finals
Portland – Denver 115:95 32:24, 25:23, 36:19, 22:29

06/02/2021

1/8 finals
Denver – Portland 147:140 38:25, 27:37, 27:32, 29:27, 14:14, 12:5

06/04/2021

1/8 finals
Portland – Denver 115:126 33:29 35:32 33:37 14:28

PC-Games and .

.. a lot of things on Tumblr
Code of Honor 2: Conspiracy Island 2008 walkthrough

Landing

Kill the enemy on the rock (press M on the FAMAS to turn it into a sniper gun), and go with a crowd of bots to the fence. They will highlight where you need to click to use, after the explosion there will be a fight, your bots will win. Go through the hole in the grate, kill the enemies on the left (one will be on the rock above) and with the bots that come running, kill the enemies from the tunnel.
A sniper will appear high up behind you, extinguish it.
The character’s health is self-replenishing, and what pleases is that there are normal saves.

Catacombs

Go to the bridge, then fight, if the bots say that everything is clear – do not believe them. Kill the enemies, video scene.
You will be kicked out alone for reconnaissance, move along the tunnels, extinguish enemies, knock down a snake in the water, then a red beret and get out onto the shore.
Go through the tunnels, jump from the ledges to the platforms, cross the bridges, extinguish the enemies.

Light at the end of the tunnel

After the fight with enemies, you can change the pistol for a shotgun. Cross the bridge, kill a couple of enemies, go to the next cave. Everything is the same.
It is necessary to reach a large cave, and removing enemies from a sniper, get along the bridges to the stairs, go down and go into the tunnel.

Storming the prison

Kill the enemies below and go into the room, there you need to press the switch on the wall. A door with enemies will open. The shotgun is good at close range.
I took out a bunch of enemies and went through the ruins further, coming to a pool of water in the prison block. Bypassed the tier and scored the enemy in the technical room, pressed 3 levers.
Now you need to get out, after killing a couple of enemies, and jump into the water.
Go to the tunnel, kill the snake, and climb the stairs up.
Clean up another courtyard, you need to reach the nook with a lever on the wall, press it.
Then kill the enemies and go up the stairs – a helicopter will fly. We need to go back to our bots, kill a couple of enemies in the next room and get a bazooka.
Now shoot down the helicopter and get airborne. Long video clip.
Go into the building, kill the enemies until the end of the level comes.

Jailbreak

Climb down the stairs, swim into the fucking caves, there I went along the left ledge and fired at the head of the enemy, then killed the second enemy. In the water, he scored a snake and a couple of enemies, you have to go to the left into the arch and climb up.
You get out into the hall, there are 2 enemies at the top, you took them off quietly, climbed up the stairs, took a bison machine gun, listened to a tape recorder, played chess.
Having passed through the tier, he killed the enemies in the room with the cistern, turned the valve to turn off the steam.
As you climb the stairs, enemies will start running out of the 2-story building opposite, I rolled back and pounded them, then you need to go into that building on the 2nd floor. Video scene.
Now the enemies will run out of the door, kill them and go through the door.
I took a fire extinguisher, puffed at the enemy, but there was no effect. In the cell, you can touch the teddy bear and listen to its sounds.
Next, I scored the enemies in a variety of ways, and I need to activate the explosives on the wall.
Go through the gap.

Meeting at the factory

Go straight and through the door, take down the enemy from the silencer, then run up the stairs and run to the machine gun, immediately kill 2 enemies near it.
Get down and go through the door to the hall. Go into the room with a knife switch, press it, enemies will come running from behind, extinguish them and go through the opened door near the red wall cabinet.
When slaughtering enemies, pull the switch to turn off the electricity. Then pull another knife switch at the big doors, however, you can go into the hall with the units through the door past the room with lockers. Kill the enemies, go up to the 2nd floor.
Pass before the conversation of 2 enemies, sneak up to the right to the control panel and pull the switch, the enemies will be crushed, and now you can go to the other side of the room.
Extinguish the fire with a fire extinguisher and go through the door. Help your bots to kill the enemies.

Combined Forces

Enemies will run down the stairs, so get into the room and then go down and beat the enemies in the hall. You have 2 support bots. I took a new rifle, it seems to be more cheerful and with optics.
You need to go all the way back, press the lever in the nook to open the doors with the enemies, then in the room with cabinets and stools you need to press the lever to open the grate.
Then go down into the tunnel, kill the enemies at the trolleys, and you and the bots will reach the end of the mission.

Critical mass

Kill the enemies and go to the left to the stairs, kill the running enemies there, go through the opening and take down the enemy cunningly hiding behind the table. Press the lever at the end of the corridor and go down to the door. Your boots are already there.
Go further, kill enemies, you will reach a nook with a ladder, climb up and press the lever. Jump down again, go through the doors, kill the enemy right away and connect with your bots.
Then go with them, if an enemy runs out in the basement – throw a grenade at him, and then turn the valve on so as not to burn out in the flames.
Finally, go out into the air, go past the containers, kill 3 enemies on the left behind the boxes. Video scene, grab the rocket launcher and aim at the helicopter, shoot at it, it’s impossible to miss. Video.

Collision

Ruins and caves were suddenly replaced by an office. Same as other City Interactive lazy freak games. It’s easier to copy from game to game.
Open the door and kill the enemies in the office. Damn, how I miss the office.
Enemies with shotguns take out at once, so I used grenades without hesitation.
You will reach the hall under the current – you need to get from the sofa along the wooden pedestals and the table to the ventilation and climb into it.

Child care in spring tx: Welcome to Little Explorers Academy

Опубликовано: November 29, 2022 в 1:07 pm

Автор: alexxlab

Категории: Child

Spring Child Care – Deals In and Near Spring, TX

$94 for $170 Worth of Childcare — Learn & Play Child Care Academy

9803 Spring Cypress Road, Houston • 10.1 mi

5.0

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2 ratings

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$94.00

45% discount_off

$170 Worth of Childcare

One Week of Child Care for One Child at Kids In Kare (Up to 57% Off). Three Options Available.

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57% discount_off

One Week of Child Care for One Toddler (Ages 12–24 Months)

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Up to 31% Off on Child Care at ABC Lighthouse Childcare Center

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$189.00

10% discount_off

Before/After Schoolers

Two Weeks or One Month of Afterschool Childcare and Activities for One Child at New ADDition Childcare (Up to 83% Off)

1100 Wilcrest Dr. , Houston • 24.6 mi

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Two weeks of after-school child care for one child, includes reading, hip hop, and zumba classes plus tutoring

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Handprints Childcare academy in Texas

Welcome to

Handprints Academy
Handprints Academy leading the way in Early Childhood
Education by hands on learning environments.

At Handprints Academy we provide our students with opportunities for hands on learning. We believe the more a child explores the more they learn and develop a love of learning. We offer childcare for infant, Toddler, Pre K, Preschool, school age children and after school care from infants to age 12

Our Curriculum

A curriculum that is based on sound child development principles of how children learn and grow. Within our curriculum we strive to incorporate and teach children moral values, social, emotional and self-help skills through daily activities. Our childcare curriculum identifies goals in all areas of developments including social, emotional, cognitive, and physical.

Our Childcare Centers

If you need to find a good childcare in Dallas-Fort Worth, we are the place to be. Handprints Academy childcare centers are in Cedar Hill, China Spring, Cleburne, Copperas Cove, Dallas, Killeen, Garland, Forney, Kaufman, Longview, Nacogdoches, Mesquite, Sunnyvale, The Colony, Tyler, Wylie, and Waco TX. Come visit us or schedule a tour today.

Child Care

Early childhood education is important for a child’s development and growth. Here at Handprints, we believe that a child’s early education should come from the best source.

Healthy Meals

At Handprint Academy, We offer quality, healthy, and recommended food.At Handprint Academy, We offer quality, healthy, and recommended food.

Active Learning

We are a premier preschool in Dallas, TX, and it offers a variety of programs for your kids. These programs are designed to help children reach their fullest potential.

Our Curriculum

Handprints Academy leading the way in Early Childhood
Education by hands on learning environments

Infants

It is our belief and our objectivethat every infant deserves…

Pre Kindergarten

We are aware that the right Pre-Kindergarten Program environment…

Two’s

We believe that every two-year-oldchild is unique and special,…

Preschool

Our number one priority is the health, safety, and education…

School Age

Our School Age Program is an ideal time to supplement the academic…

Toddler

We believe that every child deserves the very best in care and…

What Parents Say

Frequently Asked Questions

Can I register anytime?

Yes. You can register anytime.

Do you have in house kitchen?

Yes we have in house kitchen

What age children do you accept?

Children 6 weeks through 12 years.

Do you close for inclement weather?

We follow local ISD schedule.

Is playtime/outdoor time available?

Yes we offer playtime and outdoor activities

Enroll Your Child

We are currently enrolling for children 6 weeks through 12 years.

Your Name (required)

Your Email (required)

Phone (required)

Children (required)
InfantSchool AgePre KindergartenPreschoolToddlerTwos

Request Tour Date (required)

School
Dallas Peavy RdDallas Hampton RdMesquiteWacoCopperas CoveKilleenLongviewNacogdochesWylieGarlandCedar HillThe ColonyForneyKaufman

An American paid for saving Russian children

03 April 2013
01:55

American Diana Black, who tried to protect adopted children from Russia in Texas, herself was put on trial for this. She is accused of inciting children to leave home. The meeting is scheduled for May 14th.

American Diana Black, who tried to protect adopted children from Russia in Texas, is facing trial on charges of inciting children to leave home. The meeting is scheduled for May 14, ITAR-TASS reports.

In August 2008, Black, a psychotherapist and owner of Roosevelt House, a private orphanage in Hardin County, Texas, was sent by the state to inspect the family of Michael and Penny Deckert, who have an adult son of their own and three adopted children from Russia – the boy Zachary and the girls Kelly and Chloe (their Russian names are Alexey, Anastasia and Svetlana Klimov). A married couple took them from an orphanage in Krasnokamsk in 2003.

What he saw amazed the social worker. Dirty, hungry and ragged children appeared before her, obviously afraid of their adoptive parents. The children did not go to school. Earlier, Alexei-Zakari was expelled from it for stealing food and money. He did not deny that he took someone else’s: according to him, other children themselves sometimes gave him money out of pity. And the adoptive father lamented along the way that “no one wants to formally file charges” against the child, who at that time was 12 years old.

Michael Deckert made no secret of the fact that he would gladly get rid of the boy, leaving only “more obedient” girls in the family. Then Black, with the consent of her father, took Alexei to her shelter, but he soon came for him, as the local sheriff explained to him that he could be held accountable for failure to fulfill parental duties and even collect alimony.

Even more than their father, the children were afraid of their adoptive mother. According to them, she beat Alexei whenever he caught her eye, using a mop handle or a long electric cable for this. She put me in a corner – with my bare knees on the scattered rice – locked me in a cramped closet with a bucket for sewage. In this stinking closet, he, according to him, often spent whole days, freeing himself only to do some housework. Later, the eldest of the sisters began to join him there.

In her audit report, Black concluded that children were subjected to “malicious abuse” and that continued exposure to such conditions was fraught with danger to their health. She was sure that the adopted children would be taken away from the Deckerts. But that did not happen.

The woman tried to help Aleksei-Zakari and his sisters: she bought the boy clothes, arranged for local dentists to repair for free the front teeth broken by his mother (namely, by his mother: this was reflected in the medical record and later confirmed at court hearings). To all complaints to the relevant authorities, Diana Black received an answer that, they say, they would grow up and leave the family themselves.

Alexei did not wait for this. Actually, Black was sent with an inspection to the Deckerts after he, according to his adoptive father, “ran away for the eighth time.” And then he constantly ran away from home. At first, he survived for two or three days, feeding himself in the forest and with compassionate neighbors. And in June last year, he left completely, promising to return after coming of age and release the sisters.

In the spring of 2009 they all ran away together. First we hid with the neighbors, then asked for help from Black. She, taking a friend as a witness, went to the capital of Texas, the city of Austin. I asked for an appointment with the head of the relevant department of the state government. She suggested meeting at a restaurant with the children. Black was later detained by the police.

As a result, the woman ended up in court. And along the way, she also lost her license for professional activities. True, it was later restored, but the Roosevelt House shelter was closed.

in the world
news

Previously related

The State Department is ready to help Denis Flynn get justice

Americans demand to annul the adoption of two children from Russia

Astakhov: at least 15 children did not return from the USA from exchange programs

Another American family abandoned a child from Russia

The Americans sent their adopted son to Russia without money and documents

The United States passed a law against the underground “market” of adopted children

IN TEXAS – Our Texas – Russian Newspaper in Houston, Dallas, San-Antonio, Austin, Texas

WHAT LATINS VOTE FOR

Hispanic voters in Texas have turned their backs on the Democratic Party in the past decade. Longtime blue strongholds in South Texas have felt the effects of this phenomenon the most, according to The Texas Newsroom.

At the same time, Hispanic votes continue to grow in importance, especially in our state where Hispanics are the largest demographic group. Everyone from border security to the economy to Donald Trump has been credited with changing voting patterns, but what are the top issues on Latin American voters’ minds this election season?

Sharon Navarro, professor of political science at the University of Texas at San Antonio, analyzes the situation.

“I think Latinos are more concerned about what they have in their pockets and what they can offer for lunch for their children. For Hispanics, the most important issue is the ability to support their family. And that’s what the Republicans were able to take advantage of.”

She thinks Democrats are betting on race issues, but Latinos are more concerned about bipartisan narratives about the economy. And it works in favor of the Republicans.

“For the Hispanic electorate, the most important thing is the economy, it’s health care, it’s education, it’s gun politics, violent crime, everything that we’ve kind of witnessed as a larger community over the past few months,” says Sharon Navarro. “Immigration is an important issue, but not the most important one for Hispanics.”

ONE PILL KILLS

Governor Greg Abbott announced the launch of a coordinated Texas One Pill Kills campaign to combat the growing national fentanyl crisis engulfing Texas and the United States. The announcement comes after Gov. Abbott directed state agencies last month to step up efforts to tackle the deadly fentanyl crisis.

“Fentanyl remains the deadliest drug threat our state and country has ever faced, killing four Texans every day,” Governor Abbott said, “and Mexican drug cartels strategically manufacture and distribute the drug disguised as painkillers, stimulants, sedatives, and even candies”.

Governor Abbott also announced new laws to be considered in the upcoming legislative session that would classify fentanyl as a poisoning, allow a person to be charged with murder if they distribute fentanyl or fentanyl-laced drugs that kill someone.

Nearly 1,700 Texans died last year from fentanyl. Fentanyl is the leading cause of death for Americans aged 18 to 45. From February 2021 to February 2022, more than 75,000 Americans have died as a result of fentanyl-related overdose. In the past year alone, Texas law enforcement has seized more than 342 million lethal doses of fentanyl — enough to kill every man, woman, and child in the United States.

SERIOUS SHORTAGE PRESCHOOL INSTITUTIONS

“Great retirement”. “The Great Change”. “Great exit from work.” Whatever you want to call it, the job market has experienced profound turmoil in the era of the pandemic. While there has been a return to the new normal in many sectors, the same cannot be said for the childcare industry.

The pandemic has indeed exacerbated an already struggling childcare industry as low wages and few benefits created an unstable workforce from the start.

When the pandemic hit, many centers closed temporarily. They waited for all the federal and state funds to come in, but many centers closed permanently and many home service providers also closed permanently.

Prior to the pandemic, Texas had approximately 14,000 licensed and registered preschool care facilities. Today we have just over 13,000. This is about 850 providers less than before the pandemic. About 6% did not return.

So we are seeing shortages and services are not being delivered as they were before the pandemic. We have quite a few kindergartens, where there are many more children than before.

Thus, low wages, lack of benefits, and a backlog of federal funding are key drivers of industry-wide shortages.

TROUBLES IN THE POLLING STATIONS

With the 2022 midterm elections less than a month away, election organizers in Texas and elsewhere continue to face harassment and threats that experts say never happened before the November 2020 presidential election.

In August, all polling station staff in Gillespie County, about 80 miles west of Austin, resigned, citing threats, “dangerous misinformation” and a lack of resources. That same month, an election administrator in Bexar County, San Antonio, reported that her department was facing similar challenges.

In Texas, about a third of election organizers have quit in the past two years, according to polls conducted this year by the Secretary of State’s Office. Government officials said data through 2020 is less reliable, making it difficult to compare rates over time.

AUTUMN IN THE PARKS OF TEXAS

Fall is finally here, and with its arrival it will get colder and there will be more opportunities for outdoor recreation! Colorful fall foliage, Halloween and other holidays are just around the corner.

State parks are popular in the fall. Book your seats at least 5 months in advance for night visits and 30 days in advance for day passes.

There are many parks throughout the state where you can watch the colorful fall foliage. Fall colors are subject to weather changes and lower temperatures, so keep an eye out for falling numbers and plan for outdoor activities. The fall foliage season in Texas begins in October and continues through December.

North and East Texas

Parks in North and East Texas are some of the best places to see gorgeous fall colors. From Dallas/Fort Worth to the eastern border of Texas, maple, oak, eucalyptus, elm, and hickory trees throughout the region lend beautiful color to the dense forests and lakeshores of the prairies and pine forests.

Texas Hill Country

These places are well known for their picturesque scenery, including the bright colors of the autumn hills. Parks from the San Angelo area to San Antonio and east to the capital city of Austin are great places to visit in the fall.

Maples, Spanish oaks and swamp cypresses along the Guadalupe River dot the horizon in vibrant reds, oranges and yellows.

Panhandle Plains and West Texas
Parks in the Panhandle Plains near Abilene and around Lubbock, and parks in West Texas boast bright yellow poplars that illuminate the mountain landscape.

The maples and dwarf chestnuts in the area are beginning to turn brilliant reds, oranges and rich bronzes.

Many parks offer Halloween fun, from food and spooky stories to pumpkin carving and mask making.

Please note that in honor of veterans and military personnel, admission to all visitors will be waived at all parks in Texas on November 13, the Sunday after Veterans Day.

The parks fill up fast. Reservations are highly recommended. Fees will be automatically waived including advance bookings.

UNUSUAL CATCH AT SHARKATON

A father and son from Texas thought they caught a huge shark off the Padre Island National Shore last weekend.

However, it wasn’t a shark, on Friday, October 14, they caught a huge manta ray. They went to the beach to compete in the Sharkaton, the premier fishing tournament in the Gulf of Texas. Arisp, a native of Corpus Christi and a lifelong fisherman, used a striped jack as bait, paddled about 200 yards in a kayak, and cast a line for his son Jeremiah.

According to Arispe, after almost 30 minutes the spinning took off. Just then, his son jumped up and grabbed the line to catch what they thought was a shark. Because of how hard the fish fought, Arisp figured it was a 12-foot shark. He said his son fought the fish for 45 minutes before Arisp saw the massive fish jump out of the ocean. It was then that he realized that it was a sea devil or a manta ray.

“I remember reading that this fish is very rare, it is protected and not fishable, so I knew we needed to land it and pull the hook and then release it,” Arispe said. “So we fought for a total of two hours before we managed to get her out of the water. ”

However, as soon as they did so, Sharkaton’s master of ceremonies passed by and prevented Arispe from pulling the hook. He said they should alert biologists at the National Park Service before anyone can release the manta ray back into the water.

The tournament has a requirement that all chance catches must be registered with the National Park Service so they can report to the National Marine Fisheries Service, an affiliate of the National Oceanic and Atmospheric Administration.

NPS recording and reporting allows staff biologists to confirm, photograph, and measure a species before reporting it to the NMFS. Usually, fishermen are not required to report an accidental catch, but a manta ray must be called to the NPS.

The manta ray caught by Arispa and his son turned out to be a male 9 feet wide from wingtip to wingtip and weighing about 600 pounds. Arispe said his son was thrilled, adding that he said he didn’t know whether to be proud of him or disappointed that this was not a catch that Sharkaton could win.

“Later he realized, ‘This may never happen again,’ said Arisp. Catching a manta ray on the beach is like catching lightning in a bottle. You know, it just doesn’t happen. He was handsome and of incredible size. We were both excited and a little shocked.”

After the biologists took notes, Arisp and his son unhooked the line and released the manta. He returned to the ocean without problems.

WHY WHATABURGER WILL GREAT

Whataburger is a true Texas icon. His orange-and-white-striped signs are almost everywhere in Texas, as are his fans. It’s hard to find a Texan who doesn’t love his honey-butter cookies, spicy ketchup, and Texas-sized burgers.

Whataburger strives to constantly raise the bar, which is why we are offering the new Whataburger Chili Cheese Burger. The new offer, available for a limited time, consists of “two fresh Whataburger 100% beef patties and two slices of melted chili-coated American cheese, crunchy corn chips, spicy mustard and crunchy onions, served on a toasted 5-inch bun.

Literacy development in early years: Literacy Development in Children | Maryville Online

Опубликовано: November 29, 2022 в 1:04 pm

Автор: alexxlab

Категории: Miscellaneous

The 5 Stages for Developing Literacy

Teaching Tips

June 17, 2021

0

4 min

Literacy development is the process of learning words, sounds, and language. Children develop literacy skills in order to learn to read and write confidently and eventually improve their communication skills overall. The stages of literacy development that a child goes through can vary depending on the child’s comprehension levels but generally include the same key concepts along the way. Understanding literacy development in children as an educator is key for helping children master these core skills that set them up for their education. With an understanding of literacy development and how to address each of the stages of literacy development, both educators and students alike will be set up for success in the classroom.

Why is Literacy Development Important?

As the pillars of language and reading skills, literacy development is a crucial time in a child’s life. Educators need to understand why literacy development is so important in order to effectively help children within each stage of their early literacy development.

Here are just a few reasons early literacy development is important:

Children with confident reading abilities typically struggle less with their studies and have a confident approach to their education.

Strong literacy skills translate well into independent learning and encourage consistent growth in and out of the classroom.

Literacy development affects the way students communicate and problem solve. Those with strong literacy skills usually have improved cognitive ability.

The Five Stages of Literacy Development
As a child grows older and demonstrates the key stages of literacy development they will improve their reading and writing ability. The five stages of literacy development include emergent literacy, alphabetic fluency, words and patterns, intermediate reading, and advanced reading. Each stage of literacy development helps the child move forward and become a stronger student. Keep in mind that a child’s current age group doesn’t necessarily mean that they’re at that step in their early literacy development.

Stage 1: Emergent Literacy
Age Range: 4-6 years old.

As the earliest stage of literacy development, emergent literacy is the first moment that a child begins to understand letters and words. While many of the behaviors of the emergent literacy stage are not fully formed and irregular, these are still some of the first signs that a child is beginning to form literacy ability.

Here are Some Behaviors of Stage 1 Learners:

Pretending to be able to read children’s books.

The ability to recognize the first letter of their name.

Singing the ABCs, even if unable to identify letters separately.

Trying to memorize certain books to “read” them.

The ability to recognize some letters and potentially their sound.

The ability to find words in their environment.

To learn helpful strategies to support emerging readers by helping them understand what alphabet knowledge and phonological awareness are and why they are both so critically important watch this free webinar, 5 Essential Strategies to Effectively Teach Letters and Sounds.

Stage 2: Alphabetic Fluency

Age Range: 6-7 years old.

As the child grows older and more comfortable with learning their words and letters, they enter the alphabetic fluency stage of literacy development.

Here are Some Behaviors of Stage 2 Learners:

No longer “pretend” reading.

Finger-pointing to words while reading them.

Beginning to recognize words.

Admitting that they’re unable to read certain words.

Using pictures and context clues to figure out certain words.

Reading out loud word by word.

Stage 3: Words and Patterns

Age Range: 7-9 years old.

Sometimes referred to as the “transitional” stage of literacy development, the words and patterns stage is when children begin to develop stronger reading skills. This is the stage when children can vary the most in terms of skills and may adopt behaviors in multiple stages of literacy development.

Here are Some Behaviors of Stage 3 Learners:

Less decoding of words and stronger ability to comprehend reading materials.

More self-correction when what is read is unclear.

Less sound by sound reading and easier time grouping letters.

Able to recognize words that pop up most often automatically.

Less reliance on context clues to figure out unknown words.

Beginning to be able to spell complex consonant words like “-tch”.

Stage 4: Intermediate Reading

Age Range: 9-11 years old.

During the intermediate stage of literacy development, children begin to rely less on educational crutches that help a child learn new words. This is also when children are becoming able to write out sentences with less error and develop stronger fluency overall.

Here are Some Behaviors of Stage 4 Learners:

Reading to learn new information and writing for multiple purposes.

Less difficulty with independent reading.

Reading to explore new concepts from numerous perspectives.

Reading longer materials such as textbooks with little difficulty.

An interest in wanting to learn and develop new vocabulary.

Stage 5: Advanced Reading

Age Range: 11-14 years old.

As the last stage of literacy development, advanced reading is when children become fully fluent and capable of relying on independent reading to learn new information. Reading and writing provide little difficulty and students can absorb complex reading materials during this stage.

Here are Some Behaviors of Stage 5 Learners:

The desire to read numerous types of reading materials.

Reading becomes a daily tool for learning new information.

The ability to formulate longer texts such as essays or book reports.

Readers usually have a strong understanding of the meaning and semantics of words.

The ability to understand and retain complex reading materials.

Develop Early Literacy with Learning Without Tears!

Each stage of literacy development provides its own unique challenges and triumphs in learning to become confident in reading and writing. Learning Without Tears specializes in early childhood development programs that help further progress within the stages of literacy development. Learning Without Tears offers a wide range of educational materials to help teachers create an engaging lesson plan that will get children excited to learn more. With resources for parents to get children set up for school and programs for teachers to teach early literacy concepts, Learning Without Tears is committed to helping children become confident students. Learning Without Tears has created resources and educational materials for children in pre-k to 5th grade to help students succeed during every stage of literacy development and early childhood education. Explore Learning Without Tears to help children get the most out of their education today.

A—Z for Mat Man and Me

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Seamlessly bring the ABCs to life while building foundational literacy skills with our new letter book series. Each of our illustrated letter books introduces a letter of the alphabet and emphasizes their associated sound through captivating, visual stories. The engaging stories in each book capture children’s imaginations and expose them to social-emotional skills and diverse cultures.

Learn More → .

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Literacy in the early years

The term “literacy” is used by some to simply describe reading and writing, but in fact literacy covers a much wider range of learning.

Literacy in the early years includes talking about books, print in the environment, early mark making and writing, as well as sharing books and reading. The statutory frameworks in England and Wales emphasise the fundamental importance of literacy and sharing books, and this page will be your helping hand to achieve that.

Literacy in your childcare setting

“From the day our children are born (yes), to the day they tell us to stop, we should read to them,” says Michael Rosen (pg.39 Good Ideas How to Be Your Child’s and Your Own Best Teacher).

Introducing literacy into your childcare setting doesn’t have to be confined to the printed ink on a page.

Chatting away in funny voices as you flick through picture books, enjoying interactive eBooks together, listening to stories being told via video or audio and singing nursery rhymes can all spark communication and literacy learning. Essentially it is these ideas and questions the activities promote that create the foundation for developing reading and writing skills.

“A shared story between a child and a familiar, loved adult has a huge impact on children’s interest and motivation for reading later on,” says PACEY President, Penny Tassoni.

National Storytelling week

Once upon a time (15 years ago to be exact) the Society for Storytelling’s National Storytelling Week was launched. Of course the art of telling a tale, spinning a yarn and using narrative skills goes back way before that.

National Storytelling week takes place each year and is a fabulous way to celebrate literacy in your childcare setting. Events take place in storytelling clubs, school, theatres, hospitals and theatres around the country. To find out what’s going on in your area take at look at the National Storytelling events website.

We’ve rounded up a bunch of the best literacy tools around for childcare professionals. You’ll find fun and educational children’s books and a selection of favourites from Clickety Books and I CAN.

Discover a range of resources including practice guides about sharing books, videos about communication and partner activity sheets from the BookTrust and ICAN’s Chatterbox Challenge amongst others.

Read along with Michael Rosen’s video of ‘Going on a Bear Hunt’, and read our guest blog about early speech and phonics .

Free literacy resources for members

Literacy products

Storytelling and literacy videos

Free partner resources

Free literacy resources for members

Here are a variety of materials, available free for members, including practice guides and factsheets, all of which support literacy learning and development.

Very Hungry Caterpillar Early Years Resource Pack – written by PACEY in conjunction with Puffin Books, this downloadable resource will inspire activities linked to the early learning outcomes in England and Wales, based on the much-loved book.

Literacy practice guide – a brilliant guide to help you think about supporting the development of literacy skills in children.

Supporting children’s language development – A guide to help you support and understand children’s language development for under and over 3s, and causes of communication difficulty.

Sharing books – A guide to help you think about sharing books with children, looking at why sharing books is important, creating a book friendly setting, sharing books from birth, encouraging book sharing at home and what children learn from book sharing.

Supporting children and families with English as an additional language (EAL) – A factsheet exploring how to support children and families with English as an additional language.

Routines – A factsheet that explores the benefits of routines in children’s learning and development. Children can learn literacy skills from routines from learning vocabulary associated with time to reading about routines in books and through stories and rhyme.

Transitions – A guide that explores the different types of transitions that children go through, as well as how you can help children settle in well to your childcare setting.

Partnership with parents – a factsheet giving you information about working in partnership with parents, encouraging parents and carers to become more involved with their child’s learning of literacy.

Blog: How a floppy-hatted scarecrow, a spider and a magic box can be your top tools for early literacy – Amanda Baxter from I CAN tells us her interesting top tips for early literacy and language development.

Literacy products from PACEY

Literacy in the early years book

Literacy in the early years is a colourful guide to help childcare professionals to support children’s literacy in the early years looking at:

Why literacy is important in early childhood

Tips on how to engage young children in reading

Exploring the importance of language, communication and early mark-making

Helpful resources including a list of ‘firm favourite’ books that are perfect for childcare settings.

Find out moreFind out more

Storytelling and literacy videos

PACEY’s videos for members

Communication – A practice video all about supporting children with their speech, language and communication development. Discover how different childcare settings use sign language and support children who speak languages other than English.

Telling stories video – A practice video that explores how to engage children in stories and the learning and development benefits they bring.

Storytelling videos

Author Michael Rosen performs the children’s classic – We’re going on a bear hunt:

Clickety Books storytelling- the YouTube channel from our friends at Clickety Books have a fantastic variety of clips from story books including Jake the Achy Snake, Tracy the Pacy Plaice and Corky the Squawky Hawk voiced by Rik Mayall and Ronni Ancona.

BookTrust – Book Start – I love stories and rhymes! – A short top tips video with the blue bears from Bookstart.

Free partner resources

Picture Book Party activities to download:

Picture Book Party activity sheets

BookTrust – Bookstart activities to download:

Bookstart Rhymetimes sheets

Julia Donaldson activities

We hope this page has been useful for developing the literacy learning in your childcare setting. We’ll leave you with this quote from Michael Rosen that sums up the importance of literacy and empowering children with words:

“The feeling of entitlement about words is one of the most important platforms we can give children – whether that’s for getting what they need from education of beyond.”(pg.55)

Do you follow us on Facebook and Twitter? Check out our pages now for updates on the latest news, competitions, products and more.

Literacy and its Impact on Child Development: Comments on Articles Tomblin and Sénéchal

Introduction

The concept of “literacy” has taken center stage in early education only in the last decade. Prior to this, experts rarely considered literacy as a critical aspect of the healthy growth and development of young children. The current level of reading problems among schoolchildren remains unacceptably high. The data show that about 40% of fourth grade students have difficulty reading even at the elementary level, and that there are a disproportionate number of poor children and children from ethnic or racial minorities among children with reading problems. ¹ A paradigm shift over the past decade, spurred by the 1998 publication Prevention of Reading Difficulties in Young Children by the United States National Research Council, has emphasized the importance of early education as a context within which addressing the identified urgent issues is likely to be effective. Early childhood education is the period during which young children develop skills, knowledge and interest in the symbolic and semantic foundations of written and spoken language. In this paper, I interpret these abilities and interests as “pre-literacy” abilities in order to emphasize their role as precursors of traditionally understood literacy. To date, attention to pre-literacy as an integral element of early childhood education stems from two emerging areas of research that show that:

Individual differences in pre-literacy skills among children are meaningfully important – early-onset differences contribute significantly to longitudinal measures of reading performance; ²

The prevalence of reading problems is more likely to be affected by prevention than by remedial education, because if a particular child falls behind in reading in primary school, it is more likely that a return to healthy progress will not occur. ³

Research and findings

Experts Tomblin and Seneschal discuss current and important aspects of the current literature on the development of pre-literacy and its short- and long-term relationships with other age-related competencies. According to my reading of the text of their papers, there are three critical areas that require further development: decoding predictors, the language-literacy relationship, and the role of temperament and motivation.

First, the current cumulative research literature on the development of early literacy skills and the relationship of this development to later reading outcomes identifies three unique predictors of reading competence: phonological processing, knowledge of printed letters and what they are used for, and spoken language. ² While the first two aspects directly prepare children for acquiring word skills (eg decoding), the third aspect prepares them for text comprehension with little or no effect on decoding. Tomblin aptly points out that reading competence requires both decoding skills and comprehension skills, and the Seneschal emphasizes that children need to first “learn to read” before “reading to learn.” It should be understood that the relationship between the two aspects of reading is multiplicative—meaning that both sides of the equation (Decoding x Comprehension = Reading) require any value other than 0 for the reading to be functional. ⁴ Both Tomblin and the Seneschal do not emphasize enough the importance of developing early decoding precursors in children. Children will never be able to read to learn (i.e. understand) unless they are able to successfully decode. Children who start learning basic reading with inadequate pre-literacy skills will not be able to keep up with decoding educational information, which will slow down the final transition to reading for the sake of understanding the meaning of what they read. Early education is a period during which educators can almost easily improve children’s chances of learning to become a reader by gaining initial alphabetic skills (printing and phonological awareness) that will enable children to benefit from the process of decoding directions while learning.

Second, both Tomblin and Seneschal emphasize the importance of the role of spoken language in literacy development, although they do not emphasize the relationship between literacy and language development. Scholars are increasingly inclined to view the integrative relationship between language and literacy as interdependent. Engaging children in literacy-related activities, such as reading a storybook or listening to rhymes, requires a metalinguistic focus that focuses on spoken or written language. The continuous involvement of children in literacy classes and their growing tendency to consider language as an object of attention are becoming the first routes of language development. Once children begin to read, even at the most elementary level, reading texts becomes the richest source of new words and concepts, complex syntax, and narrative structures that stimulate further language development. In short, literacy is the most important vehicle for the development of language competencies in children, both in the preschool period and during the periods of initial and subsequent schooling. The relationship between language and literacy is more than a one-way street – language provides a platform for the exploration and experiential learning of written language, which in turn shapes children’s later language competencies.

Third, further consideration needs to be given to the role of temperament and motivation in influencing children’s achievement and experience in teaching pre-literacy skills, as Tomblin and Seneschal’s findings are insufficient. Tomblin notes overlap between internalizing behaviors (such as anxiety and depression) and literacy difficulties, and Seneschal notes that some children may avoid reading, especially those who feel they do not read well enough. The role of early motivation, self-esteem, and temperament in the development of pre-literacy requires more attention overall, especially when we consider opportunities to stimulate other intrinsic competencies (eg, phonological processing and vocabulary) in prevention programs. Most early education educators know that motivating children to become literate is one of the most important contributions to successful pre-literacy. By trying to experience literacy on their own or in the context of interacting with others, children themselves correct the process of developing pre-literacy! A small, though largely consistent, body of research shows that children’s motivation and engagement in literacy activities varies greatly for each child and is relatively related to the individual child’s benefit from the activity. ⁵ Some children actively resist pre-literacy experiences, such as reading a storybook, and children with poor language skills or children who do not receive any literacy experiences at home are more likely to resist involvement in development activities. The scientific literature is still unable to explain why some children resist participation in literacy classes and how this resistance generally correlates with the child’s temperament. However, approaches to encouraging young children to become involved in literacy activities and motivate them to become literate need to be considered as one of the most important characteristics of developing effective interventions.

Recommendations for policy makers and services

Modern perspectives for policy makers and services emerge from three scientific findings reported in the literature. First, children with an underdeveloped oral language base will be very vulnerable in the context of acquiring reading competence, which in turn hinders continuous language development. Secondly, it is much more difficult to correct existing reading problems than to prevent them. Third, it appears possible to increase children’s chances of acquiring literacy skills through high-quality, intensive, systemic pre-literacy programs implemented in pre-schools and kindergartens before children develop reading problems.

Integrating policy, practice and research

Significant gaps remain in integrating policy, practice and research, and in producing research that can be safely applied to existing programs. Tomblin emphasizes the need for further research into the mechanisms that cause literacy problems in children with language difficulties. Research into these mechanisms is one of the most developed and well-funded areas of research in the United States, and has unequivocally shown the importance of spoken language, phonological processing, and capitalization commonly associated with a child’s ability to read. What is needed now is a closer look at ways to stimulate the linkage between policymaking, practice and research to ensure that current efforts to improve literacy rates in young children, especially those who start these programs with low levels of language and literacy, are effective. The Seneschal puts forward several evidence-based proposals to encourage the development of literacy skills in young children, such as word games and book reading. Further scrutiny should be given to the extent to which these activities are effective for children with poor language proficiency, have a longitudinal positive effect, and can be incorporated into existing interventions.

Does quality matter?

Policy makers, practitioners and researchers have rarely considered the importance of the quality of interaction between adults and children in relation to literacy, whether it be word games or book reading. Theories of the development of pre-literacy skills in children suggest that the quality of the interaction is of great importance because children’s skills progress faster and more easily in the course of such learning interaction, which is characterized by empathetic, responsive and under-involved adults. When implementing systematic, evidence-based remedial interventions aimed at early literacy development, the quality of these interventions by the teacher can vary significantly, and these differences, apparently, are the cause of a significant difference in the level of literacy of children. When we develop policies and services to serve young children to reduce the risk of reading difficulties through remedial programs, we must ensure that children’s relationships and interactions with adults are of high quality, providing a context within which knowledge, skills and interests are developed. .

Literature

National Assessment of Education Progress. The Nation’s Report Card. Available at: http://nces.ed.gov/nationsreportcard/. Accessed February 4, 2005.

Storch SA, Whitehurst GJ. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology 2002;38(6):934-947.

Juel C, Griffith PL, Gough PB. Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology 1986;78(4):243-255.

Gough PB, Tunmer WE. Decoding, reading, and reading disability. RASE: Remedial and Special Education 1986;7(1):6-10.

Justice LM, Chow SM, Capellini C, Flanigan K, Colton S. Emergent literacy intervention for vulnerable preschoolers: Relative effects of two approaches. American Journal of Speech-Language Pathology 2003;12(3):320-332.

Note:

Comments on original research published by Monique Seneschal in 2005. To access this article, please contact us at [email protected].

Early Numerical Literacy: The Transition from Infancy to Early Childhood

Kelly S. Mix, PhD

Michigan State University, USA

June 2010 (English). Translation: June 2015

PDF document

Introduction

Children’s ideas about numbers begin even before formal education begins. Preschool children demonstrate verbal skills such as counting and basic concepts of equivalence, ordinality, and quantitative transformations. Although researchers are unanimous in their opinion that these abilities manifest in early childhood, they continue to debate when and through what mechanisms these abilities arise. In other words, what is the origin of early numerical literacy?

Subject

Numerical studies have traditionally focused on verbal counting. However, the realization that numeracy can occur in infancy or at the age when a child begins to walk has shifted the focus of scientists towards non-verbal abilities. As a result of the interest shift, the range of behaviors attributed to early manifestations of numerical literacy has expanded, which ultimately has a direct bearing on the learning of young children and the assessment of their results. The new focus of research has raised a number of questions about the origin of math incapacity and gaps in its study, which is associated, for example, with belonging to different socio-economic groups.

Issues

Modern developmental theories differ in the importance they attach to verbal and non-verbal representations.

Some researchers believe that the basic conceptual structure for number is innate and takes the form of a non-verbal representation similar to verbal counting ^1,2,3 . From this point of view, the main age achievement is the ability to correlate numerals with their non-verbal referents.

Other researchers argue that innate processes contribute to the development of understanding of numbers, but do not represent a complete conceptual system of the number ^4.5 . These theories suggest a combination of pre-speech counting and a secondary form of representation based on tracking objects in the visual field. Researchers characterize verbal counting as a conceptual catalyst that allows the combination of two non-verbal representations ⁵ and thereby helps children overcome innate limitations and achieve a true understanding of the number ⁴ .

There is a third approach that includes object-based representations, but claims that these representations develop in early childhood ⁶ . According to this approach, subject representations of number are not accurate even for small sets of items. On the contrary, it is assumed that these representations allow the child to increasingly accurately determine the quantity due to (1) an increase in working memory during ontogeny, and also (2) due to the interaction of partial knowledge of numbers and the ability to recognize small sets under certain conditions ^6,7,8 .

Some argue that numerical concepts are derived from the counting system itself without relying on non-verbal representations. Research has shown that children are not able to understand the principles of counting until they have mastered the counting procedure ^9.10 . It has also been suggested that children are not able to associate names for small numbers of objects with the generally accepted system of counting, since they are unable to distinguish a natural sequence of numbers from other sequences ¹¹ .

Scientific context

Since research is focused on the emergence of verbal numeracy from the depths of the non-verbal conceptual framework, existing experiments include a combination of verbal and non-verbal methods. In verbal terms, researchers assess various components of counting (for example, asking children to count aloud in order, to count the number of items in a set, or to name the number of items in a set). In non-verbal terms, researchers use tasks based on manipulations with objects that do not require verbal counting. When working with infants and young children, methods are often used that record the time the child’s gaze is fixed on an object (for example, habituation technique *), or tasks in which the child must reach the object from a certain distance.

Key questions

The main aim of the research was to describe the perception of quantity in infants and young children. The researchers want to find out what children know about numbers before they learn standard skills. A specific profile of the strengths and weaknesses of non-verbal skills is put forward as a justification for one or another theory of development. Another important goal of research is the most detailed description of the process of the emergence of verbal numerical literacy. In this case, the potential interaction between verbal and non-verbal manifestations of numerical literacy is closely examined.

Recent research results

Infant Numerical Sensitivity

Habituation studies have shown that infants are able to distinguish between small sets of items. For example, when children were shown a series of groups of objects with the same number (for example, groups consisting of two objects), but different in color, shape and location, the time of fixing the eyes of children gradually decreased. However, when the children were presented with a group with a different number of objects (for example, with three), the gaze fixation time increased, indicating that the children noticed changes in the number of ^{12. 13} . Similar studies have shown that infants are able to distinguish between large groups of objects presented both visually and auditory ^14.15 , perform simple calculations with objects ³ and recognize the quantitative ratios of objects when presented in various modalities ^{16, 17} .

Measurements of non-verbal abilities at an early age

Children begin to perform numerical tasks based on the manipulation of objects much earlier than they develop a similar understanding of tasks presented verbally. For example, preschool children solve simple addition and subtraction problems with objects (for example, 2+2) several years earlier than they are able to solve similar problems verbally6,8,18. Similarly, children are able to determine order and equivalence when performing tasks with a fixed number of options, much earlier than they acquire the ability to compare identical groups of items verbally, i.e. by account ^{6,19,20,21,22,23,24} . The ability to solve non-verbal problems appears in children at the age of 2.5 – 3 years.

Development of verbal counting skills

Verbal counting includes three basic skills. First, children must learn the sequence of numbers. The names of the first ten numbers are usually memorized by the age of 3 years ^25.26 . Children learn to produce number names using second and third decimal constructions (for example, ending in -11, -twenty) at about 6 years of age. Secondly, when mastering counting, children must learn to correlate words and objects, that is, to understand that when counting, each object in a group is indicated by a specific number only once. Children make many mistakes along the way to mastering this ability between the ages of 36 and 42 months ²⁵ . Third, children should learn that the last number represents the total number of items (for example, when you count “1-2-3”, you have 3 items). It is interesting that children acquire this understanding before they have mastered the mental calculation, that is, they master this principle by interacting with small groups of objects ^{4,25,26,27,28,29} . Indeed, small groups of objects (ranging from 1 to 3) can provide the necessary context for understanding the principle of cardinal numbers, since objects in these groups can be both counted and named without counting ^{4,26,27,28,29,30,31,32,33} .

Unexplored areas

A recurring challenge in research is how to overcome the difficulties preschool children face in performing number tasks despite their apparent understanding of numbers as early as infancy. For example, if infants are able to represent and compare large groups of objects, as some researchers have argued ¹⁵ , then why can’t preschool children quantify the equivalence of large groups of objects until they learn to count ^34.35 ? Such controversies fuel the debate about the content of infant activities, and articulating these issues remains a difficult task. For example, researchers have only just begun to question whether the perception of quantity in infants is associated with numeracy in preschool children. The question also arises: is the numerical literacy of preschool children related to subsequent performance in the school mathematics course ³⁶ .

Another unresolved question is how children distinguish between discrete and continuous quantities. It has been proven that infants are able to perceive continuous quantities. Some researchers argue that it is the use of continuous values that explains the ability of infants to solve problems with the numbers ^37.38 . Whether infants are capable of handling continuous quantities, discrete quantities, or both, more research is needed to determine what prompts them to switch attention from one type of quantity to another. It will also help to determine what age-related changes occur when children learn how continuous and discrete values \u200b\u200bare related (for example, that size does not affect counting, unless counting units of measurement are performed).

Finally, much remains to be learned about the interaction between nonverbal quantification and verbal counting. Some researchers argue that all pre-verbal abilities of infants are innate, since they develop without the help of speech ⁴ . However, according to other researchers, even infants who are not able to say numbers aloud could hear speech using numbers, so it is not clear whether infants’ abilities are non-verbal or innate ³⁹ . Related to this is the problem of how children learn the meanings of numerals and the extent to which this process occurs on a non-verbal basis. Current research is also focused on exploring whether mastery of the plural notion mediates the described interactions ⁴⁰ .

Conclusions

The evidence for infant numeracy has raised interesting questions about the origins of numeracy and the conceptual resources young children use to master verbal numeracy. However, further research is required to elucidate the role of this ability in infant development and how it relates to subsequent non-verbal and speech development.

Literature

Dehaene S. The number sense: How the mind creates mathematics. Oxford, England: Oxford University Press; 1997.

Gallistel CR, Gelman R. Preverbal and verbal counting and computation Cognition 1992;44: 43-74.

Wynn K. Origins of numerical knowledge. Mathematical cognition 1995;1:35-60.

Carey S. Whorf versus continuity theorists: Bringing data to bear on the debate. In: Bowerman M, Levinson SC, eds. Language acquisition and conceptual development. New York, NY: Cambridge University Press: 2001;185-214.

Spelke E. What makes us smart? Core knowledge and natural language. In: Gentner D, Goldin-Meadow S, eds. Language in mind. Cambridge, MA: MIT Press; 2003.

Huttenlocher J, Jordan N, Levine SC. A mental model for early arithmetic. Journal of Experimental Psychology: General 1994;123:284-296.

Mix KS, Sandhofer CM., Baroody A. Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. In: Kail R.V., ed. Advances in Child Development and Behavior . New York, NY: Academic Press; 2005: 305-345.

Rasmussen C, Bisanz J. Representation and working memory in early arithmetic. Journal of Experimental Child Psychology 2005; 91:137-157.

Briars DJ, Siegler RS. A featural analysis of preschoolers’ counting knowledge. Developmental Psychology 1984;20:607-618.

Frye D, Braisby N, Lowe J, Maroudas C, Nicholls J. Young children’s understanding of counting and cardinality. Child Development 1989;60:1158-1171.

Rips LJ, Asmuth J, Bloomfield A. Giving the boot to the bootstrap: How not to learn natural numbers. Cognition 2006;101:B51-B60.

Antell S, Keating DP. Perception of numerical invariance in neonates. Child Development 1983;54:695-701.

Strauss MS, Curtis LE. Infant perception of numerosity. Child Development 1981;52: 1146-1152.

Lipton JS, Spelke ES. Origins of number sense: Large number discrimination in human infants. Psychological Science 2003;14: 396-401.

Xu F, Spelke ES. Large number discrimination in 6-month-old infants. Cognition 2000;74: B1-B11.

Starkey P, Spelke ES, Gelman R. Numerical abstraction by human infants. Cognition 1990;36:97-127.

Jordan KE, Suanda SH, Brannon EM. Intersensory redundancy accelerates preverbal numerical competence. Cognition 2008;108: 210-221.

Levine SC, Jordan NC, Huttenlocher J. Development of calculation abilities in young children. Journal of Experimental Child Psychology 1992;53:72-103.

Cantlon J, Fink R, Safford K, Brannon EM. Heterogeneity impairs numerical matching but not numerical ordering in preschool children. Developmental Science 2007;10:431-440.

Mix KS. Preschoolers’ recognition of numerical equivalence: Sequential sets. Journal of Experimental Child Psychology 1999;74:309-322.

Mix KS. Similarity and numerical equivalence: Appearances count. Cognitive Development 1999;14:269-297.

Mix KS. The construction of number concepts. Cognitive Development 2002;17:1345-1363.

Mix KS. Children’s equivalence judgments: Crossmapping effects. Cognitive Developmen t 2008;23:191-203.

Mix KS, Huttenlocher J, Levine SC. Do preschool children recognize auditory-visual numerical correspondences? Child Development 1996; 67:1592-1608.

Fuson KC. Children’s counting and conceptions of number. New York, NY: Springer-Verlag; 1988.

Bermejo V. Cardinality development and counting. Developmental Psychology 1996;32:263-268.

Mix KS. How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology 2009;102: 427-444.

Wynn, K. Children’s understanding of counting . Cognition 1990;36:155-193.

Klahr D, Wallace JG. Cognitive development: An information processing approach. Hillsdale, NJ: Erlbaum; 1976.

Mix KS, Sandhofer CM, Moore JA. How input helps and hints acquisition of the cardinal word principle. Paper presented at: The biennial meeting of the Society for Research in Child Development. April 2-4, 2009 Denver, CO.

Schaeffer B, Eggleston VH, Scott JL. Number development in young children. Cognitive Psychology 1974;6:357-379.

Spelke ES, Tsivkin S. Initial knowledge and conceptual change: Space and Number. In: Bowerman M, Levinson SC, eds. Language acquisition and conceptual development., New York, NY: Cambridge University Press; 2001:70-97.

Wagner S, Walters JA. A longitudinal analysis of early number concepts: From numbers to number. In: Forman G, ed. Action and thought . New York: Academic Press; 1982:137-161.

LeCorre M, Carey S. One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition 2007;105: 395-438.

Siegel LS. The sequence of development of certain number concepts in preschool children. Developmental Psychology 1971;5:357-361.

Jordan NC, Kaplan D, Ramineni C, Locuniak MN. Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology 2009;45: 850-867.

Clearfield MW, Mix KS. Number contour versus length in infants’ discrimination of small visual sets. Psychological Science 1999;10:408-411.

Feigenson L, Carey S, Hauser M. The representations underlying infants’ choice of more: Object files versus analog magnitudes. Psychological Science 2002;13:150-156.

Mix KS, Huttenlocher J, Levine SC. Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin 2002;128: 278-294.

Day care cleveland: Daycare, Preschool & Child Care Centers in Cleveland, OH

Опубликовано: November 29, 2022 в 12:55 pm

Автор: alexxlab

Категории: Miscellaneous

Daycare, Preschool & Child Care Centers in Cleveland, OH

KinderCare has partnered with Cleveland families for more than 50 years to provide award-winning early education programs and high-quality childcare in Cleveland, OH.

Whether you are looking for a preschool in Cleveland, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.

KinderCare Learning Center at University Circle

Phone:
(216) 229-1655

10001 Chester Ave Ste H
Cleveland
OH
44106

Distance from address: 3.99 miles

Ages: 6 weeks to 5 years
Open: 6:00 AM to 7:00 PM, M-F

Tuition & Openings

Beachwood KinderCare

Phone:
(216) 378-1590

24753 Chagrin Blvd
Beachwood
OH
44122

Distance from address: 10. 17 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Lyndhurst KinderCare

Phone:
(440) 442-8067

5684 Mayfield Rd
Lyndhurst
OH
44124

Distance from address: 11.45 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Landerhaven KinderCare

Phone:
(440) 684-0683

200 Allen Bradley Dr
Mayfield Heights
OH
44124

Distance from address: 12. 36 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:30 PM, M-F

Tuition & Openings

Alpha Park KinderCare

Phone:
(440) 442-3360

679H Alpha Park Dr
Highland Heights
OH
44143

Distance from address: 12.95 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:30 PM, M-F

Tuition & Openings

Westlake KinderCare

Phone:
(440) 808-9949

30850 Viking Pkwy
Westlake
OH
44145

Distance from address: 13. 88 miles

Ages: 6 weeks to 12 years
Open: 6:30 AM to 6:00 PM, M-F

Tuition & Openings

Daycare Centers

Opening a Daycare Center in the City of Cleveland:

You will need a permit to operate a Daycare Center in the City of Cleveland. You will need to also obtain a license from the Ohio Department of Job and Family Services, and we strongly suggest that you contact the Ohio Department of Job and Family Services at 1-866-886-3537 (option 4) for information on their rules and regulations. Request that they send to you a copy of the State of Ohio Daycare Licensing Law and Administrative Rules.

In order to receive a Daycare permit, you will have to receive approval from several departments within the City of Cleveland. These departments include:

Fire Department

Building and Housing Department (including zoning)

Division of Environment (if you plan to serve food)

Division of Health

In general, passing the Building and Housing zoning codes is the most difficult because remodeling and equipment may be needed.

These are suggested steps in preparing for the opening of your Daycare Center:

Obtaining a Building Permit: The first step in getting a Certificate of Occupancy is getting a Building Permit. You must submit architectural drawings to the Building Department. These drawings must include: plot plans, floor plans, sections, elevation, electrical, heating, ventilation, air conditioning, and plumbing details. If the Daycare Center will be serving meals, the plans must also include drawings for the kitchen. If you choose, you can hire an architect who will have information regarding building codes. This architect may physically inspect the building and propose plans to improve the building which will meet all building codes. You then submit the drawings in triplicate to the Division of Building and Housing, Room 505, Cleveland City Hall for approval.
If the plans meet all requirements, then the permit will be issued to a General Contractor registered within the City of Cleveland. This method is fairly quick, if the building used for the Daycare Center is currently owned by prospective operator. When the plans are submitted to the Building Department, the plan examiner will review the plans for compliance with all applicable codes. If the plans meet all requirements, a building permit will be issued only to a General Contractor registered within the City of Cleveland. If the permit is denied by the plan examiner for incompliance with applicable codes, you have the right to appeal the decision for a variance before the Board of Zoning Appeals.

Applying for Certificate of Occupancy: After the remodeling work is completed, you must apply for a Certificate of Occupancy from the Division of Building and Housing. Once this application has been made, the building will be inspected by Building, Fire, and Environmental Health inspectors to verify if the changes meet the codes. If the codes have been met, a Certificate of Occupancy will be issued. NO BUILDING MAY BE OCCUPIED UNTIL THIS PERMIT HAS BEEN ISSUED.

Acquiring Permit to Operate a Daycare Center: After the Division of Assessments and Licenses has received written approval from all of the departments involved, they will notify you that you are approved or disapproved. If you are approved, you must submit a Daycare Center application to the City of Cleveland Assessments & Licenses with a $50.00 fee. This application must be renewed each year. During the year, the District Nurse will visit your Daycare Center at least once to be certain that the Daycare Center is following the rules and regulations.

Daycare License Applicaton

You can download or view a PDF of the codes by clicking the following link: Daycare Center Codes.pdf

About | Contacts | Home | Locations | Privacy Policy | Sitemap

The Westin Cleveland Downtown, Cleveland

Information on the option and cost

Employes and services

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* Notes

Reviews of guests (552)

View per city

free Wi-Fi

Cray reception desk

Electronic card entry

Non-smoking rooms

Heating

The Westin Cleveland Downtown is located in Cleveland. It offers a restaurant, bar, fitness center, business center, beauty salon and free Wi-Fi.

The rooms come with a flat-screen TV with cable channels, a microwave, a refrigerator, a seating area and an iPod docking station. Featuring a bath or shower, private bathroom also comes with a hairdryer and free toiletries.

The Westin Cleveland Downtown has a 24-hour front desk. There is a banquet hall, shops and luggage storage on site. Guests can make use of laundry and valet parking services.

The Western Reserve Historical Society is 3 km, the Cleveland Museum of Art is 3.1 km and the Cleveland Botanical Garden is 3.2 km. Cleveland Hopkins International Airport is 22 km away.

Couples especially like the location – they rated accommodation in the area for a trip as a couple at 9.0 .

The Westin Cleveland Downtown has been welcoming Booking.com guests since Jan 14, 2019 2010.
Hotel chain/brand:
Westin

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parking

Free WiFi

Pets allowed

Non-smoking rooms

Restaurant

good fitness center

Coffee/tea maker in all rooms

ATM: Need cash? There is an ATM here.

Benefits of this option

낍
Great Location: Highly rated by recent guests (9,0)

끉
Do you want to sleep well? This hotel is highly rated for very comfortable beds.

Traditional English/Irish, American

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Private parking at the hotel

Please select dates to see availability and prices.

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Junior Suite, 1 King, City View

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Conscious Travel Housing

This property participates in the Conscious Travel program. Special approaches are applied here that will attract those who want to travel more consciously.

FAQ about property

See what other guests are asking to learn more about this property.

What measures are being taken by the hotel during COVID? Is breakfast served or is it just a prepackaged package with a few things?

We do have some snacks and snacks in our shop but all food and drink is currently suspended due to social considerations.

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0015

Queen Room with Two Queen Beds and King Bed

Hello. – Hi. We have 2 queen rooms and 1 king room.

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Reply August 7, 2020

Does this hotel charge a $200 insurance fee?

Thank you for contacting me. Please note that a credit card is required upon check-in to cover incidentals. This amount will be authorized..

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Reply February 10, 2020

Is the view really beautiful, like in the photo?

Good afternoon,
The hotel offers stunning views of Lake Erie and the vibrant city skyline.

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Reply December 21, 2020

Do you have a room with jacuzzi??

Thank you for contacting us, unfortunately our rooms do not have jacuzzis.
Please let us know if you have any further questions.

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Reply February 10, 2020

Landmarks nearby *

Westin Restaurant

Open on:
Breakfast

Westin Bar

Open on:
cocktail time

Most Popular Amenities & Services

parking

Free WiFi

Pets allowed

Non-smoking rooms

Restaurant

good fitness center

Coffee/tea maker in all rooms

Bathroom

Toilet paper

Towels

Bath or shower

Private bathroom

Toilet

Free toiletries

Robe

Hair dryer

Bath

Shower

Bedroom

Linen

Wardrobe or wardrobe

Alarm clock

Refrigerator

Pets

Pets are allowed. This service may be chargeable.

Sports and recreation

Cycling
Outside

Golf course (within 3 km)
Additional charge

Seating area

Seating area

Work table

Media and technology

iPod Dock

Flat screen TV

Cable channels

Satellite channels

Radio

Telephone

TV

Food and drink

Wine/champagne
Additional charge

Children’s menu

Snack bar

Restaurant

Coffee/tea maker

Internet

Wi-Fi is available in the hotel rooms and is free of charge.

Parking

Private parking is available on site (reservation is not needed) and costs USD 42.0 per day.

Secure parking

Car parking staff

Parking spaces for people with disabilities

Reception desk

Invoices issued

ATM on site

24-hour front desk

Cleaning services

Dry cleaning
Additional charge

Business center services

Fax/Photocopying

Business Center

Conference/banquet room
Additional charge

Security

Fire extinguishers

Video surveillance outside the building

Video surveillance in common areas

Smoke detectors

Burglar alarm

Entrance by electronic card

Key entry

24 hour security

Safe

Pet bowls

Carbon monoxide detector

Vending machine (food)

Vending machine (drinks)

Air conditioner

Non-smoking throughout

Heating

Adjoining rooms available

Carpet

Elevator

Ironing accessories

Facilities for disabled guests

Non-smoking rooms

Iron

Wake-up service / wake-up call

Availability

Braille prompts

Low basin

High toilet

Toilet with rails

Wheelchair accessible

Elevator for access to upper floors

Health services

Fitness

Fitness center

The staff speaks these languages

English

check in

From 16:00

Departure

Until 11:00

Cancel/
prepayment

Cancellation and prepayment policies vary depending on the type of option chosen.
Please enter your dates of stay and review the booking conditions for the requested room.

Beds for children

Child policy

Children of all ages are welcome.

Children aged 12 and over are considered adults at this property.

To see exact prices and availability, please enter the number of children in your group and their age when searching.

Crib and extra bed policy

Baby cot on request
Is free

Extra bed on request
US$20 per child per night

Extra bed on request
US$20 per person per night

Additional services are not automatically included in the total price and must be paid separately during your stay.

The maximum number of extra beds and baby cots depends on the room selected. Check its terms and conditions to find out the maximum capacity.

All cots and extra beds are subject to availability.

Age limit

Minimum age to enter: 21 years old

Pets

Pets are allowed. This service may be chargeable.

Groups

When booking more than 9 rooms, different policies and additional supplements may apply.

Cards accepted by the hotel

The Westin Cleveland Downtown accepts these cards and reserves the right to temporarily hold an amount prior to arrival.

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Continued after Rust Belt Journey USA: Buffalo
In the southwest of Buffalo is a city that, like two drops of water, repeated the fate of its neighbor – Cleveland.

Cleveland is the county seat of Cuyahoga County and the second largest city in Ohio. Its location on the south shore of Lake Erie, on the Cuyahoga River, about 100 km west of the Pennsylvania border, predetermined further development with the start of the industrial revolution in the United States.

The city was founded in 1796, and very quickly became an industrial center with an extensive network of canals and railways. Cleveland’s geographic location, combined with rail links, has been key to its growth and development as an important business center.

However, the city’s golden era ended, as did Detroit and Buffalo, in the 1950s. Frankly speaking, this period was a landmark in the history of the United States, which showed the failure of the economy to maintain domestic capacities. The boards of directors of TNCs took enterprises outside the United States, mainly to countries in South America where labor is much cheaper. It is for this reason that many cities, including Cleveland, are silent witnesses to the greed and unpatriotism of America’s heavy industry monopolists.

Like Buffalo, Detroit and many other cities, Cleveland was left to fend for itself in hard times. Factories were closed, enterprises were declared bankrupt, tens of thousands of people left their homes in search of a better life.

Cleveland was a prosperous city of 914,808 in 1950, according to the census, and in 1960 its population was 876,050. Today it is a city with a population of no more than 390 thousand. And where there is unemployment and outflow of the population, there is always crime and a large number of abandoned dwellings where criminal gangs set up brothels.

In 2008, Cleveland was ranked the 7th most dangerous city in the US with a population of 100,000 to 500,000 and 11th overall across the states. In 2010, 2 districts of Cleveland were immediately named the most dangerous in the United States, this is the area of \u200b\u200bQuincy Avenue and 40th Street, as well as Scoville Avenue – 55th. These areas were only ahead of East Garfield Park, Chicago. The growth of crime in the city began in 1971-72 and a rapid leap occurred in the 80s, when “cocaine” gangs began to form.

In turn, the British weekly The Economist named Cleveland and Pittsburgh the best US cities in 2005 (in terms of quality of life). The choice of the weekly was countered by journalists from local publications and Morgan Quitno analysts. According to their statements, the city has an extremely difficult social situation – it is literally divided into “white” and “black” quarters. Racist sentiment in Cleveland is very strong, which is why in 2009In 2010, in the ranking of the most dangerous cities in the United States with a population of 100 to 500 thousand people, Cleveland was already in 6th place.

Of course, the business center of the city is still a luxurious and relatively quiet place. Cleveland has one of the best network of clinics in the country and, in general, medicine is one of the most promising industries today, providing more than 40 thousand jobs.

Rainbows of learning: Rainbows Of Learning (2022-23 Profile)

Опубликовано: November 29, 2022 в 12:39 pm

Автор: alexxlab

Категории: Miscellaneous

Rainbows Of Learning

INFANT CARE

Rainbows of Learning has a warm, nurturing environment where every newborn is loved unconditionally. Our infant caregivers treat their charges with tenderness and affection. Cribs, diaper changing areas and age appropriate toys are kept sanitary and in good working order to ensure the health and safety of our little ones. Background music and engaging sights are always in place to help stimulate the infants. It is our policy that infants never share cribs and that cribs are only used when the child is sleeping. When they are awake, infants engage in age-appropriate activities that promote the development of fine and gross motor skills through sensory activities as well as language development skills. Parents receive a detailed daily report of the day’s activities, any new developments in your child as well as feedings and diaper changes.

YOUNG TODDLER

Toddlers are developing and reaching milestones at a very fast rate. They are extremely curious and learn through exploring their environment. We provide this age group with the opportunity to absorb as much knowledge as possible through the use of toys, puzzles, hands on activities and projects. Children are introduced to “circle time” where they gather to sing songs, hear stories and learn the basics of interacting in a group setting. Language skills are encouraged as well as the basics of developmental learning.

ADVANCED TODDLER

This age is an exciting stage of growth for children as they begin to prepare for more advance academic and personal growth. The potty training process takes place while students are enrolled in the AT class. Our classroom is equipped with a smaller toilet that helps children to become more comfortable with the process. Our teachers help children to use the bathroom on an hourly basis to improve and accelerate potty training. Students continue to participate in academic learning through circle time which includes songs, stories, weather, letters and numbers.

PRE-SCHOOL

Our preschool age group consists of children that have mastered the toileting process, but have not yet entered the final school year prior to kindergarten. Students in this class group continue to work with the writing process, counting, colors, shapes, numbers, sequencing and more. Our teachers are highly trained at providing stimulating activities that help children learn and grow through the activities and surroundings. Hands-on activities are a staple to this classroom environment, which allow students to be creative and to use their imaginations to the fullest.

PRE-KINDERGARTEN

Our prekindergarten program prepares and builds the confidence of children preparing to enter kindergarten the following fall. Our prekindergarten classroom has learning stations that allow children the opportunity to master their writing, reading and discorvery skills. Children in the prekindergarten class group not only gain a greater understanding of academics, but also further develop their social skills. Our teachers conduct periodic evaluations of students academic, emotional and social growth, which is provided for parents informational purposes.

SUMMER CAMP

Summer is an exciting time of year at Rainbows of Learning! Our campers are ages 6 to 13 years and our activities are meant to inspire and stimulate each individual child. Each week has a theme, which are reflected in our activities and projects. We have many fun filled activities for our campers including arts and crafts, nature experiences, water play, sports, field trips and more!

Before & After Care

Rainbows of Learning provides before and after school care to students attending Frankford Township and Lafayette Schools. We provide a nutritious breakfast each morning. Children are provided with an afternoon snack as well as homework help in the afternoon. You will often pick up finding your child on the playground, involved in a board game, or completing a craft.

Hours are as follows

FTS Before/After Care: 6:30-8:25 AM
2:50-6:00 PM

LTS Before/After Care: 7:00-8:00 AM
3:00-6:00 PM

Our facility in Augusta is always an option for school closure days or extended holidays.

Rainbows Of Learning (2022-23 Profile)

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Source: National Center for Education Statistics (NCES)

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The application deadline for Rainbows Of Learning is rolling (applications are reviewed as they are received year-round).

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91 LAKE WALLKILL RD
VERNON, NJ

$99,000

(11. 75 miles from school)

30 BRECKENRIDGE TER
KINNELON BORO, NJ

$259,000

2 Beds | 2 Baths

(20.72 miles from school)

6 NESTLINGWOOD DR
WASHINGTON TOWNSHIP, NJ

$499,900

3 Beds | 2.5 Baths

(21.39 miles from school)

96 SOUTH RD
RANDOLPH TWP., NJ

$1,950,000

5 Beds | 5 Baths

(22.39 miles from school)

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Student Health Records: Vaccinations

Most parents have questions about vaccinations. We look at the big picture and offer some sources for you to do your own research.

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90,000 training | FGBNU VNII “Raduga”
Practical seminars-webinars for the Department of Land Reclamation and employees of the Federal State Budgetary Institution “Training users on the features of working with data on the RadugaInform portal” systems and hydraulic structures, including through the provision of information support to industry specialists of federal state budgetary institutions in the field of land reclamation, …

User training on the peculiarities of working with data on the RadugaInform portal Read more »

An employee of the Research Institute “Raduga” attended the courses “Winter School 2020” March 05, 2020 Head of the Educational and Methodological Center of the Federal State Budget Scientific Institution All-Russian Research Institute “Rainbow” Pautova L. E. took part in the round table “Winter School 2020” at Yurait-Academy LLC under the additional professional program “Teacher’s Winter School – 2020. Digitalization of Education: Main Trends and Evaluation of Educational Achievements”. The organizer of the training was Yurait-Academy LLC, Moscow. Period …

An employee of the Research Institute “Raduga” visited the courses “Winter School 2020” Read more »

The seminar was attended by 18 listeners, incl. specialists in the operation of land reclamation systems (FGBU “Administration “Kaliningradmeliovodkhoz”, FSBI “Administration “Smolenskmeliovodkhoz”, FGBU “Administration “Bryanskmeliovodkhoz”), representatives of agricultural producers of the city of Kolomna (FGUP APK “Nepetsino”), g.o. Lakes (Ozery JSC), Krasnodar (Kuban Poliv LLC), AFG National group of companies (Agropromresurs LLC, AFG National-NN LLC, PK NKS Poya, PK NKS Svetlogorsk).

Advanced training of employees of the All-Russian Scientific Research Institute “Rainbow” in the Private Educational Institution “Gidrotechnic”01 June 2018 Employees of the All-Russian Research Institute “Rainbow” deputy. director Abramov V.V., head. department Gzhibovsky S.A., leading. scientific collaborator Savushkin S.S. were trained in the educational institution of additional professional education for the training of specialists in the design, construction and operation of hydraulic structures “Hydrotechnician” (PHOU “Hydrotechnician”). In the direction – “Pre-certification training (training) of the manager …

Advanced training of employees of the Research Institute “Rainbow” in PEI “Gidrotechnic” Read more »

Reviewed and adopted at a meeting of the Academic Council of the FGBNU VNII “Raduga” “Regulations on the Training and Methodological Center for Additional Professional Education of the FGBNU VNII “Rainbow” April 26, 2018 Reviewed and adopted at a meeting of the Academic Council of the FGBNU VNII “Rainbow” “Regulations on the Training and Methodological Center additional professional education FGBNU VNII “Rainbow”. The approved Regulations are posted on the official website of the organization. Back to news list

Employees of the UMC DPO FGBNU VNII “Raduga” together with the site administrator carried out work to update and improve the page of the official website of the organizationApril 18, 2018 activities of the Centre. In the process of the work done, new documents were posted on …

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April 2, 2018 State task No. 082-00208-18-00 of the Ministry of Agriculture of Russia for 2018 organized the recruitment and enrolled by order a group of students in …

UMC DPO FGBNU VNII “Rainbow” organized the recruitment and enrolled a group of students in the amount of 24 people Read more “

Educational Center “Rainbow of Knowledge” – training programs – Ucheba.ru

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Calculate babysitting rates: Babysitting Rate Calculator | babysitting-rates.com

Опубликовано: November 29, 2022 в 12:12 pm

Автор: alexxlab

Категории: Baby

2022 Babysitting Rates: National Average & by City

This is UrbanSitter’s 11th year tracking average babysitting rates and caregiver pay across the nation. They analyze the tens of thousands of babysitting jobs booked across the website and app to find out what the average is for the nation and in individual cities. While caregivers typically base their rates on experience, job responsibilities and the local cost of living, these averages can help set a baseline when you’re hiring a babysitter, nanny, or caregiver; or when you’re deciding how much to charge for babysitting. Looking for the average babysitting rate for your city? Check out the chart and infographic below.

Overall, babysitting rates rose significantly in the past year: an 11% increase, outpacing inflation at 7%. Given that rates rose just 3.9% from 2019 to 2020, this is a big increase. If you’re looking for a sitter you’ve likely seen higher rates, with the national average being $20.57/hr for 1 child and $23. 25/hr for 2 children.

Area/U.S. City Hourly Rate for 1 Child Hourly Rate for 2 Children

National $20.57 $23.25

Atlanta, GA $18.43 $22.78

Austin, TX $18.62 $21.93

Boston, MA $19.96 $22.82

Chicago, IL $17.62 $19.75

Dallas/Ft. Worth, TX $15.84 $21.07

Denver, CO $18.12 $20.67

Houston, TX $18.39 $22.73

Las Vegas, NV $14.75 $19.12

Los Angeles, CA $20.23 $26.24

Minneapolis, MN $18.51 $19.75

Nashville, TN $15.31 $17.16

New York City, NY $23. 45 $24.77

Philadelphia, PA $15.40 $21.25

Phoenix, AZ $19.81 $21.15

Portland, OR $18.79 $20.28

Raleigh/Durham, NC $19.94 $20.21

San Antonio, TX $12.70 $15.66

San Diego, CA $17.53 $21.61

San Francisco, CA $23.32 $26.42

Seattle, WA $21.23 $23.57

Washington, DC $19.79 $21.35

More fun facts about 2022 caregiver rates:

The least expensive city for a sitter is in San Antonio at $12.70/hr for 1 child and the most expensive city is New York City with an average rate of $23.45/hr for 1 child.

40% of nannies nationally make between $30,000 – $50,000 a year.

The average pet sitter rate is $16. 07/hr and the cost of a dog walk is $18.31.

Want a clean home? The average housekeeping rate is $27.83/hr.

If you’re in need of a house sitter, 56% pay between $25-50 per day.

What should you consider when determining how much to pay a babysitter?

Location.

Start with the average rate in your city, then consider your specific neighborhood – are you conveniently located in the city center or in a suburb? For instance, if you live near a university where many babysitters live, babysitting rates will probably be much more affordable than a far away suburb that requires a long commute for sitters.

Job responsibilities.

First, consider how many children will the babysitter be caring for. Rates won’t double or triple, but they will increase a dollar or two with each additional child.

Next, ask yourself if there are additional responsibilities such as driving, homework help, meal preparation, laundry, cleaning or walking the family dog. You can expect to pay more for these additions.

Skills and experience.

Experienced sitters will certainly charge more than a high school sitter. Sitters with specialized certifications and Early Childhood Education degrees will command a higher rate.

You can typically get a feel for the sitter’s experience by asking about how many years they’ve been babysitting and what age groups they’ve worked with (newborn, infant, toddler, preschooler, grade schooler, etc).

Transportation.

Some sitters expect parents to cover their cost of transportation to and from the job — either by reimbursing them for mileage or funding a subway or bus card.

If your child needs to be driven by the sitter (either in their car or yours), then consider a gas credit card specifically for the sitter’s use.

Additional expenses.

Besides transportation, the sitter may have additional expenses while on the job including meals, babysitting supplies, and children’s activity costs. Decide what you will cover, then factor this in when determining your overall child care budget.

Special needs.

If you have a child with a disability, you should also expect to pay a higher babysitting rate for someone with qualified experience.

Historic Babysitting Rates
Curious about how babysitting rates have changed over time? See our data from 2012-2021:

Babysitting rates 2021
Babysitting rates 2020
Babysitting rates 2019
Babysitting rates 2018
Babysitting rates 2017
Babysitting rates 2016
Babysitting rates 2015
Babysitting rates 2014
Babysitting rates 2013
Babysitting rates 2012

Looking for a babysitter or nanny? Join UrbanSitter to browse profiles, sort by pay rate, and book jobs online.
How Much to Pay Your Sitter

Whether you use a daycare, employ a nanny during work days or stay home with your kids, there’s a good chance you’ll need to hire a babysitter at one time or another. Maybe you need someone to pick up your child from a weekend playdate, or watch your little one while you go off on a much-needed date night. When the need arises, finding a trustworthy babysitter can be tough enough (good news: there are apps for that), but figuring out how much to pay a babysitter can feel downright daunting. You of course want to compensate them well for taking good care of your kids, but overpaying a babysitter can set up unrealistic expectations for future bookings (and nobody likes feeling overcharged). So what’s a reasonable going rate for babysitting? Here, we breakdown the national average, as well as the various factors that can affect babysitting rates.

The Average Babysitting Rate

According to Sherri Reed, managing editor at Care.com, an online service that connects families with caregivers, the 2018 national average babysitting rate was $15.83. Naturally, that means some families pay their sitter more than $15 per hour, and some much less. When it comes time to figure out a reasonable babysitting hourly rate, you can start with the average and then ask yourself if it’s a fair rate for your family and your needs. If you have a laundry list of qualifications your babysitter has to meet, it may bump up the price. Keep reading to learn what criteria can affect babysitting rates.

Factors That Affect Babysitting Rates

Babysitting rates aren’t an exact science—they can fluctuate widely based on your particular needs and location and the babysitter you ultimately hire. For example, the price for a teenage babysitter who’ll look after your kid while you run to the grocery store is going to vary dramatically from the cost of an infant CPR-trained babysitter with 10 years of experience who’ll be taking care of your newborn, helping your older child with homework and doing a few loads of laundry every Wednesday night. Here’s a closer look at what can affect babysitting rates.

• Location, location, location. It’s probably no surprise that the going rate for babysitting is subject to change based on where you live. “Sitters in urban areas tend have higher hourly rates than those in rural areas,” Reed says. If you reside in one of the most expensive zip codes in the US, you’re likely going to pay more for pretty much everything, babysitters included.

• Ages and number of kids. A family with four kids should expect to pay their sitter the same rate as a family with only one, since the workload is far from equivalent. Many parents start with the average babysitting rate for one child and add between $0.50 and $1 per hour for each additional child, according to Reed. Babysitting prices are also typically higher if you have a newborn who needs more hands-on care versus an older child who may be more independent.

• Sitter’s skillset. Is your sitter CPR-certified? Has she taken an online babysitting or nanny course? If so, you may want to bump up her rate as compensation for the added value. According to Care.com’s 2017 Babysitter Survey, 66 percent of parents said they would pay more for a sitter with CPR and safety training.

• Job description. In general, a babysitting gig involves a sitter coming to your home and caring for your kids while you’re away for a few hours. That may involve basic tasks like light meal prep or handing the pizza guy money at the front door. Depending on how long you’re gone, it may also involve putting the kids to bed. But that’s about it. If you’re looking to tack on additional duties, like driving your kids to different places, housework, laundry or homework help, you should consider paying slightly higher babysitting rates. “An important thing to remember is to make those expectations of the job crystal clear to any babysitter candidates you interview,” Reed says. That way, you can discuss a fair babysitting hourly rate at that time.

• Frequency. Found a babysitter you love? If you’re looking to turn their occasional help into a regular gig, it’s probably time to consider paying higher babysitting rates. It shows your sitter you’re committed to an ongoing relationship. It also dissuades them from taking other assignments during your designated time.

• Last-minute care. As parents, life can throw you a serious curveball from time to time. If a can’t-miss event comes up without warning, you need a last-minute sitter! But giving little advance notice typically means higher babysitting rates. “Scrambling for last-minute child care can be stressful, so it’s common for families to pay a last-minute sitter more than the average babysitting rate,” Reed says. In fact, according to Care.com’s 2017 Babysitter Survey, 50 percent of parents would pay at least $3 more per hour for a last-minute sitter.

Still not sure what babysitting hourly rate you should pay? Care.com offers a handy babysitter pay calculator that helps you determine a fair rate for your babysitter based on your zip code, the number of kids you have, how many years of experience your sitter has and how many hours you’ll need them for. Babysitting rates made easy!

Published February 2019

Plus, more from The Bump:

10 Best Babysitting Apps and Websites to Find Trusted Child Care

How to Find a Great Babysitter

Checklist: Interview Questions to Ask a Caregiver

Nanny in Tenerife

+(34) 649-418-053islateneriferu@gmail. com

Canary Islands, Spain

Everything for independent rest!

Tenerife real estate

Nanny in Tenerife

Families often prefer the nearest resorts when choosing a vacation spot, fearing a long flight and the difficulties of vacationing with small children. We can say that these fears are groundless! If you approach the organization of recreation correctly, you can expect that your vacation will be great! For example, if you want to see the “island of eternal spring” Tenerife, feel free to choose any excursions and entertainment. And it is not at all necessary to take kids with you on these trips around the island. You can order a nanny in Tenerife, she will stay with the children while you have fun.

How to find a nanny in Tenerife with a visit home?

Contact our company! We will help you urgently find a nanny without intermediaries for the right number of hours at reasonable prices. All the home staff we offer have been thoroughly vetted, you can be sure that you will receive quality babysitting services. Our private nannies are not just nurses with children, they have a pedagogical education, many years of experience and sincerely love kids.

What are the qualities of a good nanny?

Finding a good nanny in a foreign country is not easy, especially if you need a Russian nanny for Russian-speaking children.

An ideal nanny for children is able to instantly find an approach to children of different ages, knows how to entertain and entertain them, understands child psychology.

It is equally important that the babysitter listens to parental advice regarding nutrition, daily routine and activities with children.

Each of our nannies in Tenerife is a professional and fully meets these criteria.

Find a good babysitter for your vacation

Babysitting services in Tenerife are in high demand among tourists with children. This allows you to indulge in such pleasures as a trip to the Teide, fishing, shopping in the capital and other activities where children are usually not interested.

It is not uncommon to find ads “I am looking for a good nanny in Tenerife” on various tourist forums. This is not a very reliable and effective way of recruiting. If you need a nanny from direct employers, you should contact our company. This is not a private advertisement of a nanny in Tenerife on the Internet, about which nothing is known, cooperation with us is an opportunity to order a highly qualified nanny online.

Working conditions

You can order a babysitter in the south of Tenerife: in Costa Adeje, El Medano, Las Americas, Los Cristianos, Playa Paraiso, Puerto de Santiago, Los Gigantes, Palm Mar.

How much does a nanny cost? Prices are quite affordable and depend on a number of factors:

Duration of work

Number of children

Age of children

Standard conditions:

Work for 4-8 hours a day.

Cost per child – 10 euros per hour of work

Two children – 15 euros per hour of work

Work for 2-3 hours a day.

Cost per child – 15 euros per hour

Two children – 25 euros per hour

If there are more children, the cost is discussed individually depending on the conditions. For 3-4 children at night, the rate is practically the same, for small children during the day, we can recommend hiring two nannies to ensure proper care for them. The approach to pricing is flexible, we take into account all factors and offer a fair price.

Babysitting under the above conditions is only valid for clients residing from Medano to Playa Paraiso. If babysitting in Tenerife is needed in other parts of the island, the cost of services increases, taking into account travel costs.

If you are looking for a nanny in Tenerife without intermediaries, not by the hour, but for the entire vacation or for part of it, the cost of work is negotiated individually. In this case, we offer a significant discount on services.

Phone number for ordering: +(34) 649-418-053 (WhatsApp), email e-mail: [email protected] or contacts

Tenerife hotel reservation

KidsWay children escort

Responsible for security

Car nannies are usually women who have been tested and trained. Children are insured.

We save your time

Without us, you spend 6 extra hours on the road

We control the quality

We control every trip.
We carry out the instructions of the parents.

Request a quote

We select car nannies for you with love!

Strict verification of chaperones for the safety of your child

Natalia

Worked for a long time in IT in the logistics department; therefore, when I decided to look for a job with a more flexible schedule, I was glad that in October 2018 I became part of the KidsWay team. My wards are wonderful, smart and very positive:

David – reasonable, with great imagination, loves loud music;

Danya is a mathematician who likes to talk about school;

Volodya likes to sleep in the car;

Mariana – specialist in equestrian sport; Lera is short and smiling!

Svetlana

KidsWay is one of the best events that happened in my life! Since October 2018, I have become part of the company.

I used to do just that: from the age of 6 I took my brother in a wheelchair, then my children to all circles and classes. Now they have grown up, but I got KidsWay to continue the important and necessary work!

My children (whom I take) are collected, responsible, punctual, smiling, sociable, understanding, smart, educated and cheerful. I love them all!

Anna

The advantage and uniqueness of KidsWay is that it is not like in many companies here: we are like one big family! And the most amazing thing is that all women! I have been with the company since November 2018. I was looking for an opportunity to earn extra money, but it seems that I found something more. Each child is interesting in its own way:

Fedya is so serious, collected, he always comes out on time.

Maxim is very charming, pleasant in communication, responsible.

Anya is a cheerful little bird. But each of them is a personality!

Elena

Member of KidsWay since 2018. I decided to do something good and useful. My wards, it seems to me, are the best children in the world:

when I take Maryana K., I listen with tenderness as she talks about her equestrian training – you will listen!

Anfisa and Fedor are well-mannered, purposeful, punctual guys;

Elina and Aleksandra – two little cheerful beauties;

Alexey, Katya and Sasha – future Olympic medalists: stubborn, collected, purposeful; and Mashenka D. is already like a niece!

Svetlana

When I heard about KidsWay on the radio in 2018, I realized that I definitely needed to come here. After all, I have been doing the same thing for 16 years, only for free.

My little passengers inspire and energize me for the whole day:

On the way to school, Polina says new words in Chinese that she has learned; Sasha is getting ready for rhythmic gymnastics. When you look at how much they do in a day, you want to take an example from them!

Marina

I have been working at KidsWay since September 2018. I have a medical education: I worked as a cosmetologist for a long time. Then my children appeared and I devoted all my time to them.

Now they have grown up, and I happened to meet KidsWay and I firmly decided to help other mothers. What a lack of service like this! The work is responsible, but very pleasant.

Natalia

At the beginning of 2019, I saw an ad for KidsWay on Instagram and realized that this job was for me. And so it turned out: a friendly team, wonderful and educated children. They always tell how their day went. And even if the child is silent, then I try to win him over and the conversation turns out to be constructive.

Formerly worked in insurance, held management positions. Then I realized that I want to devote more time to myself and loved ones. I found it in KidsWay.

Here you can feel the teamwork, and I am glad that the service is automated and modern! The team is attentive and responsive, managers actively support car nannies.

Irina

I have been working at KidsWay since April 2018.

It is always a pleasure to work with children: they share their experiences and joys; most often they are very tired after class, they want to complain, speak out. I always listen to them, empathize or rejoice with them. They are all so different and at the same time similar.

Elina is a very gentle and responsible girl;

Timothy – inquisitive, loves history; every morning we talk with him and develop some historical theme.

Mary is a particularly amazing girl, because she is French, she has a completely different idea of the world and people;

Tatiana

For a long time I was looking for something to my liking and in February 2019 I read about KidsWay on Instagram.

What do I like here? Children!

I think this is the perfect job. Every child you carry is a new world. They are so different: someone is silent and focused, responsible in their studies and training; someone on the contrary, talkative and chatting about everything; someone loves games and all the way we can play words or listen to the children’s radio and sing along.

They are all different, but what unites them is their inexhaustible interest in learning about life!

Ekaterina

For many years I worked as a financial director and consultant in management and financial accounting. Prior to that, several years on television – a writing journalist and translator.

Since 2018 in KidsWay. I was interested in the idea of the project itself. It was interesting to look at its implementation from the inside. And I’m glad that it has completely changed my life.

Children are so different, but each one is interesting in its own way: someone is always positive, tells news, about friends, plans. Someone is very serious and collected. It is always nice to chat with one child on the road on almost any topic, and the other is a silent person. Some listen to music, others prefer to take a nap on the way. It is interesting to watch each of them as they change, grow up.

Irina

All her life she was a housewife, raised and raised her children. And for more than a year now I have been with KidsWay, which attracted me with the opportunity to work in a flexible schedule with interesting tasks.

We have an amazing new generation growing up: you can and should learn a lot from them, and sometimes you can see your reflection in them. Pleased with optimism, spontaneity, activity and readiness for our ever-changing life! They are more clearly tuned than we once were: there are specific plans, aspirations, beliefs – and this brings a sense of pride for being close to them. They are our beautiful future!

Founders of KidsWay

ANNA FILIPPOVA AND MAXIM PRISHEPCHNY

founders of

kidsWay

In March 2016, we founded the company “ANMAK”, Anna and Maxim for short, and started working under the KidsWay brand.

Childtime preschool reviews: Request Informational Materials from Childtime Preschool

Опубликовано: November 29, 2022 в 12:12 pm

Автор: alexxlab

Категории: Child

Request Informational Materials from Childtime Preschool

Let Childtime Preschool know that you are interested in learning about their school. Provide your information below to request this school’s viewbook and application. Your request will typically be processed within 24 hours. If you have more specific questions for this school, please use our Email Schools form instead.

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Student date of birth:MonthJanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecemberDay12345678910111213141516171819202122232425262728293031Year200220032004200520062007200820092010201120122013201420152016201720182019202020212022

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Top 10 Best Nonsectarian Private Schools in New Jersey (2022-23)

School

Location

Grades

Students

Apple Montessori Of Wayne

Montessori School

Add to Compare

(1)

25 Nevins Rd
Wayne, NJ 07470
(973) 696-9750

Grades: PK-6

| 358 students

Barnstable Academy

Alternative School

Add to Compare

(7)

8 Wright Way
Oakland, NJ 07436
(201) 651-0200

Grades: 6-12

| 124 students

Cedar Hill Prep School

Add to Compare

(6)

152 Cedar Grove Lane
Somerset, NJ 08873
(732) 356-5400

Grades: NS-8

| 268 students

Chapin School

Add to Compare

(3)

4101 Princeton Pike
Princeton, NJ 08540
(609) 924-2449

Grades: PK-8

| 183 students

The Elisabeth Morrow School

Add to Compare

(4)

435 Lydecker Street
Englewood, NJ 07631
(201) 568-5566

Grades: NS-8

| 388 students

Far Brook School

Add to Compare

(3)

52 Great Hills Road
Short Hills, NJ 07078
(973) 379-3442

Grades: NS-8

| 252 students

Hamilton Park Montessori School

Montessori School

Add to Compare

(7)

1 McWilliams Place
Jersey City, NJ 07302
(201) 533-1910

Grades: PK-8

| 434 students

New School Of Monmouth County

Add to Compare

(7)

301 Middle Road
Holmdel, NJ 07733
(732) 272-5680

Grades: K-8

| 32 students

The Peck School

Add to Compare

(11)

247 South Street
Morristown, NJ 07960
(973) 539-8660

Grades: K-8

| 344 students

Pioneer Academy

Add to Compare

(3)

164 Totowa Road
Wayne, NJ 07470
(973) 405-5169

Grades: PK-12

| 434 students

Primoris Academy

Add to Compare

(19)

120 Washington Avenue
Westwood, NJ 07675
(201) 722-1000

Grades: PK-12

| n/a students

Ranney School

Add to Compare

(2)

235 Hope Road
Eatontown, NJ 07724
(732) 542-4777

Grades: PK-12

| 661 students

Rutgers Preparatory School

Add to Compare

(2)

1345 Easton Ave
Somerset, NJ 08873
(732) 545-5600

Grades: PK-12

| 640 students

The Wardlaw+Hartridge School

Add to Compare

(11)

1295 Inman Ave
Edison, NJ 08820
(908) 754-1882

Grades: PK-12

| 468 students

YingHua International School

Add to Compare

(7)

25 Laurel Avenue, Kingston, NJ 08528
Kingston, NJ 08528
(609) 375-8015

Grades: NS-8

| 150 students

American Boys Preparatory Academy

All-boys | Alternative School

Add to Compare

(1)

1020 Springfield Ave
Mountainside, NJ 07092
(908) 516-4231

Grades: 5-8

| 12 students

Apple Montessori School

Montessori School

Add to Compare

1339 Littleton Rd
Morris Plains, NJ 07950
(973) 538-1276

Grades: NS-K

| n/a students

Apple Montessori School

Montessori School

Add to Compare

1055 Maxwell Lane
Hoboken, NJ 07030
(201) 963-4949

Grades: NS-K

| 140 students

Apple Montessori School

Montessori School

Add to Compare

470 Millbrook Ave
Randolph, NJ 07869
(973) 328-7737

Grades: NS-K

| 79 students

Apple Montessori School

Montessori School

Add to Compare

(1)

192 Ramapo Valley Rd
Oakland, NJ 07436
(201) 337-0183

Grades: NS-K

| 100 students

Apple Montessori School

Montessori School

Add to Compare

(1)

8 Adelaide Pl
Edgewater, NJ 07020
(201) 224-6603

Grades: PK-K

| 149 students

Apple Montessori School

Montessori School

Add to Compare

75 E Ramapo Ave
Mahwah, NJ 07430
(201) 512-1141

Grades: PK-K

| 154 students

Benway School

Special Education School

Add to Compare

620 Valley Road
Wayne, NJ 07470
(973) 633-3837

Grades: 1-12

| 72 students

The Calais School

Special Education School

Add to Compare

(1)

45 Highland Ave
Whippany, NJ 07981
(973) 884-2030

Grades: K-12

| 83 students

The Center School

Special Education School

Add to Compare

2 Riverview Drive
Somerset, NJ 08873
(908) 253-3870

Grades: K-12

| 83 students

Cornerstone Day School

Special Education School

Add to Compare

(7)

10-12 Commerce Drive
Cranford, NJ 07016
(908) 543-0220

Grades: 5-12

| 130 students

Fusion Academy Englewood

Alternative School

Add to Compare

10 Sterling Blvd, Suite 201
Englewood, NJ 07631
(201) 431-9554

Grades: 6-12

| n/a students

Fusion Academy Morristown

Alternative School

Add to Compare

182 South Street, Suite 4
Morristown, NJ 07960
(973) 267-0474

Grades: 6-12

| n/a students

Fusion Academy Princeton

Alternative School

Add to Compare

116 Stanhope St.
Princeton, NJ 08540
(609) 919-9193

Grades: 6-12

| 32 students

Highland Academy

Add to Compare

51 N Shore Rd
Absecon, NJ 08201
(609) 652-9500

Grades: PK-8

| 57 students

The Hudson School

Add to Compare

(2)

601 Park Ave
Hoboken, NJ 07030
(201) 659-8335

Grades: 5-12

| 194 students

Mendham Country Day School

Add to Compare

(7)

204 Morristown Rd
Basking Ridge, NJ 07920
(908) 766-3323

Grades: NS-8

| 164 students

Montclair Cooperative School

Alternative School

Add to Compare

(2)

65 Chestnut Street
Montclair, NJ 07042
(973) 783-4955

Grades: NS-8

| 156 students

Voyagers’ Community School

Add to Compare

(4)

1000 Sanger Ave, 3rd Floor
Little Silver, NJ 07757
(732) 842-1660

Grades: NS-12

| 63 students

The Winston School of Short Hills

Special Program Emphasis

Add to Compare

30 East Lane
Short Hills, NJ 07078
(973) 379-4114

Grades: 1-8

| 87 students

Show 100 more private schools in New Jersey (out of 560 total schools)

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review of kindergartens on Sortirovka

May 5 3145

Let’s talk about how to choose the best.

Choosing a good kindergarten is like going through a difficult quest. The editors of Gorpom.ru understand how important it is for parents to give all the best to their child and choose a kindergarten that would be close to home, so I have compiled a selection of excellent kindergartens on Sortirovka for you.

Private kindergarten and development school “Miracle-Tsvetik”

Mashinistov str., 3

You can safely entrust your child to experienced caregivers and not worry that the child does not follow the daily routine or will not develop. Experienced teachers will make the child’s leisure informative and interesting. The training program was developed taking into account the physical, psychological and social component. Educators find an individual approach to each child. The number of children in the group does not exceed 12 people. The territory is equipped with safe playing areas with rubber coating and modern equipment.

Private kindergarten “Malyshlandiya”

St. Pekhotintsev, 4/1

This kindergarten has the best conditions for kids to feel comfortable in the absence of their parents. The children are surrounded by the care and attention of experienced teachers all day long. Children learn about the world around them in exciting activities, develop speech, learn English, attend music and dance classes, sculpt and draw, play with their peers, take daily walks in the fresh air on a safe playground. You can also sign up your child for sessions with a psychologist or speech therapist. The preschool provides a balanced, healthy and tasty diet, designed taking into account the characteristics of a growing child’s body.

If necessary, you can leave the child for a full day on weekdays, on Saturdays or for a night stay. In the kindergarten there is an extension and extended day groups. You can always see what your baby is doing online thanks to video surveillance.

Center for the care and development of children “Sandaliki”

St. Pekhotintsev, 4/2

The comfortable and friendly atmosphere of the Sandaliki center will help children in successful socialization and creating favorable conditions for further diversified development. Experienced educators correctly form the daily routine of the child, and take care of each pupil. From developing programs, children learn the basics of the theater, music classes and rhythm are led by a choreographer, teacher of aesthetic education, director of children’s theatrical performances, leader of exemplary teams-winners of international and all-Russian children’s competitions.

Kindergarten “Nemo”

St. Chisinauskaya, 33

“NEMO is a modern children’s center that has been providing kids with favorable conditions for development for more than 10 years. Educators create a favorable environment for development for the child. Teachers advise parents on any issues of interest. They also do everything to make the child become an interesting personality in the future. Pupils attend interesting developmental classes, including: studying the world around them, art classes, physical education, music, choreography. Also, the specialists of the NEMO center conduct group psychological, speech therapy classes with children. a therapist to prevent acute respiratory infections at an early stage.In interactive sessions with educators, children learn to speak in public, show their abilities and develop creative thinking.Thematic photo sessions are regularly held.

May your child’s childhood be happy! See all kindergartens in Yekaterinburg .

Gorpom.ru news in your feed and on your phone! Subscribe to our accounts on social networks Facebook, VKontakte, Instagram.

Tranquility, joy, care: the best kindergartens in the South-West region

Where to send the child? Overview of children’s summer clubs 2022

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Kindergartens Zarechny

Kindergartens Southwestern

Kindergartens Bus station

Municipal Autonomous Preschool Institution “Children’s

Applications

Citizens can apply to the Kindergarten Administration as follows:

Writing: etc. ) and send it by mail to the address:

184042, Murmansk region, Kandalaksha, st. Gorky d.5, MADOU No. 48

A citizen in his written application must indicate the name of the educational organization to which he sends a written application, or the last name, first name, patronymic of the relevant official, or the position of the corresponding person, as well as his last name, first name, patronymic (the latter – if available ), the postal address to which the response should be sent, notification of redirection of the appeal, sets out the essence of the proposal, application or complaint, puts the date and personal signature.

Contact in person at: Kandalaksha, st. Gorky, 5, MADOU No. 48, office phone 8(815 33) 3-40-36

Reception hours of the head: on weekdays from 9.00 to 17.00. office phone 8(815 33) 3-40-36

mail: [email protected]

Rules for consideration of citizens’ electronic applications

1. An electronic application may contain a statement, complaint, suggestion or question, general comments.

2. Electronic appeals sent through the official website of MADOU No. 48 are submitted to the kindergarten administration for consideration. MADOU No. 48 provides an objective, comprehensive and timely consideration of applications.

3. In accordance with the Federal Law of 02.05.2006 N 59-FZ “On the procedure for considering applications from citizens of the Russian Federation” electronic applications are registered within three days and sent to representatives of the administration of the preschool educational institution. The appeal is considered within 30 days from the date of registration. An electronic appeal containing issues the solution of which is not within the competence of MADOU No. 48 is sent within seven days from the date of registration to the appropriate body or the appropriate official, whose competence includes resolving the issues raised in the appeal, with notification of this to the citizen who sent the appeal .

4. All correct appeals and appeals received in accordance with the competence of the administration of the kindergarten will be considered. The answer to your question will be sent to the email address you provided.

5. When considering an application, it is not allowed to disclose the information contained in the application, as well as information relating to the private life of a citizen, without his consent. Information about the personal data of applicants is stored and processed in compliance with the requirements of Russian legislation on personal data.

6. Applications received through the site are summarized and submitted to the manager for information. The answers to the most frequently asked questions are periodically published by the site administrator. Your appeal may be published on the website.

The following appeals are not considered:

appeal containing obscene or offensive language, threats, etc.

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Вперед

Before
24.12.2020 December	Portland – Utah	100:120 25:32, 19:33, 24:29, 32:26
27.12.2020 December	Portland – Houston	128:126 27:31, 31:37, 26:17, 29:28, 15:13
29.12.2020 December	Lakers – Portland	107:115 30:22, 24:36, 31:26, 22:31
31.12.2020 December	Clippers – Portland	128:105 37:26, 39:31, 31:28, 21:20
02.01.2021 January	Golden State – Portland	98:123 21:36, 34:31, 25:31, 18:25
04. 01.2021 January	Golden State – Portland	137:122 36:33, 30:21, 31:29, 40:39
01/06/2021 January	Portland – Chicago	108:111 39:21, 15:24, 31:36, 23:30
01/08/2021 January	Portland – Minnesota	135:117 28:29, 47:27, 36:24, 24:37
01/10/2021 January	Sacramento – Portland	99:125 24:38, 25:28, 20:27, 30:32
01/12/2021 January	Portland – Toronto	112:111 21:32, 34:28, 21:26, 36:25
01/14/2021 January	Sacramento – Portland	126:132 43:33, 25:32, 37:35, 21:32
01/15/2021 January	Portland – Indiana	87:111 26:26, 10:33, 35:25, 16:27
01/17/2021 January	Portland – Atlanta	112:106 34:38, 25:28, 27:20, 26:20
01/18/2021 January	Portland – San Antonio	104:125 28:32, 26:27, 28:28, 22:38
21. 01.2021 06:00 January	Portland – Memphis	– moved
23.01.2021 06:00 January	Portland – Memphis	– moved
01/25/2021 January	Portland – NY	116:113 37:24, 33:26, 19:27, 27:36
01/26/2021 January	Portland-Oklahoma	122:125 24:34, 36:35, 31:25, 31:31
01/29/2021 January	Houston – Portland	104:101 17:32, 36:18, 33:27, 18:24
01/31/2021 January	Chicago – Portland	122:123 34:32, 19:32, 33:29, 36:30
02. 02.2021 February	Milwaukee – Portland	134:106 46:36, 33:20, 34:21, 21:29
03.02.2021 February	Washington – Portland	121:132 23:40, 40:35, 27:31, 31:26
05.02.2021 February	Philadelphia – Portland	105:121 28:28, 29:29, 19:40, 29:24
06.02.2021 February	New York – Portland	110:99 26:31, 31:20, 27:25, 26:23
07.02.2021 21:00 February	Charlotte – Portland	– moved
02/10/2021 February	Portland – Orlando	106:97 31:19, 19:24, 34:30, 22:24
12. 02.2021 February	Portland-Philadelphia	118:114 37:36, 23:27, 29:30, 29:21
02/13/2021 February	Portland – Cleveland	129:110 34:23, 39:29, 27:25, 29:33
15.02.2021 February	Dallas – Portland	118:121 25:34, 36:24, 30:45, 27:18
02/17/2021 February	Oklahoma – Portland	104:115 21:34, 29:30, 29:29, 25:22
02/18/2021 February	New Orleans – Portland	124:126 30:35, 39:24, 22:35, 33:32
02/21/2021 February	Portland-Washington	111:118 43:31, 12:30, 37:28, 19:29
23. 02.2021 February	Phoenix – Portland	132:100 32:26, 31:28, 37:17, 32:29
24.02.2021 February	Denver – Portland	111:106 34:25, 23:32, 21:21, 33:28
02/27/2021 February	Lakers – Portland	102:93 24:29, 30:28, 31:19, 17:17
03/02/2021 March	Portland – Charlotte	123:111 27:33, 32:26, 33:24, 31:28
04.03.2021 March	Portland-Golden State	108:106 28:29, 27:27, 27:24, 26:26
03/05/2021 March	Portland – Sacramento	123:119 30:27, 29:29, 30:34, 34:29
03/12/2021 March	Portland-Phoenix	121:127 33:30, 27:30, 34:30, 27:37
03/14/2021 March	Minnesota – Portland	121:125 24:33, 33:33, 37:27, 27:32
03/15/2021 March	Minnesota – Portland	114:112 24:20, 23:29, 29:23, 38:40
03/17/2021 March	Portland – New Orleans	125:124 28:34, 22:30, 32:31, 43:29
03/19/2021 March	Portland – New Orleans	101:93 31:23, 26:25, 20:22, 24:23
03/20/2021 March	Portland-Dallas	125:119 37:33, 27:27, 29:38, 32:21
03/22/2021 March	Portland-Dallas	92:132 30:27, 24:38, 15:38, 23:29
03/24/2021 March	Portland – Brooklyn	112:116 41:37, 25:28, 25:27, 21:24
03/26/2021 March	Miami – Portland	122:125 24:31, 34:28, 33:32, 31:34
03/27/2021 March	Orlando – Portland	105:112 32:35, 23:30, 22:15, 28:32
03/29/2021 March	– Portland	117:122 41:32, 33:36, 10:23, 33:31
04/01/2021 April	Detroit – Portland	101:124 33:31, 19:20, 27:36, 22:37
03. 04.2021 April	Portland – Milwaukee	109:127 21:34, 32:26, 20:37, 36:30
04/04/2021 April	Portland-Oklahoma	133:85 35:19, 30:27, 39:13, 29:26
04/07/2021 April	Clippers – Portland	133:116 47:32, 26:34, 28:23, 32:27
04/09/2021 April	Utah – Portland	122:103 30:29, 23:27, 40:19, 29:28
04/11/2021 April	Portland – Detroit	118:103 33:23, 26:27, 36:26, 23:27
04/12/2021 April	Portland-Miami	98:107 31:25, 17:31, 23:33, 27:18
04/14/2021 April	Portland – Boston	115:116 38:30, 22:27, 27:35, 28:24
04/17/2021 April	San Antonio – Portland	106:107 31:28, 26:20, 28:35, 21:24
04/19/2021 April	Charlotte – Portland	109:101 44:24, 21:27, 28:21, 16:29
04/21/2021 April	Portland Clippers	112:113 31:30, 29:26, 22:30, 30:27
04/22/2021 April	Portland – Denver	105:106 36:35, 21:25, 27:22, 21:24
04/24/2021 April	Portland – Memphis	128:130 23:28, 33:34, 43:38, 29:30
04/25/2021 April	Portland – Memphis	113:120 20:23, 27:35, 31:32, 35:30
04/28/2021 April	Indiana – Portland	112:133 35:34, 27:39, 16:40, 34:20
04/29/2021 April	Memphis – Portland	109:130 23:38, 23:36, 37:28, 26:28
05/01/2021 May	Brooklyn – Portland	109:128 25:23, 32:36, 24:35, 28:34
03. 05.2021 May	Boston – Portland	119:129 32:34, 39:37, 27:32, 21:26
04.05.2021 May	Atlanta – Portland	123:114 32:31, 36:31, 34:33, 21:19
05/06/2021 May	Cleveland – Portland	105:141 28:29, 29:38, 23:35, 25:39
08.05.2021 May	Portland-Lakers	106:101 34:22, 25:33, 23:23, 24:23
05/09/2021 May	Portland – San Antonio	124:102 27:26, 30:21, 33:28, 34:27
05/11/2021 May	Portland – Houston	140:129 50:33, 29:30, 32:37, 29:29
05/13/2021 May	Utah – Portland	98:105 31:24, 25:35, 20:25, 22:21
05/14/2021 May	Phoenix – Portland	118:117 26:26, 26:27, 33:24, 33:40
05/17/2021 May	Portland – Denver	132:116 43:22, 29:33, 35:29, 25:32
05/23/2021 1/8 finals	Denver – Portland	109:123 30:35, 31:23, 25:38, 23:27
05/25/2021 1/8 finals	Denver – Portland	128:109 31:25, 42:36, 28:26, 27:22
05/28/2021 1/8 finals	Portland – Denver	115:120 30:39, 29:25, 20:20, 36:36
05/29/2021 1/8 finals	Portland – Denver	115:95 32:24, 25:23, 36:19, 22:29
06/02/2021 1/8 finals	Denver – Portland	147:140 38:25, 27:37, 27:32, 29:27, 14:14, 12:5
06/04/2021 1/8 finals	Portland – Denver	115:126 33:29 35:32 33:37 14:28

Baby cot on request	Is free
Extra bed on request	US$20 per child per night

Hours are as follows
FTS Before/After Care:	6:30-8:25 AM 2:50-6:00 PM
LTS Before/After Care:	7:00-8:00 AM 3:00-6:00 PM

Area/U.S. City	Hourly Rate for 1 Child	Hourly Rate for 2 Children
National	$20.57	$23.25
Atlanta, GA	$18.43	$22.78
Austin, TX	$18.62	$21.93
Boston, MA	$19.96	$22.82
Chicago, IL	$17.62	$19.75
Dallas/Ft. Worth, TX	$15.84	$21.07
Denver, CO	$18.12	$20.67
Houston, TX	$18.39	$22.73
Las Vegas, NV	$14.75	$19.12
Los Angeles, CA	$20.23	$26.24
Minneapolis, MN	$18.51	$19.75
Nashville, TN	$15.31	$17.16
New York City, NY	$23. 45	$24.77
Philadelphia, PA	$15.40	$21.25
Phoenix, AZ	$19.81	$21.15
Portland, OR	$18.79	$20.28
Raleigh/Durham, NC	$19.94	$20.21
San Antonio, TX	$12.70	$15.66
San Diego, CA	$17.53	$21.61
San Francisco, CA	$23.32	$26.42
Seattle, WA	$21.23	$23.57
Washington, DC	$19.79	$21.35

Monthly Archives: November 2022

Schools near me preschool: Pre-K & Child Development — Albuquerque Public Schools

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Open information from the USRN about each apartment in Russia

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Jump for joy portland: Jump 4 Joy PDX – Portland Bounce House Rentals

Jump 4 Joy PDX – Portland Bounce House Rentals

Delivering to Portland, Vancouver, Gresham, Lake Oswego, and Beaverton

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Final time for pickup is 5:00 pm. All reservations that end after 5:00 pm must be picked up the next morning unless approved by our staff.

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Our 5-Star Bounce House Delivery Service

The Jump 4 Joy team is committed to providing an unforgettable bounce house rental experience to all of our customers! Once you place your order, our crew handles delivery, setup, and tear down. We can also setup 1-2 days early by request as long as there is availability!

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