New era enrichment academy: New Era Enrichment Academy | Kids Out and About Providence

new era enrichment academy – The Rhode Island Roadmap to Language Excellence

Both being certified Foreign Language educators; Marlena DeLuca and Vanessa Faiola are well acquainted with language acquisition. After spending several years teaching Italian and Spanish at local high schools, their passion for languages has now taken these two “dreamers and enthusiasts” into uncharted terrains.

Marlena DeLuca graduated from Salve Regina University and received her teaching degree from Providence College. She has studied abroad in Rome, Italy and attended a summer program in Yucatan, Mexico. Her teaching career began in Rome, Italy as a private English teacher to Italian students. In 2006, Marlena began teaching at an international boarding school. Her extensive personal travel and the ability to speak Italian and Spanish have afforded her with the unique talent of being able to develop a multicultural approach to learning, which supports the school’s mission of providing global awareness and development. Personal development is constant in her life. Her inquisitive spirit for learning and desire for growth habitually renders itself to constant reevaluation and a desire for self-improvement.

Vanessa Bonilla Faiola is a native Spanish speaker of Colombian decent. She received a Bachelors degree in Spanish and education from Rhode Island College in 2009. Vanessa studied abroad at Universal, Centro de Lengua y Comunicacion Social, in Cuernavaca, Mexico, where she focused on the history of art, civilizations, and literary texts. Since graduating, she has taught at the secondary level in several districts in the State of Rhode Island and Massachusetts. Her passion and love for language and culture is evident in her teaching. Her positive, hardworking demeanor has always helped maintain an excellent rapport with her students and their families. Her philosophy is simple, “by creating a secure, nurturing, and stimulating environment, children will grow and mature socially, intellectually, physically and emotionally. ”

For the last few months, Marlena and Vanessa have put all their energy and hopes into the New Era Enrichment Academy. This dual language immersion program will provide young children (0-5) with the opportunity to “integrate language and natural exploration, in an immersion setting, while feeling loved and safe.” The following is a letter addressed to the Rhode Island Community in which they describe their commitment to bilingualism, multiculturalism, cognitive development and cultural understanding using language learning and development as their entry point. We are proud to see that the Roadmap is already inspiring young and talented professionals such as Marlena and Vanessa.

New Era Enrichment Academy

October 3, 2012

To Whom It May Concern:

Today we are a part of a new world, full of bold ideas and dreams that are the products of many diverse people. We should, as a community of constant learners, dreamers and enthusiasts, know that there is a growing need for people to be proficient in multiple languages. It has been stated best, by Michael Byrnes, Former president of Tyco International China and retired Brigadier General of the U.S. Army, “Language learning is the mechanics that opens the door to culture which leads to understanding people.”

We, New Era Enrichment Academy, would like to express to you, our dream. We are currently building an enrichment academy that will provide children the opportunity to integrate language and natural exploration, in an immersion setting, while feeling loved and safe. The Academy’s objective is to provide children the necessary skills to be proficient in English and at least one other language.

Spanish will be the language of focus for the first few years of development, and then other languages will be integrated under the same curriculum. The key to creating a culture wherein one is proficient in at least two languages is to start early and build proficiency throughout the student’s educational career. Currently, language education at the ages of 0-5 is virtually non-existent. New Era Enrichment Academy is designed in hopes to establish a new culture where children will learn through a dual language learning program, one in which 80 percent of the instruction in all classes is given in a target language other than English.  This academy will employ highly trained language education teachers.

Language is the compass to success. We have found that language acquisition and development is best achieved between the ages of 0-5. The interactions and experiences at New Era will help children optimally develop socially, emotionally, physically and cognitively. Our mission is to stimulate creativity within all of our students and create a passion for the languages, through a fine balance of the language, natural exploration and our extensive curriculum.

We truly believe that in order for Rhode Island to have every graduate proficient in English and at least one other language, as stated in the minutes of The Rhode Island Roadmap to Language Excellence summit, then learning a language should be viewed as a necessity. “The roadmap recommends a route to language and cultural proficiency that begins in pre-kindergarten and continues through college.”

We, New Era Enrichment Academy, we would like to pioneer this venture and collaborate our efforts with the goal of developing public awareness about the benefits of world language proficiency and support for The Roadmap’s plans. We are highly qualified and motivated with a vision for enhancing the education of our youth. We are products of this model and have studied languages for years and are currently language educators. Through research, studying, and life experience, we know first hand that immersion is the best model. Our goal is to create a culture where children graduate at the age of 5 fully bilingual before entering kindergarten. This model will act as a catalyst for elementary schools to increase their curriculum to include foreign language at the start, therefore middle and high schools will have to do the same.

We realize change does not happen over night, but we are firm believers that we need to be the voice/model for the change we wish to see in world. Carlina Rinaldi, Pedagogista and Director of the Municipal Infant-Toddler Centers and Preschools of Reggio Emilia, Italy, states it best, “This is not a free journey but neither is it a journey with rigid timetables and schedules; rather, it is akin to a journey guided by a compass.”

We are fully aware that language excellence not only requires us to value culture and language acquisition but to implement these skills into our daily lives. Realizing this request of, The Roadmap, we look forward to collaborating with the leaders from different sectors; education, business and government, in order to prepare our young graduates with the necessary skills to be successful in our globally competitive society. “You need a good roadmap to get to where you want to go,” said U.S. Sen. Jack Reed. “It’s not just nice to know another language, it’s increasingly essential.”

New Era Enrichment Academy is not only the compass to dual language learning, but one’s roadmap to future personal success. For any information or questions about New Era Enrichment Academy contact us at [email protected].

Most Respectfully,

Directors of New Era Enrichment Academy

Marlena DeLuca & Vanessa Faiola

Cedar Park West-K-6th Course Descriptions – The Rock Enrichment Academy

Tuesdays at Cedar Park West run from 9:00-2:30pm. All students rotate between five course classes: Spanish, Art, Music, Physical Education, and Science.

Thursdays at Cedar Park West from 9:00-2:00pm. From 9:00-12:00pm, students participate in STEM courses. For 2022-2023, these courses are Zoology and Physiology. From 1:00-2:00pm, students can also take Orchestra courses. Some families choose just one block of STEM, most choose both, and some families just come for Orchestra.

Tuesday K-6th Course Descriptions

Course	Description	Teacher
Music	In my music classes we “experience” music, either through singing, musical movement, listening, learning instruments or playing musical games (to highlight musical concepts).   Older grades will learn the recorder and younger students will experiment with many types of instruments.   We end the year with a fun, creative performance.	Mrs. Larsen
Science	K-2nd grade will complete various science stations including plant life, animals, weather, earth and space. Our 3rd-6th grade classes also consist of multiple science stations including physical, earth, and life science. The topics are: ecosystems, natural resources, erosion, adaptations, space, properties of matter, changes to matter, mixtures, energy, weather and water cycle, and plants. All classes will conduct weekly experiments, data collections, and discussions.	Mrs. Barney
PE	During PE in Cedar Park on Tuesdays we’ll focus on the cardiovascular and muscular systems; from fitness games and sports-related concepts that wouldn’t be possible without these amazing God-designed body systems, to health and nutrition habits that keep them optimal.   In addition, the basic fundamental gross and fine motor skills needed for physical and mental development will be emphasized to increase success in all physical activities. Some other topics will include sportsmanship, teamwork and cooperation and will be directed toward building your student’s character, strength and coordination for everyday life activities. Our goal is to have individual and team challenges throughout the year, including a Run Club and various nutrition challenges that will help build life-long ‘healthier’ habits and skills.	Coach Martz
Spanish	Hola, mi nombre es Susana “Susy” Rivera. I am so excited to have your children in my class! As a native Puerto Rican, I am extremely proud of my heritage and I am thrilled to share some of my culture with my class. We are going to learn Spanish through activities such as: singing, rhythm, playing some instruments like “maraca & güiro”, reading bilingual books, art projects, color, shapes, numbers and more. Some of my background includes, theater and drama which I will integrate as part of my teaching technique. I am looking forward to work with your children as they learn about the beauty of Spanish culture. Bienvenidos!	Mrs. Rivera
Art	This art class will be based around specific artists and their masterpieces, as well as some teacher’s selections. Students will review and learn the elements of art through these works of art.  Objective: Students will review things like form, texture, and shape. We will be looking at specific artists and their artwork, and give students the opportunity to create their own version of some  well-known classics. We will learn about different events that influenced these artists, and the art-era in which they helped create.	Mrs. Raynor

Thursday K-6th STEM and Orchestra

Course	Description	Teacher
STEM: Nutrition Science 9am-12pm	During the Nutrition Sciences STEM course at Cedar Park West, students will increase their understanding in the areas of nutrition as related to health, fitness and overall wellness. The Nutrition and Wellness course will emphasize an understanding of today’s food and eating trends and will help students evaluate sources of nutrition information and make better informed decisions.  We will also investigate how nutrients are taken in by the body, broken down and utilized.  This will include water, proteins, carbs, and fats plus vitamins and minerals.  In addition, we will be looking at the ways the foods we put into our bodies affects not only our physical health but also how it can affect our mental health, mood, energy and brain function.  We will also dive into other topics such as what influences food choices, nutrition guidelines, nutritious food safety and preparation.   Best part? We just might be conducting some experiments you can eat!	Mrs. Arntson
STEM: Zoology 9am-12pm	Exploring Creation through Zoology Students will learn about life through creation. Students will learn to identify animals through observation and documentation (journal entry). Objective: To teach students how to identify and categorize animals in the animal kingdom. Students will learn about the complexities of life and nature through a creation-based lens.	Mrs Raynor
Orchestra: 1:00-2:30 p.m.	This class is open to all K-6th students. Intro to orchestra. Violin, viola, cello Beginner students will learn how to hold their instruments correctly, read music and perform in a concert. We will perform a holiday concert in December for friends and families.	Mrs. Sargent
Advanced Orchestra 12:00-12:45 p.m.	Advanced orchestra on Thursdays will be learning music in 3-part harmonies. This class is for students with at least one year experience. Students must have knowledge in how to correctly hold their instruments and basic beginner note reading on the D and A strings. For violin, viola, cello only.	Mrs. Sargent

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Registration | Woodland Park School District

Registration | Woodland Park School District

Contents

2022-23 Registration

Important information about the 2022-23 school year:

• NEW 2022-23 District Calendar

• School Times:
  • All schools start and end times will remain consistent with the current school year. Anticipated times:
    • Columbine Elementary: 8:00 am – 3:05 pm
    • Gateway Elementary: 8:20 am – 3:25 pm
    • Summit Elementary: 8:00 am – 3:05 pm
    • Middle School: 8:05 am – 3:15 pm
    • High School: 8:15 am – 3:30 pm
  • The District will continue to run a common bus route schedule for all schools with additional supervision provided for students at Summit Elementary both before and after school to accommodate transportation times.
• Learning Environment Options:
  • In-Person: In-person full day schedule
  • Online: Online instruction with prepared materials; Scheduling will follow a calendar schedule with daily times flexible; Teacher support will be provided and variable based on student need
  • Enrichment Academy: The District will continue to offer the K-8 Enrichment Academy, along with options for middle and high school students to attend enrichment classes
    • NEW: At the elementary level, the District will be adding an Enrichment Academy option at Columbine Elementary for the 2022-23 school year.
  • Note: High School students work directly with the school counselor to design their personalized learning environment through course selection

NOTE: Please contact your child’s school counselor to further explore options and address any concerns.

• Fall School Registration Event
  • SAVE THE DATE of August 9th – WPSD Registration & Information Gathering from 9 – 11 am, 1 – 3 pm, or 5 – 7 pm
    • Finalize all registration documents with updates from the summer
    • Pick up student schedules
    • Learn more about the new school year
• Immunizations
  • Please make sure to read the Immunization Letter from the Colorado Department of Health and Environment, as it includes guidelines for the 2022-23 school year with regard to immunization exemptions

We look forward to moving into an exciting post-pandemic era for the Woodland Park School District in the 2022-23 school year!

As always, please reach out to our staff with any questions or concerns as we finish out the school year and transition into the new school year.

Returning Students

Returning Students

Parents/Guardians will need their Infinite Campus Parent Portal Username and Password to login to the Infinite Campus site. If you do not remember your Username and/or Password or have troubles logging in, please click on the following link to submit a ticket for assistance. Please allow up to 24 hours for a response. Below parents may also access information on logging into the parent portal and a video on completing online registration.

• Request Parent Portal Assistance
• Instruction for Logging into the Parent Portal for the First Time
• Online Registration Training Video

Parent Portal Registration Steps:

1. Open the Parent Portal website: https://woodlandparkco.infinitecampus.org/campus/portal/parents/woodlandpark.jsp
2. Sign in with your Username and Password
3. Scroll down the left menu to the bottom of the page and choose More
4. On the main panel, select Online Registration
5. Click on Begin Registration
6. Type Your Name and Sign Your Name on the verification form confirming that you are a legal guardian of the student(s) and verifying the data you enter is true to the best of your knowledge.
7. Follow each tab and accompanying section to verify, update, or add information. Any entry with a red star or highlighted yellow is required information that needs to be completed and/or reviewed before you can proceed to the next section of the registration.
8. Save and continue as you progress through the registration. Saved applications may be exited and accessed at a later time if needed.
9. Upon completion of all sections for all students, Submit the application. Note that any changes after submission will need to be made with the school or district registrar.
10. Notification of final approval will be emailed to parents once processed.

New Student Registration

New Students

Required Documents

The district requires the following documents for New Student Registration. Scan and have all three required documents ready to upload into the application (birth certificate, immunization records, and valid proof of residency). If you are unable to scan and upload at the time of registration, please submit a copy to the school or district registrar prior to the start of the school year.

• Birth Certificate
  • Only the following may register a student:
    • Mom or dad listed on the birth certificate
    • Legal guardian with court guardianship, a notarized delegation of custody, or power of attorney
  • Note that a child must be 5 years old by October 1 of the designated school year to attend Kindergarten
• Immunization Records
  • Make sure the student’s name appears on the immunization record
  • Click below for information regarding Immunizations:
    • K-12 Immunizations
• Valid Proof of Residency (provide one of the following)
  • Current driver’s license of parent or guardian
  • Current utility bill within the last 30 days (electric, cable/internet or satellite, water, landline, trash) in parent or guardian’s name
  • Current lease agreement in parent or guardian’s name
  • Mortgage statement in parent or guardian’s name
  • If you live with someone or the bills are in the name of someone other than the legal parent or guardian, a notarized Residency Verification Form must be provided with one of the previously listed valid proofs of residency

New Student Registration Steps

1. Click Here to create a registration account under a parent/guardian name and email address.
2. Choose Start New Registration.
3. Select Next Year 2022-23.
4. Enter the Parent/Guardian First and Last Name, Date of Birth, Email Address, and Previously Attended information. Then type the letters displayed in the image to begin registration.
5. Note your application number for re-entry into the system at a later time.
6. Type Your Name and Sign Your Name on the verification form confirming that you are a legal guardian of the student(s) and verifying the data you enter is true to the best of your knowledge.
7. Follow each tab and accompanying section to enter information. Any entry with a red star or highlighted yellow is required information that needs to be completed and/or reviewed before you can proceed to the next section of the registration.
8. Save and continue as you progress through the registration. If you need to exit the application and return at a later time, save the information and note the application number listed in the upper right-hand corner. To re-enter the application, use the application number provided in Step 5.
9. Upon completion of all sections for all students, Submit the application. Note that any changes after submission will need to be made with the school or district registrar.
10. Notification of final approval will be emailed to parents once processed.
11. Please continue checking the District and school website for general information regarding the start of the school year. Once activated, you will also receive messages according to the preferences selected during registration.

Additional Information

If you are having difficulty completing the registration, please contact your school directly through our main phone numbers listed on the bottom of this webpage or request assistance through the following link:

• Registration Assistance

You may also view the parent training video below:

• Online Registration Training Video

All online applications will remain open for 30 days. If all documents are not submitted and/or the application isn’t completed, the application is deleted and must be resubmitted. All complete applications are processed in the order received.

Choice Application

The following Choice Application must be completed and returned to the District for consideration of enrollment into a school outside the student’s current residency. Completed applications may be emailed to [email protected] or dropped off at the District Office or any district school.

• Choice Application

Special Services
Please note that students enrolled in special programs and/or currently under an active IEP (special education), 504 Plan, ALP (Gifted and Talented), Health/Safety Plan, Behavior Plan, or receiving ELL (English second language) services may be required to submit additional information prior to the completion of the registration process.

Status Updates
Throughout the registration process, the district will communicate via the email provided during registration. Please check your email frequently including your spam and junk mail.

Early Childhood Center

WPSD will continue to house the Woodland Park School District Early Childhood Center (WPSD ECC) at Gateway Elementary. New for the 2022-23 school year, the District will host a branch at Summit Elementary for full day and AM only preschool students.

The district holds a long history and tradition of offering preschool programs in each of our elementary schools. However, for the last several years, we faced challenges in staffing three individual preschool programs, especially given the unique requirements at this level. We know preschool lays the foundation for a strong educational journey through our district. So to ensure quality programming for our students and families, our team analyzed a variety of options and decided to bring together all individual programs under one roof.

We believe that centralizing our preschools allows us to provide opportunities for greater collaboration, to share resources, and to become more flexible in meeting the needs of our community. Since preschool students will return to their home schools for kindergarten, each elementary principal will be actively involved in events and learning in our new center.

If you would like more information regarding the WPSDECC program or have specific questions, please reach out to Director Katie Icenhower at [email protected].

Additionally, Preschool families may now register using the steps above for New Students.

Free & Reduced-Price Meal Application

With Groundbreaking, a New Era Begins for John Mills

John Mills Assistant Principal Natalia Gomez and Principal Frank Kuzniewski participate in the ceremonial groundbreaking at the John Mills Elementary School construction site on May 17, 2022. (District 401 photo by Dave Porreca)

The remodeling and expansion of John Mills Elementary School, scheduled to be completed by August 2024, officially got underway May 17 with an enthusiastic groundbreaking ceremony attended by District 401 community members and distinguished guests.

“Today really is a great day to be a Trojan and part of the 401 family,” said John Mills Principal Mr. Frank Kuzniewski, who served as the event’s master of ceremonies.

On hand for the groundbreaking were members of the D401 Board of Education and administration, as well as John Mills faculty, staff, students and families. Also attending was Mr. Peter Herbert, retired John Mills principal.

Other invited guests included State Rep. Camille Y. Lilly, State Rep. Brad Stephens, State Rep. Kathleen Willis, Leyden Township Supervisor Rocco D. Biscaglio, Village of Elmwood Park President Angelo “Skip” Saviano, Village Trustee Bina Conte, Village Manager Paul Volpe, Police Chief Frank Fagiano and representatives from the two firms overseeing the project, DLA Architects, Ltd., and International Contractors, Inc.

The event began with the reciting of the Pledge of Allegiance, led by 5th grader Tyson Ruggles, followed by Mr. Kuzniewski’s opening remarks.

“What an exciting time for our students, our District and our Village,” Mr. Kuzniewski said. “We are so much more than this building itself; we are about all of us — our students, our staff, our teaching and our learning. Thank you again to the residents of Elmwood Park and Elmwood Park District 401 for making this opportunity possible.”

To watch Tyson and Mr. Kuzniewski, click these links:

• Video |  Pledge of Allegiance | Tyson 
• Video | Mr. Kuzniewski

The ceremony featured remarks from Superintendent Dr. Leah Gauthier, D401 Board of Education President Mr. Frank Parisi, and Village President Mr. Saviano.

To watch the speakers and view their complete remarks, click these links:

• Video | Dr. Gauthier 
• Video | Mr. Parisi
• Video | Mr. Saviano

ABOVE: John Mills students end their school song with an emphatic “Go Trojans” under the direction of music teacher Sarah Altshuler. Click the student photo to see and hear them perform! For more photos, visit these galleries. (District 401 photo by Dave Porreca)

The ceremony also recognized the grade winners of the student essay contest and student art contest that asked participants address in words or images the question, “How will a new school build a brighter future for me?”

Honored were essay winners Astrid Suarez Sierra (2nd grade) and Santiago Vasquez (5th grade), and art winners Abbigail Valenzuela (2nd grade) and Kevin Dabros (4th grade).

To watch the winners receive their recognition and awards, click these links:

• Video | Student Essay Winner | Astrid (with translation by Abbigail)
• Video | Student Essay Winner | Santiago
• Video | Student Art Winner | Abbigail
• Video | Student Art Winner | Kevin

A brief video was then shown in which administrators, teachers and parents discussed how the John Mills and Elmwood construction projects will build a brighter future. To watch, click the video embedded directly below.

John Mills music teacher Ms. Sarah Altshuler then led students in a rousing rendition of the school song. To watch, click this link:

• Video | John Mills Students Perform the School Song

The event ended with a series of ceremonial groundbreakings, led by D401 Board of Education members Mr. Parisi, Mr. Michael V. Scheidt (vice president), Ms. Susan S. Capraro (secretary), Ms. Mary Bruscato and Mr. Peter A. Volpe.

To watch the groundbreakings, click these links:

• Video | Groundbreaking by D401 Board of Education
• Video | Groundbreaking by D401 Board, Dr. Gauthier & Local/State Elected Officials
• Video | Groundbreaking by D401 Board, Dr. Gauthier, ICI Contractors & DLA Architects
• Video | Groundbreaking by D401 Board, Dr. Gauthier, Mr. Jennings, Mr. Sierra & John Mills Administration
• Video | Groundbreaking by John Mills Administration

Thank you to everyone who joined us for the John Mills groundbreaking, and thank you to the voters of Elmwood Park who made this project possible. We can’t wait for the official ribbon-cutting two years from now!

ABOVE: Members of the District 401 Board of Education, along with District and John Mills leaders, participate in the ceremonial groundbreaking at John Mills Elementary School on May 17, 2022. From left: Buildings & Grounds Director Joseph Sierra, Michael V. Scheidt (vice president), Superintendent of School Dr. Leah Gauthier, Assistant Principal Natalia Gomez, Mary Bruscato (member), Peter A. Volpe (member), Susan S. Capraro (secretary), Frank J. Parisi (president), Assistant Superintendent for Finance & Operations James Jennings and Principal Frank Kuzniewski. For more photos, visit these galleries. (District 401 photo by Dave Porreca)

Back to John Mills News & Announcements

January Academy – Newmark J-School

Covering Congress 101, with Michaela Ross

Thursday, Jan. 6, 1-3 p.m. EST (Remote)

This class will serve as a crash course for new reporters on the basic resources and procedural understanding needed to cover Congress. It will also present strategies for reporters and freelancers who work on non-federal-government-focused beats but are looking to enrich their stories by sharpening their skills in tracking legislation and regulatory policy development. Michaela Ross is a 2015 graduate of the Newmark J-School and has worked for different arms of Bloomberg News for the past five+ years in Washington, D. C.

Nonfiction Book Writing, with Glenn Lewis

Thursday, Jan. 6, 2022⋅10:30am – 3:30pm (In-person)
ROOM 442

Take this one-day crash course on the essentials of conceptualizing, researching, organizing, and writing a professional-level non-fiction book proposal. The seminar also focuses on techniques for reporting and writing non-fiction books. Students are given insights into negotiating book contracts as well. The session draws on Professor Glenn Lewis’ experiences as a book packager, agent, writer, and book proposal doctor. Students should bring a one-paragraph pitch for either one or two nonfiction books they might want to write. Guest speaker Stephen Morrow, executive editor of Dutton, will help evaluate pitches. Professor Lewis is director of the journalism program at York College and is a consortial faculty member at the Newmark J-School. His narrative nonfiction book SPARRIN’ WITH SMOKIN’ JOE was published in 2021.

Virtual Reality Video Workshop, with Bob Sacha – CANCELLED

Friday, Jan. 7, 9 a.m. – 5 p.m. EST (In-person)
ROOM 330

Virtual reality lets you put your audience in your story in the first-person point of view. Join us for this hands-on workshop with Bob Sacha to get started in exploring this exciting new format for visual journalism. Documentary producers and news organizations around the country and world like the New York Times, National Geographic and Euronews are experimenting with how to transport viewers right onto the scene through immersive experiences.  In this one-day workshop, you’ll have an opportunity to produce a short 360 VR video piece.

Please bring an Android or iOS smartphone to this workshop.  You can see Bob Sacha’s work at www.bobsacha.com.

Social Newsgathering, with Rima Abdelkader, ’09

Saturday, Jan. 8, 9:30-11:30 a.m.(Remote)

This course will provide students with an exposure to online resources to verify and confirm breaking news and information. It will explore and investigate misinformation online and identify ways to debunk it through traditional and more modern methods. This course requires students to come prepared with examples to workshop in the class. Rima Abdelkader is part of a diverse team of reporters at NBC News and MSNBC that discover, verify, and report breaking news stories and enterprise pieces globally. As a digital media literacy instructor, Abdelkader teaches team courses at NBC on data verification and the use of social media in human-interest storytelling.

2-Day Video Storytelling Workshop, with Bob Sacha

Monday, Jan. 10 and Tuesday, Jan. 11, 9 a.m.-12 p.m. EST (In-person)
ROOM 330

When you think of how easy it is to watch video on a smartphone or how beautiful video looks on an iPad, it’s no wonder that everyone wants more visual content on their screens. As a multi-platform journalist, it helps your job prospects if you know how to tell a story in more than one medium. This two-day workshop concentrates on video storytelling for the web, focusing on non-narrated stories of compelling characters and short, sharply focused pieces targeted for online viewing. We’ll talk about what type of stories work best for web video, finding strong characters, structuring stories, how to film and conduct an online Zoom interview for a non-narrated piece, how to capture compelling visual sequences and finally, how to assemble a short video using Adobe Premiere. The mantra for the class will be “show, don’t tell.” This advanced class will be hands-on, so you’ll need to be up to speed with Premiere. You can use a DSLR and audio recorder or your phone (with 5 GB of free space)  You’ll also need a tripod or and a clip to attach your phone to some support.  You can see Bob Sacha’s work at www.bobsacha.com.

On Camera: Like It or Not, with Susan Farkas and Frederik Kaufman

Monday, Jan. 10, 1:30-3:30 p.m. EST (Remote)

More and more reporters are being asked by their news organizations to speak on camera about the story they’re covering. Get the basics of how to do this without embarrassing yourself. The workshop will include on-camera work with participants, followed by analysis shared with all. Taught by video journalism instructor Susan Farkas and Professor Frederick Kaufman.

The Business of Freelancing, with Lynn Brown

Monday, Jan. 10, 5-7 p.m (Remote)

The only way to make money in the business of writing is to treat it like an actual business, rather than a hobby. Longtime freelancer Lynn Brown offers tips, tricks and inspiration on various aspects of running a freelance writing business: how to find the best outlets for your work, how to market yourself, negotiating contracts, record-keeping, taxes (and deductions) and more. The class will also talk about what to do to get the most out of every story, from the small piece that (hopefully) goes viral overnight, to the book project that will take years to complete.

Portrait Photography, with Jennifer Altman

Tuesday, Jan. 11 and Wednesday, Jan. 12, 9 a.m.-2 p.m. EST (In-person)
Room 442

Part 1 of this two-session class led by photojournalist Jennifer S. Altman, we will cover a brief history of portraiture through various photographic genres and discuss the elements of basic portrait techniques. Students will be introduced to lighting equipment through strobes, flashes and continuous light sources and learn how to use stands, backdrops, reflectors, gels, and essential accessories. We will address location scouting and how different lighting techniques are applied in practice. We will learn tips and tricks of professionals, such as making the subject feel comfortable and solving lighting problems. Participants will photograph each other in a studio session.

Part 2 is devoted to post-production photo editing skills. Participants will identify and retouch up to three selected images with supervision from the instructors. The workshop will conclude with presentation and critique of participant work. Students can bring their own cameras or check out gear from the school equipment room. They must have their own computers already loaded with Adobe Photoshop and a sorting system (such as Adobe Bridge, iPhoto, or Photo Mechanic) to do hands-on editing.

How to Run a Podcast, with Mia Lobel and Lidia Jean Kott

Tuesday, Jan. 11, 2-5 p.m. EST (Remote)

You’ve come up with a brilliant podcast idea, and now you need to execute. How do you do it? Pushkin Executive Producer Mia Lobel covers how to pull together a brilliant and efficient production team, how to make a budget, and how to create a production plan that doesn’t break that budget or burn out your team. The class will be taught with a combination of lecture/presentation slides and hands-on exercises. Lidia Jean is a producer at Pushkin. Previously she’s worked at NPR, the BBC World Service, and WNYC.

Towards a Working Class Cultural Criticism, with Jasmine Sanders

Tuesday, Jan. 11, 1-4 p.m. EST (Remote)
Room 440

What does it mean to engage in cultural criticism focused on working class cultural production? This class from longtime writer and critic Jasmine Sanders will attempt to expound upon this matter, endeavoring to provide something of a guide and prompt. What does it mean to be a critic of working-class origins? How does one work within and alongside the rich intellectual traditions of the proletariat? What are the ethical and emotional guidelines which ought to remain at the fore when writing about one’s own family, culture, upbringing and art? What are the difficulties in situating yourself as an authority, either on your own experiences or someone else’s? These matters and others will be discussed. Bring your questions and potential story ideas for a class-wide conversation about how to be a critic and essayist who works and is concerned with the lives and art of others who do so.

How to Write about Fashion, with Constance White

Monday, Jan. 10 and Tuesday, Jan. 11th, 10am-12pm EST (Remote)

This two-session course will teach students how to cover a fashion show, including identifying and contacting fashion publicists, writing vividly about the clothes that come down the runway and developing related stories on models, manufacturers, buyers and other members of the fashion show ecosystem. Each student will write a 400-word fashion report that will be workshopped in the second session. The class will be taught by Constance White, who covered fashion for The New York Times and has served as style director for eBay and editor-in-chief of Essence magazine.

10 Incredibly Useful Little Tools for Journalists, with Jeremy Caplan

Wednesday, Jan. 12, 11-12:30 EST (Remote)

Discover useful new tools to save you time and boost the impact and efficiency of your work. Walk away with a short, curated list of sites and resources you can use right away. See examples of the tools in action. Learn what they do, how they’re useful, and why and when to use them. Open to digital novices as well as pros looking for new workflow ideas. Take home a guide to share with colleagues and friends. We’ll touch on new features in Craft, Notion, Projector, Flourish, Canva, Roam, and a few other surprises.

Fun with Animated GIFs, with John Smock

Wednesday, Jan. 12, 1-3 p.m EST (Remote)

This workshop taught by John Smock, director of the Newmark J-School Photojournalism Program, will cover using Adobe Photoshop as a design tool with a special focus on GIF animations. News organizations today are experimenting with media content that combines elements of still photography with graphic design and video to tell stories in new and interesting ways. GIFs are a basic building block of this frontier.

News Photography Workshop for Applicants and CUNY Undergrads, with John Smock

Thursday, Jan. 13,  10am – 1pm EST (Remote)

This workshop led by veteran photojournalist John Smock will help you improve your photographic skills for use in all media. We will cover the technical and conceptual aspects of basic camera usage, composition, visual vocabulary, photo editing, lighting, and Photoshop. You will learn how to handle portraits, news conferences, politics, intimate photo essays, and international conflicts. You will also learn how to photograph while recording audio, shooting video, or reporting for print. Whether you are a beginner or intermediate photographer, you will learn the tricks of the trade that professional photojournalists use.

NOTE: NEWMARK J-SCHOOL STUDENTS SHOULD NOT REGISTER FOR THIS CLASS.

3-Day News Photography Intensive, with James Estrin

Thursday, Jan. 13, 10 a.m.-5 p.m. EST (In-person)
Friday, Jan. 14, 10 a.m.5 p.m. EST (In-person)
Friday, Jan. 21, 10 a.m.-5 p.m. EST (In-person)

This three-day workshop led by New York Times staff photographer James Estrin will help you improve your photographic skills for use in all media. We will cover the technical and conceptual aspects of basic camera usage, composition, visual vocabulary, photo editing, lighting, and Photoshop. The workshop will concentrate on practical tools and problem-solving. We will learn how to handle portraits, politics, intimate photo essays, and international conflicts. We will also learn how to photograph while recording audio, shooting video, or reporting for print. Whether you are a beginner or intermediate photographer, you will learn the tricks of the trade that professional photojournalists use. There will be an assignment between Days 2 and 3.

Reporting on Indigenous Communities with Graham Lee Brewer

Thursday, Jan. 13, 1-3 p.m EST (Remote)

Reporting on Indigenous Communities will touch on the history of Indigenous journalism, how American journalism has influenced perceptions of Native communities, and how reporters can avoid furthering harm and instead do impactful accountability reporting in tribal nations.

Graham Lee Brewer is a national investigative reporter at NBC News, the vice president of the Native American Journalists Association, and a citizen of the Cherokee Nation.

Brush Up On Your C100 Skills, with Emmanuel Alexandre

Thursday, Jan. 13, 5-7:30 p.m EST (Remote)

Brush up on your C100 skills or learn some new tricks to complement your storytelling know how. In this workshop, you will learn all the basics on how to set up the camera as well as advanced features such as color profiles, push autofocus, shooting in different settings, and more. Emmanuel (Mano) Alexandre is on the Newmark J-School’s broadcast team.

**Open to Newmark J-School students and alumni only

Sound Design for Narrative Audio, with Ariana Martinez

Thursday, Jan. 13 and Friday, Jan. 14, 6:30-8:30 p.m. EST (Remote)

This session will share ways to let sound communicate what an interview or narration alone cannot. We’ll explore some big-picture concepts for developing our distinct creative voices as sound designers, and some technical strategies for giving each thing we touch its own signature sound. We’ll cover the basic mechanics of sourcing and incorporating found sound and music, using our audio software’s built-in tools for manipulating audio, managing complex multi-track digital audio workstation sessions, and the practicalities of applying sound design to both traditional and experimental stories. This course is best suited for students with some knowledge of both recording and audio editing. Course examples will be shown in Pro Tools, but course concepts can be applied to projects in any digital audio workstation. Ariana Martinez is an audio documentarian and multimedia artist working across radio, podcast, and digital storytelling platforms. Their work can be found at arianamartinezstudio.com

Advanced Photoshop, with John Smock

Friday, Jan. 14, 10 a.m.-12 p.m. EST (Remote)

Photoshop is much more than just a tool for editing photographs. It is also a powerful design platform. This workshop, taught by the J-School’s photojournalism director, will show you how to created compelling graphics that combine text, multiple images and other design elements to be used in multimedia stories and your portfolio site. The workshop assumes an introductory knowledge of Photoshop.

Travel Writing, with Tim Harper

Tuesday, Jan. 18, 1-4 p.m. EST (Remote)

We all want to do travel writing, but we don’t know how to get started. This class from longtime freelancer and travel writer Tim Harper, the Newmark J-School’s writing coach, shows you how to turn ideas and experiences into stories, clips and cash — including stories both around the world and across the street. Bring your questions and your story ideas for a class-wide conversation about how to become a travel writer in your spare time.

3-Day Covering the Pandemic and Biden Impact on the Economy, Markets, and Business, with Greg David – CANCELLED

Tuesday Jan. 18, Wednesday, Jan. 19, Thursday, Jan. 20, 5:15-7:45 p.m. EST (In-person or Remote)
Room 442

The pandemic led to the most severe — and unequal — recession in American history, disrupting every aspect of the economy. The recovery has been equally uneven. Meanwhile, the Biden Administration has taken office with a sharply different economic agenda committed to reviving the economy and bolstering the country’s safety net, tackling what it says are the disastrous effects of corporate consolidation, while mostly leaving in place the trade policies of the Trump era. This three night class, taught by Greg David, director of the Business and Economics Reporting Program, will tackle all these issues. *THIS SERIES IS NOT FOR STUDENTS IN THE BUSINESS & ECONOMICS CONCENTRATION AT THE NEWMARK J-SCHOOL.

2-Day “Voice Coaching,” Section 1, with Michael Lysak

Wednesday, Jan. 19 and Thursday, Jan. 20, 4-7 p. m. EST (Remote)

The workshop begins with a live via Zoom discussion on the basics of broadcast announcing, using audio samples to demonstrate concepts. Micro-videos are employed as well. Topics covered include diaphragmatic breathing, considering the audience, listener distractions, radio versus TV, reporting versus anchoring, differing styles, pacing, and sounding conversational. Practical exercises are taught and demonstrated. The second day involves a hands-on voice coaching session in the “virtual radio studio.” A professional radio newscast is played and analyzed. Students then read newscast scripts. After receiving immediate feedback and critique, students get the opportunity to try again, implementing the skills they have learned. Michael Lysak is head of Global Radio and TV Syndication at Bloomberg and oversees operations for Bloomberg Radio’s national network. Previously, he has been a news anchor and reporter at WCBS, WOR, WNEW, and WRKS (Kiss-FM), all in New York City

Context Journalism: Helping Readers Understand the News, with John O’Neil

Wednesday, Jan. 19, 6-9 p.m. EST (Remote)

Just reporting the news isn’t enough anymore, when readers face an ever-faster fire hose of facts. Context journalism means giving them the background or analysis they need to turn facts into meaning, whether through well-crafted paragraphs within news stories, standalone explainers or graphic presentations. Every working journalist these days should be ready to handle this kind of assignment. Topics will include figuring out who your audience is and what level of context it requires, how to simplify without distorting, and what to do when you know too little – or too much – about a subject or are facing a tight deadline.  The course will be a combination of presentation and workshop; students should come with examples of articles that have left them scratching their head and wishing for more. John O’Neil is an editor on the QuickTake explainer team at Bloomberg News; he previously led a context journalism initiative at The New York Times.

Ghost Writing, with Tim Harper

Thursday, Jan. 20, 1-3 p.m. EST (Remote)

One of the things we can learn — and get paid for — is writing other people’s stories. We can do this as collaborators, in “with” or “as told to” projects, or as ghostwriters who may or may not see their names anywhere except on the checks they cash. This informal, lively discussion will cover how to find and manage such projects, along with editing or doctoring books and other content for individuals and institutions. There are many pitfalls, but this workshop will scratch the surface to help decide whether this type of work might appeal to you. The workshop will be led by Newmark writing coach Tim Harper, who has a lot of good ghost stories — and a few scary ones.

Intro to Product Management and Product Thinking, with Anita Zielina

Thursday, Jan. 20, 2-4 p.m. EST (Remote)

Product management is the new, in-demand skill everyone is talking about. This workshop will explain basic concepts of product thinking in news media, guide participants through the stages of the product development and product management process, and introduce core product frameworks that are being used by innovative media organizations all over the world. Anita Zielina is the director of strategic initiatives at the Newmark J-School and board chair of the News Product Alliance, a network of support and practice for news product thinkers. Before joining the school, she worked as a media executive, editor-in-chief, and chief product officer in several European newsrooms.

Video Editing 01: Adobe Premiere Basics, with Kayle Hope, ’14

Thursday, Jan. 20 and Friday, Jan. 21, 4-7 p.m. EST (Remote)

Brush up on your video editing skills in this workshop taught by Kayle Hope, ’14. Over the course of two days, this class will cover the basics of video editing in Adobe Premiere. Students will learn how to edit in premiere from setting up a project to organizing footage, selecting clips, editing sequences, working with stills and audio, applying motion to still images, exporting and mastering the overall video editing workflow. The class will also cover editing theory and offer tips and tricks for building your story in the edit.  Kayle Hope is a video producer and freelance video editor.  Her work has appeared in the New York Times, the Wall Street Journal, CBS, Retro Report, and Quartz, among others. Kayle is also the Video Editor for the annual New Yorker Festival, and she teaches video production and editing at the Newmark J-School. You can see Kayle’s work at www.kaylehope.com. This workshop will be taught over zoom with asynchronous learning opportunities.

Mastering Crypto: How to Cover Bitcoin and Beyond, with Robert Hackett

Saturday, Jan. 22, 9 a.m.-12 p.m. EST (Remote)

Welcome to Web 3.0. This class is a crash course on the essentials of crypto reporting and the basics of blockchain technology. The session will provide hands-on training about how to set up a digital wallet and participate in token-governed communities. Join for a tour of the most cutting edge tools—from NFTs to DAOs—and walk away with the expertise necessary to continue spelunking down the rabbit hole yourself. Taught by Robert Hackett, head of content and editorial at a16z Crypto and former senior writer and tech editor at Fortune magazine.

Robert has received national recognition for his reporting, including as a finalist for the 2018 Larry Birger Young Business Journalist Award. His work on the Aug./Sept. 2021 issue of Fortune magazine, “Crypto vs. Wall Street,” helped raise millions of dollars in NFT sales and won “best innovation project” and runner-up for “best business reporting” at the 2021 EPPY Awards. Before joining Fortune in 2014, Robert worked at Nautilus Magazine, TED Conferences, and Johnson & Johnson. He earned a master’s degree from Columbia University’s Graduate Journalism School and a double major in chemistry and English with minors in science and technology studies and history from Cornell University. He lives in New York.

Interviewing “Others,” with Kovie Biakolo

Monday, Jan. 24, 2-5 p.m. EST (Remote)

In this workshop, students will learn strategies for interviewing people they do not identify with and specifically those in marginalized communities that may have disfavorable attitudes in the media and a history of underrepresentation and misrepresentation. Kovie Biakolo is a writer, journalist, editor, multiculturalism scholar, and Newmark J-School adjunct specializing in culture and identity.

Covering the LGBTQ+ Community, with Wonbo Woo

Monday, Jan. 24, 2-5 p.m. EST (In-person)
Room 442

In this workshop, we will discuss ethical considerations that journalists will face in covering the LGBTQ+ community. We’ll review AP/NYT/GLAAD style and talk about how pronoun usage and naming conventions have evolved, as well as discussing best practices for interviewing minors, outing, respecting privacy and anonymity, and thinking about when additional sources are appropriate in stories. Note: this will be a participatory class — students should come ready to engage in discussions, and will be invited to submit examples, questions and additional topics that they’d like to cover in advance. Guest speakers may be brought in to help address some of these topics. Wonboo Woo is an Emmy Award-winning producer and a recipient of the prestigious Nieman Fellowship at Harvard. A former Broadcast-Journalist-in-Residence at the Newmark J-School, he has worked for WIRED, NBC’s Nightly News, and Nightline and World News Tonight at ABC.

No Such Thing as Boring, with Amanda Aronczyk

Monday, Jan 24, 5-7p.m. EST (Remote)

Are you trying to do an audio story about taxes? or Medicare reform? or the interbank lending rate? Are you trying to find fun and interesting ways to tackle complicated subjects? Then this is the workshop for you. In this session, you will learn how to take a topic that some might deem “boring” and find new and creative approaches for interviewing on that topic, understanding it, and then explaining that topic in a radio story or podcast. Amanda Aronczyk is a co-host and reporter for Planet Money, NPR’s award-winning podcast and teaches audio journalism at the Newmark Graduate School of Journalism at CUNY.

Power, Politics, & Money, with Tom Robbins

Tuesday, Jan. 25, 10 a.m.-12 p.m. EST (In-person)
Room 442

The Newmark J-School’s Investigative-Journalist-in-Residence Tom Robbins explains how to use public databases to analyze the impact of campaign donors and lobbyists on local elected officials. This session will focus on those individual and institutional players seeking to influence the incoming administration of Eric Adams in City Hall. Robbins has been Investigative Journalist in Residence since 2011. He often writes on political and criminal justice issues for The New Yorker’s online edition, The New York Times and the Marshall Project and has been a staff writer and columnist at the Village Voice, the New York Daily News, and The New York Observer.

Breaking into Broadcasting, with Walter Smith Randolph, ’10

Tuesday, Jan. 25, 12-2 p.m. EST (Remote)

Whether it’s TV or radio news, in this workshop you’ll learn what skills you need to break into the world of broadcasting. We’ll go over making a resume tape, how to initiate the job search, and the tips and tricks to make it in the broadcast world. You’ll also hear from on-air reporters, producers and hiring managers from radio and television stations to learn more about their journeys and what they’ve learned along the way.

Walter Smith Randolph ’10 is the investigative editor at CT Public Broadcasting where he leads The Accountability Project, producing and reporting in-depth stories for CT Public’s NPR and PBS stations. Previously, Walter spent a decade at local TV affiliates in Elmira, NY, Flint, MI, Kalamazoo, MI and Cincinnati. He also serves as national Treasurer of the National Association of Black Journalists and chair of the Newmark J-School Alumni Board.

How to Brand Yourself on Social Media, with Austen Tosone

Tuesday, Jan. 25, 2-5 p.m. EST (In-person)
Room 330

As a writer, you know you should be on social media. But what should you be posting? How can you share your work without coming across as “braggy”? What opportunities can you create for yourself by posting on your social media accounts?

In this workshop, we’ll go over all of that and more. We’ll also discuss creating original products and services to generate passive income, why showing up on social media is good for your long-term success, and easy ways to create content and a posting schedule to stay consistent.

Austen Tosone is a digital content creator, writer and consultant based in NYC. She has previously worked on staff at Nylon and Interview and as a freelance writer she has been published in HuffPost, Refinery29, Fashionista, Teen Vogue, and more. She has a social media following of 60,000+ across her various platforms, and believes creating content on social media can unlock many other doors for writers. Austen creates content full-time and also created an e-book called Right on Pitch sharing her best practices for pitching publications and brands.

Video Editing 02: Advanced Editing in Adobe Premiere, with Kayle Hope, ’14

Tuesday, Jan. 25 and Wednesday, Jan. 26, 4-7 p.m. EST (Remote)

Learn some new tools and tricks in this advanced video editing workshop taught by Kayle Hope,  ’14. Over the course of two days, this class will introduce students to some advanced tools and techniques used in Adobe Premiere. We will look at improving audio, color correction, multi camera editing, nesting and working with multiple tracks, creating captions, and working with effects, keyframes and motion graphics templates. This class is designed for people who are comfortable with basic video editing, but want to take their skills to the next level. Basic understanding of editing in premiere is a prerequisite for this class.

Kayle Hope is a video producer and freelance video editor.  Her work has appeared in The New York Times, The Wall Street Journal, CBS, Retro Report, and Quartz, among others. Kayle is also the video editor for the annual New Yorker Festival, and she teaches video production and editing at the Newmark J-School. You can see Kayle’s work at www.kaylehope.com. This workshop will be taught over zoom with asynchronous learning opportunities.

2-Day Freelancing Workshop with Ellen Walterscheid and Fred Kaufman

Tuesday, Jan. 25 and Wednesday, Jan. 26, 1-4:30 p.m. EST (In-person)
Room 434

This course runs on two consecutive afternoons. We’ll cover such topics as generating ideas, understanding the market, getting to the right editor, pitching the story, revising the pitch, understanding the contract, negotiating a good price, and working with editors. Prof. Frederick Kaufman is a faculty member at the Newmark J-School and CUNY’s College of Staten Island and a veteran freelancer who has published work in Harper’s, The New York Times Magazine, Foreign Policy, Gourmet, Saveur, GQ, New York, Interview, Allure, Spin, Spy, Salon, Slate, Vice, Men’s Health, Scientific American, Popular Science, Nature, The New Yorker, and Wired, among many others. Ellen Walterscheid, the Newmark J-School’s founding career services director, has written for or edited publications including The Sciences, AARP The Magazine, and National Geographic World. She has also taught feature writing at New York University and served as writing coach for the Newmark J-School’s international students.

On the second day, Jonathan Lyons, a founding partner of Lyons & Salky Law LLP, will discuss such issues as copyright and how to read a freelance contract. Luke Mitchell, a story editor for The New York Times Magazine, and Patia Braithwaite, the health director at Well+Good, will critique student pitches.

Note: Once you sign up for the workshop, you’ll receive an email with further instructions. Focus is on the magazine/web market.

Smart Videos with Smartphones, with Jennifer Altman – CANCELLED

Wednesday, Jan. 26 & Thursday, Jan. 27, 9 a.m.-3 p.m. EST (In-person)
Room 330

This is a two-day class. Smartphones have created a new realm of photographic possibility for both professional and citizen journalists. Images produced with today’s smartphones now have sufficient quality to be published on all media platforms, from digital to print. This course, led by photojournalist Jennifer S. Altman, will concentrate on making better videos with your smartphone. We’ll discuss the history of the technology in today’s world of photojournalism and media, composition, exposure, how to capture decisive moments, as well as conceptualizing and developing an approach. We’ll examine the use of some popular apps and the controversial journalistic and ethical issues relating to post-production. The session will include time for students to shoot a video while on assignment. We will learn how to edit the videos within our phones on deadline. The workshop will conclude with presentation and critique of participant work. *Students must bring their iPhone or similar Android device, power charger, external hard drive, and laptop computer. Cell phone must be uploaded with Apps: Snapseed and iMovie, and computer should have iMovie software if you have an Android phone. Students will need to check out gear from the school equipment room prior to class: small mobile tripods with holder for phone, a wireless lavalier with connector for the cell phone. Students must also bring headphones. Please clear 10 GB of space on your phone prior to class, so you can shoot video footage. This will be a valuable and insightful experience for an amateur to a more advanced level of photographer.*

Video Across Platforms: Reporting on TikTok, IG, and YouTube, with Wonbo Woo

Wednesday, Jan. 26, Panel discussion, 12:30-1:30 p.m., followed by class, 2-4 p.m. EST (Remote)

For years, media outlets have been chasing younger audiences by following them from platform to platform. From websites to social, Facebook to YouTube, Snapchat to Instagram and TikTok—many have tried (and many have failed) to create authentic, scalable content. Why are the stakes so high? Can you really build a business around Tiktok? What are the keys to success—and where are the limits of what we call journalism? We’ll hear from journalists and creators who are leading the way in producing news and news-adjacent content across all platforms.

The panel and class will be led by Wonboo Woo, an Emmy Award-winning producer and a recipient of the prestigious Nieman Fellowship at Harvard. A former broadcast-journalist-in-residence at the Newmark J-School, he has worked for WIRED, NBC’s Nightly News, and Nightline and World News Tonight at ABC.

Panelists:
–Raney Aronson-Rath, Executive Producer, Frontline
–John Friia ‘17, Host/Creator, @hereinnyc
–Madeleine Haeringer, Senior VP, Editorial, NBC News; formerly Senior Executive Producer, NBC News on Quibi and founding Executive Producer, VICE News Tonight
–Dave Jorgenson, The Washington Post’s “TikTok Guy”
–Moderator: Wonbo Woo

Audio Workshop 01: Back to Basics, with Chad Bernhard

Wednesday, Jan. 26, 6-8 p.m. EST (In-person)
Room 440

This class is ideal for students continuing on with radio classes who feel behind on basic audio mixing skills: problems with recording, basic Pro Tools use, organization. Students should come with plenty of questions! Chad Bernhard is senior audio engineer at the Newmark J-School.

**Open to Newmark J-School students and alumni only

2-Day “Voice Coaching,” Section 2, with Michael Lysak – CANCELLED

Wednesday, Jan. 26 and Thursday, Jan. 27, 2:30-5:30 p.m. EST (In-person)
Room 442

The workshop begins with a classroom lecture on the basics of broadcast announcing. Audio samples are used to demonstrate concepts. Topics covered include diaphragmatic breathing, considering the audience, listener distractions, radio versus TV, reporting versus anchoring, differing styles, pacing, and sounding conversational. Practical exercises are taught and demonstrated. The relationship between good broadcast writing and smooth voice delivery is explored. The second part of the workshop involved a hands-on voice coaching session in the radio studio. A professional radio newscast is played and analyzed. Students then read newscasts scripts and are offered immediate feedback and critique. They then are given the opportunity to try again, and implement the skills that they have learned. Michael Lysak is head of Global Radio and TV Syndication at Bloomberg and oversees operations for Bloomberg Radio’s national network. Previously, he has been a news anchor and reporter at WCBS, WOR, WNEW, and WRKS (Kiss-FM), all in New York City. NOTE: A virtual (via Zoom) version of this workshop is also offered on January 19 and 20.

Audio Workshop 02: Advanced Mixing, with Chad Bernhard

Thursday, Jan. 27, 6-8 p.m. EST (In-person)
Room 440

This class will cover two of the most important audio processing tools available to you in Pro Tools: compression and equalization. Students should feel very comfortable with Pro Tools and want to push their skill set forward. Basics will not be covered; students requiring that should sign up for Audio Workshop 01: Back to the Basics. Chad Bernhard is senior audio engineer at the Newmark J-School.

**Open to Newmark J-School students and alumni only

REEAcademy – Real Education Enrichment Academy

At Real Education Enrichment Academy and Family Day care, children will be provided with a healthy, loving, and nurturing environment. Children will be taught to work independently in a
structured, ordered and secure environment. This type of environment will ensure growth, as well as a positive learning experience for your child.

Real Education Enrichment Academy and Family Day Care offers a quality preschool education, as well as a loving, nurturing daycare environment. Parent advisor, Kathleen McCortney, PHD, dean of Harvard Graduate School of Education states that, “There’s increasing evidence that children gain a lot from going to preschool. ”

Children who attend Real Education Enrichment Academy & Family Daycare will enjoy an excellent preschool education. Preschoolers will be equipped with an extremely strong foundation in reading, language and math, as well as a rich vocabulary. At Real Education Enrichment Academy & Family Daycare we foster a love of reading and learning. Your preschooler will be read to several times each day and learn to love books.

At Real Education Enrichment Academy and Family Daycare, children will be provided with a healthy, loving, and nurturing environment. Children will be taught to work independently in a structured, ordered and secure environment. This type of environment will ensure growth, as well as a positive learning experience for your child.

Your child will be provided with an exclusive, small family type environment. Your child will be given the opportunity to work independently, yet also learn to socialize with peers. Your child will benefit from various learning modalities occurring in a small and cozy environment.

Your child will be assisted in the development of cognitive and spatial skills as well as gross and fine motor skills. If the child stays at Real Education Enrichment Academy and Family Daycare through the end of kindergarten, he/she will be extremely well prepared to enter any first grade classroom.

All materials used at Real Education Enrichment Academy and Family Daycare are for the purpose of preparing the child for learning. The carefully prepared environment will enable the child to develop confidence. This environment allows for a positive learning experience.

The child will be encouraged to participate in ‘musical activities, drama, movement, and creative work and play. Participation in sharing stories and experiences will be encouraged. The
curriculum will be tailored to the needs of each child. Therefore each child is able to work at his own pace in a pressure-free environment.

Parents can rest assured that their children will receive a quality education as well as quality care.

Accepting children ages 5 -9 years Now Enrolling Ages 4 through 8. Certified Teacher with 20 Years Experience! We do NOT accept infants. All children:

• Receive individual attention in a loving, nurturing environment,
• Are taught to work independently in a structured, ordered, loving, small and secure environment.
• Will be assisted in the development of cognitive, spatial, gross and fine motor skills.
• Learn to socialize with their peers.
• Are encouraged to participate in musical activities, movement, drama, and creative play.
• Are encouraged to participate in cooking and baking activities.
• Are taught science and geography.
• Are taught to read, write and do math.
• Have the curriculum tailored to meet their individual needs.
• Work at their own pace in a pressure-free environment.

For parents who are removing their children from public schools, we offer a math and language curriculum for k -third grade. Call for an appointment to view the facility and have any questions answered.

Call Now  (858) 484-0341

About Real Education Enrichment Academy

Over 20 Years of Elementary School Teaching

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Testimonials

• 
  

  By far the BEST preschool my 5 year old has been to. He only attended this school for 4 months as we had to move to Texas, so we had to leave this school unfortunately. He was going to a montessori school before where he wasn’t learning much and was lagging behind in his reading and maths. Ms. Eleanor and Ms. Misty worked hard with him and I can really see a difference in only such a short time. Its a great home school, with a very neat and clean home like environment. Both the teachers give individual attention to every kid and work with them as per the child’s requirement. Its rare to find such a school with a low student to teacher ratio where the emphasis is really on the child’s education, and not only on doing business.  
  They also work a lot on social skills and manners. And then there are some great extra curricular activities and educational field trips as well. 
  Ms. Eleanor is a very experienced teacher and very nice and reasonable to deal with as well. I would highly recommend this school to any parent who are really looking for a place where their child can actually learn.

  –
  Sam A. – Houtson, TX
  




• 
  

  I wanted to write this review a long time ago but got to my to do list to this one now.
  I can not thanks craigslist enough where i found out about this school.When i first met Miss Eleanor  i knew this was it, and frankly i never searched for a school after that.Few points why i choose REEA over lots of small and big Montessori school…
  1I burnt my hand with another Montessori school before i started with REEA.
  2 Miss Eleanor has 15+ years experience being a teacher. i could see love pouring out when she spoke to my son.
  3 Small set up for kids aged 2-5 years where they get individual attention.
  4 No rush for any activity.
  5 Kids work at there own sweet pace and learn a lot.
  6 Very neat clean and organized place.
  7 I love all the material games and tool  she used (mixture of Montessori and non Montessori).Which gives kids a variety and they dont get bored.

  My son was so excited every single day to go to Miss Eleanor’s school unlike his previous school. This was just mainly becoz he was getting so much love and attention from his teacher. She know how to discipline the kids with so much patience and love.Her constant sweet reminders helped kids to know the rules and to follow them every day. My son never use to put any toy or book or things at his right place after he was done playing or reading but we saw this change after we started him at REEA.

  The other most important thing worth mentioning is the love for reading that Miss Eleanor has. The collection of books and the way she reads, kids get so engrossed and develop a natural love to read.She sure is a reading specialist.

  She works hard with kids and communicate with parents on a regular basis.We love her and will always recommend her school to all friends.

  –
  Priya N. – San Diego, S.A
  




• 
  

  I couldn’t imagine ever sending my children to any other preschool, that is how amazing Miss Eleanor’s Real Education Enrichment Academy is. My oldest started attending shortly after turning 4 and the educational leaps and bounds she made in the first three months alone were incredible. My second daughter started last year at 3 years old and is also thriving and rocketing forward with the love of learning fostered at this wonderful preschool.  

  The student to teacher ratio is low and one of the reasons all the children have such success as they get so much focused attention and instruction. I have gone on multiple field trips with the class and we always get such glowing compliments from staff and other adults at how well behaved and knowledgeable the children are at such a young age. This is because Miss Eleanor’s vast education experience allows her to incorporate so many key child development necessities that guide these children in more than just academics. 

  My oldest, having recently turned 5, is reading, writing, and doing math; she uses these skills even while home and begs to go back to school. My children actually become saddened as the weekend approaches as they want to go to school and learn with Miss Eleanor and Miss Misty every single day. I can never say enough about this school, from the first tour and meeting with Miss Eleanor, I knew I wasn’t going to find a better preschool. My children are not only building a strong educational foundation but also one that is rich, varied, and advanced.

  –
  Kristina R. – San Diego, C.A
  




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  I can’t speak highly enough of Miss Eleanor and the fabulous preschool she has set up for herself in her home. My daughter started attending her school at the age of 3 and loved going there. So much so that when she started Transitional Kindergarten at a public school we still had her going to REEA for two afternoons a week. We used to joke and say that TK was for the arts/crafts and for getting used to all the dynamics of being in a big classroom, while going to REEA in the afternoons was for the real educational aspect. Miss Eleanor taught my daughter to read and do math and once she graduated from this preschool she was reading and doing math at a first grade level.

  Now my son attends REEA and loves going every single day. It makes me sad to think that he too will be graduating her school this summer. He loves working with Miss Eleanor and her assistant Miss Misty. He is learning how to read and he is doing great in math. I love pulling into her driveway a few minutes before pick-up time and seeing all the kids play in the yard and hearing my son laugh with all his preschool buddies.

  Besides reading and math Miss Eleanor does so many other things with the kids. Each school year she spends the first several weeks getting to know the kids and teaching the kids social skills, like how to treat and respect each other and how to communicate with each other. It takes time to set these ground rules but once the kids are familiar with these basics things really do run smoothly. The kids get along great and they have a lot of fun.

  Miss Eleanor teaches the kids about the calendar, weather/seasons, colors, shapes, holidays, money, and more. She does units on families, dinosaurs and plant life and usually tries to finish off a unit with a field trip to i. e. Helen Woodward Animal Center, Roynon museum, a fire station, the Flower Fields or Bates Nut Farm. Additionally she has different people come into her school to teach the kids art class, music class or yoga.

  The student teacher ratio can’t be beat: currently it’s 2 teachers to 7 kids max. Her children learn to work in groups but also have their own work mats where they work by themselves.

  She is sensitive to any allergies kids may have and whether they still need naps or not. She’s great at communicating with the parents and truly cares for all her preschool kids. 

  If you’re looking for a preschool for your little one please check out her school. You will not regret it.

  –
  Noelle B. – San Diego, CA
  




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  Our 4 year old daughter attends Real Education Enrichment Academy, and we are so thrilled to have found such an amazing preschool in Rancho Penasquitos. It is very different from traditional preschools. It is a home-based (non-Christian) preschool with low student-teacher ratio (currently 5:1). Eleanor (the preschool teacher/ owner) has taught and tutored for over 15 years, and her school, Real Education Enrichment Academy, has many of the qualities we loved (home-based, one-on-one instruction, small student-teacher ratio, and balance of academics and play). She blends the best of Montessori and non-Montessori educational tools and games from around the world and provides group and individualized instruction based on each child’s capability and needs (math, reading, writing, fine motor skills, etc). She also emphasizes on manners, social skills, respect for one another and respect for school items (books, school supplies, toys, etc). Because Eleanor is a reading specialist, she also shares her love for reading with her children and helps the children with their early-reading and phonics skills. We’ve recommended this school to several of our friends and 3 of them enrolled their children after their first visit to Real Education Enrichment Academy (they were very impressed with Eleanor and her school). Our daughter just loves going to Real Education Enrichment Academy and loves Miss Eleanor.

  –
  K.C. San Diego
  




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  I couldn’t have found a more perfect learming environment for my kids. Real Education Enrichment Academy is the perfect balance between academics & play. From day one, my shy toddler has been so excited about going to this school. In the short time that both of my kids have been attending, I can see great progress in my older one’s reading skills, and it’s a joy to hear my timid 3 year old express himself using more complex sentences, reciting a poem he was read to in class, or singing a new song he learned. What you get is the organization, purpose, & quality teacher & curriculum of a big school in a small daycare environment that offers great teacher to student ratio, resulting in the fact that my children are always engaged. I highly encourage parents to visit the school to see the clean, cheerful classroom stocked with countless picture books & well-made toys that encourage learning. My kids have access to various activities throughout the day: from puzzles to props for pretend play to paints. Mrs. Lopato is so enthusiastic & knowledgeable, and I’m always informed about my children’s progress. Even my two year old is looking forward to going to school there.

  –
  Lan N.
  




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  Real Education has been a huge success for my children in regards to building self-esteem, confidence, and by creating an environment which promotes academic success. I sought out Real Education when my children’s elementary school chose to characterize them as having a reading disorder or not being mature enough for kindergarten. Both of these characterizations were untrue. My children were eager to learn and Real Education helped them to realize their abilities and strengths in reading, writing, and arithmetic. As a result of the foundation provided by real Education, my children are happy and academically strong today. I am proud to be an advocate of Real Education. The support and encouragement that was provided to me and my children is valuable beyond compare.

  –
  Donna S.
  

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Australian Silex and Canadian Cameco completed the restructuring of the licensee for laser uranium enrichment

News

Silex Systems Limited of Australia and Cameco Corporation of Canada completed the restructuring of SILEX technology licensee Global Laser Enrichment (GLE), whereby Silex acquired a 51% controlling interest in GLE and Cameco increased its stake from 24% to 49%.

%.

Silex reported that the path to the nuclear market for GLE and SILEX technology involves the establishment of the Paducah Laser Enrichment Plant (PLEF), which will be supported by an existing agreement between GLE and the US Department of Energy (DOE) to purchase significant stocks of depleted uranium “tails” .

Silex’s preliminary analysis of the PLEF project, which has the potential to produce more than 5 million pounds of natural grade uranium per year for several decades, indicates that it could be classified as a “Tier 1” uranium resource based on long life estimates and low production cost.

GLE will continue to evaluate other commercial opportunities for the project, including the creation of additional capacity at the Paducah plant to produce low enriched uranium (LEU) for conventional nuclear power plants and high grade fuel (HALEU) for next generation small modular reactors (SNMRs).

GLE and Silex will continue to focus on the SILEX uranium enrichment technology demonstration project with the completion of a full-scale pilot plant program expected by the mid-2020s.

In January, Silex announced that the GLE restructuring had received US government approval and that the three parties were working to finalize the remaining terms and other equity transfer arrangements. So, these conditions and agreements are now fulfilled.

In particular, Silex CEO Dr. Michael Goldsworthy noted:

nuclear power is back in the spotlight as a key source of electricity with zero emissions at base load. Silex will continue to focus on a well-defined commercialization program that includes the start of pre-planning for the first commercial laser enrichment plant planned in Paducah, Kentucky.”

Cameco, which now owns a 49% stake in GLE, noted that:

“We continue to explore innovative areas such as laser enrichment technologies to expand our participation in the fuel cycle and help us serve our customers more efficiently. . Uranium enrichment is the second most important component after uranium mining in the economic cost of fuel for light water nuclear power plants. ”

“While this technology still has a number of developmental milestones to go before it can be commercialized, we believe it has great potential to expand our reach into the nuclear fuel cycle market in the future, which will also build on our existing the world-class assets and unique capabilities we hold in the areas of fuel extraction, refining, conversion and fabrication,” added Cameco.

Cameco noted that Canada and the US are among the world’s countries with ambitious carbon reduction strategies.

“The governments of both countries have shown significant interest in cooperating on clean energy solutions, developing and deploying small modular reactors, and cooperating to strengthen the security of supply of vital minerals (uranium – ed.) and the nuclear fuel cycle . GLE could fit very well into these bilateral political priorities, potentially providing a stable source of uranium enrichment in North America, increasing the reliability of the continental nuclear supply chain, and helping to reduce the risks associated with the creation of the necessary high-quality fuel that impede the progress of developing countries in the field. innovative projects of small modular NPPs”.

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China’s development and changes in international relations

The 19th Congress of the CPC in October 2017 made significant changes to the conceptual understanding of the development of the PRC in the period up to 2050. It is important to note that these changes occurred due to the depletion of the possibilities of the previous concept of the country’s development. The new ideas proclaimed by Xi Jinping began to appear as early as 2012. As a result, today we can observe the movement of the PRC towards world leadership, scheduled for 2050.

The revitalization of China’s policy makes us pay attention to the mechanisms and techniques used by the fifth generation of leaders to promote the Chinese agenda in international relations. The 19th Congress of the CPC can be considered a new frontier in the development of Chinese strategy, which introduced ideas into the official discourse of the country proclaiming the transition of the PRC to building “socialism with Chinese characteristics for a new era. ” The new terminology indicates that China is going through a period of evolution in domestic and foreign policy. As a result, from the People’s Republic of China, led by the ideas of Deng Xiaoping, we are moving to China, which proclaimed a “new era” both for itself and for the whole world.

China on the way to the “new era”

Vasily Kashin:
New Deal: Some Conclusions from Xi Jinping’s Speech

The policy of “reform and opening up” was based on the idea of ​​the need for China’s economic revival. These changes had to take place in such a way that China would not meet the “Thucydides trap” on the way, would not waste energy on unnecessary confrontation. This logic has become the basis of China’s economic development strategy for 1978–2017, when the country has a clear goal while maintaining a delicate balance of interests.

The period of liberal globalization was skillfully used by the PRC to develop its own economy. Despite China’s much greater activity in the international arena, as well as joining international organizations, the third and fourth generations of leaders remained true to the spirit of the “reform and opening” policy formulated in Deng Xiaoping’s political strategy. The strategy noted that in foreign policy, China should observe in cold blood, behave modestly, not claim leadership, wait in the shadows, stand firmly on its feet, but achieve something.

The first changes in China’s foreign policy became noticeable in 2012-2013. The first idea, outlined by Xi Jinping, concerned the concept of the “Chinese dream” (中国梦) of the rebirth of the Chinese nation. It should be noted that the formulation and explanation of the concept work within the framework of the PRC state memory policy, which is undergoing changes. The end of the “century of humiliation” that began after the First Opium War falls on 1949, namely the coming to power of the CCP. “Chinese Dream” to achieve two centenary goals by 2021 and 2049makes us see the “long shadow” of “centuries of humiliation” that continues to this day. Thus, the modern history of China receives new boundaries: 1842–2049, where 1842 means China’s entry into a period of weakening, and 2049 means the return of a renewed and strong China to the international political Olympus. At the same time, the “Chinese dream” does not share the political regimes of China in the 19th and 20th centuries, which indicates a desire to find a new “golden age” of its history, since the period from 1949 cannot offer a “political ideal” in terms of overcoming “a century of humiliation”.

We add that during the development of the ideology of the “Chinese dream” was divided into three components. The first component means “China in China” (中国的中国) and refers to the nationalist layer of the concept, emphasizing the special national character of the PRC and uniting citizens within the classical nation-state. The second component “China in Asia” (亚洲的中国) emphasizes the non-Western nature of the ideology. Finally, the third component “China in the World” (世界的中国) emphasizes the PRC’s desire to build a modern civilized country while developing the Chinese model of universalism in international relations.

Another marker was the proclamation of the concepts that today are united into a single Belt and Road Initiative. Initially, this concept was considered as China’s Eurasian strategy. At the same time, today the Belt and Road Initiative is acquiring the form of an international system, including not only Eurasia and Africa, but also the Arctic region, as well as Latin America. Thus, the PRC has the opportunity to build a parallel economic system, which does not include the United States and which cannot be influenced by Western financial and economic institutions.

No less noteworthy is the fact that in November 2014, Xi Jinping noted the need for China to develop the concept of “big country diplomacy with Chinese characteristics” (中国特色大国外交). Developing, this concept is now based on the idea of ​​the need to diversify approaches to neighboring countries and global politics. Such diplomacy calls for adhering to the decisions of the leadership of the CPC, independent foreign policy, as well as international law. The central role of foreign policy and diplomacy remains the need to work for the internal development of the PRC.

Finally, the inner-party fight against corruption, as well as the implementation of the XIII Five-Year Plan, supplemented by the reform of the cultural industry, have taken a prominent place in the modern political changes in the PRC. It should be noted that the modern Chinese elite is striving for greater control over the internal political life of the PRC, the creation of a socio-political system that would allow achieving centennial goals and making the PRC one of the centers of the international system. Thus, the ideas of the “new era” were finally consolidated at the 19th Congress of the CPC in October 2017.

19th CCP Congress: We are waiting for change

How will Chinese communism change in the future? Interview with V. Petrovsky

An important event of the 19th CPC Congress was the emergence of the concept of the formation of socialism with Chinese characteristics for a new era, based on the ideas of Xi Jinping.

Socialism with Chinese characteristics for the new era means strengthening the power of the CCP, its leadership in all spheres of Chinese society. At the same time, it is noted that a person should be at the center of everything, it is necessary to deepen reforms, rule of law and party discipline. Such goals are called indicators for the party and citizens if they strive for the great rejuvenation of the Chinese nation.

Xi Jinping’s fourteen “guarantees” (坚持) are central to the theory of socialism with Chinese characteristics for a new era. Thus, the “guarantees” include: establishing the leadership of the CCP over all spheres of life in the PRC; placement in the center of human development; continued comprehensive deepening of reforms; dissemination and approval of a new vision for development; understanding that it is people who develop the country; the assertion that any action of the government is based on the law; adhering to basic socialist values; improving living standards through development; assertion of harmony between man and nature; adhering to a global approach to national security; establishing the absolute leadership of the CCP over the masses; adhering to the principle of “one country, two systems” and continuing the reunification of the nation; promotion of the idea of ​​building a community of common destiny for all mankind; support management by the CCP.

It is important to note that the fourth part of Xi Jinping’s report at the 19th CPC Congress differed significantly from the structure of the reports of his predecessors. As a rule, the fourth part deals with the party’s work plans for the next five years. In 2017, the fourth part of the report dealt with development issues over the next 33 years, that is, until 2050. At the same time, 2020 will become the main milestones of the 33-year period, when a moderately prosperous Xiaokang society will be built. At the same time, by 2050, it is planned to develop the PRC into a great (强) modern socialist country that would be strong, democratic, culturally developed, harmonious and beautiful. Note that 2020 and 2050 are in the bosom of the theory of two centenary goals. The new date is 2035, which serves as the point of no return. By this year, the PRC plans to implement the basic principles of socialist modernization. The ideas expressed by Xi Jinping are complemented by the dream of building a powerful army (强军梦) and building a “community of common destiny for all mankind” (人类命运共同体).

The modern history of the PRC can be divided into three stages. The first phase, the chronological framework of which is 1949–1976, marks the period of “getting up from your knees”. 1978–2012 called the time of enrichment and entry into international politics. The period since 2012 has been called the time when China should become stronger, which directly indicates the desire of the PRC leadership to participate more actively in international relations.

At the same time, China changed its understanding of the “fundamental contradiction” of the system (主要矛盾). As can be judged from the results of the 19th Congress of the CPC, the “fundamental contradiction” of the system in the period 2017-2050. there is a contradiction between “unbalanced and inadequate development and the ever-growing needs for improving the quality and standard of living on the part of people.” Interestingly, the “fundamental contradiction” of 2017, when compared with the concept that has existed since 1981 to 2017 (growing material needs and backward social production) is not exclusively a problem of the PRC. The “fundamental contradiction” of the “new era” is a global and universal product that can be used both for the development of the PRC and offered for solving the problems of the world.

Changes in the philosophical attitude to the question of law were indicated. Thus, knowledge of the law is no longer sufficient to establish order; for this reason, “faith in the rule of law” is necessary.

Changes also affect other spheres of the public and political life of the PRC, which can influence the development of the country’s international relations. Proclaimed the transition from quantity to quality, from external to internal, from expansion to deepening.

Finally, the 19th Congress of the CPC established the basic concepts for a new type of relationship between forces in the world. Thus, experts note that at a new stage in the development of the PRC, the Chinese elite will increasingly deviate from the strategy of Deng Xiaoping. The PRC will take a more prominent and active position in international affairs. At the same time, the 19th Congress should not be viewed as a watershed between the old and new approaches of the PRC to the conduct of international relations. The revitalization of the work of the PRC in international relations is likely to be gradual.

Thus, in the analysis of the results of the 19th Congress of the CCP, the Hoover Institute of Stanford University identified three areas concerning the future of Chinese international relations. The first sphere concerns the common features of the diplomatic, economic and security spheres of the PRC both throughout the world in general and in Asia in particular. The second area concerns the basic issues of the development of the PRC, which are important for achieving foreign policy goals. Finally, the main political principles of the PRC in relation to foreign and defense policy, main initiatives and priorities were discussed.

Let us add to this that Chinese Foreign Minister Wang Yi noted three main areas in foreign policy to which the attention of the PRC will be drawn. These areas represent the development of the Belt and Road Initiative, work in the field of global governance, confronting global challenges, and increasing the ability of the PRC to develop international rules.

Thus, the work of the 19th Congress of the Communist Party of China conceptualized the view of the PRC elite for the period up to 2050. Xi Jinping’s ideas of socialism with Chinese characteristics for a new era, included in the Charter of the CPC, cannot be considered as an immediate plan of action. On the contrary, the proposed ideas are only the basis of a future strategy that is already beginning to emerge.

First steps towards a “new era”

Li Hui:
A New Era of China’s Development and New Prospects for Sino-Russian Relations

The development of Xi Jinping’s ideas was not long in coming. On January 14, 2018, the People’s Daily published an article about the need for the PRC to seize the prospect of a historic opportunity. It is important to note that this article has been called a “declaration”, “manifesto” (宣言) and has no authorship. The manifesto under consideration is based in its reasoning on the ideas of Xi Jinping. Thus, Xi Jinping said that today China is in a period of historic opportunity. It is noted that such a conclusion was made based on the analysis of the past, present and future of China. At the same time, Xi Jinping is named “leader” (领袖). It should be noted that such an appeal to the head of the PRC has not been used since the time of Mao Zedong and Hua Guofeng.

The authors of the manifesto note that today the main word for China is the word “opportunity”. It is repeatedly emphasized that the opportunities presented to China are of historical significance. Their implementation will enable China to achieve a great renaissance, achieve happiness for the people, and contribute to the development of the world. The manifesto emphasizes the CCP’s central role in achieving goals and realizing opportunities. It is noted that the current situation of the PRC and its great self-confidence are nothing more than “the inevitable development of socialism in China.” This inevitability once again indicates that the prospect of realizing the modernization of China and its rebirth has never been so close.

The manifesto includes a quote from Deng Xiaoping that highlights the vast amount of lost opportunities in Chinese history. It is indicated that if the PRC does not take advantage of the proposed opportunities today, the consequences of this could be catastrophic. As a result, 6 main dates of the “new era” are presented: 2018 – the fortieth anniversary of the policy of reform and openness; 2020 – building a moderately prosperous society; 2021 is the centenary of the CCP; 2035 – creation of a base for the implementation of socialist modernization; 2050 – Complete construction of socialism with Chinese characteristics and the revival of China.

Another factor is the development of the Belt and Road Initiative. Initially seen as a Eurasian umbrella construct for Chinese investment projects, the Belt and Road Initiative is now becoming a framework for an alternative world economic order. Note that today the initiative extends to the Arctic and Latin America as well. It is important that Chinese interests in the Arctic, for example, are secured not only by initiative projects, but also by political documents. The Belt and Road Initiative is helping to increase China’s trade, making China the absolute leader in imports in the world, displacing the United States, among other things, from countries where it was the leader in previous decades. We add that China is actively preparing to launch futures trading on the stock exchange in Shanghai, which contributes to the weakening of the dollar and the international strengthening of the yuan. The Belt and Road Initiative in this case will allow the inclusion of Eurasian oil suppliers in the China-centric futures market.

China strengthens the position of its diplomacy in the world. The CCP has set the task of restructuring the Chinese Foreign Ministry in order to make China a more effective global player. The changes are intended to create a global system of Chinese official information and international work that would act as a “united front”. The proposed changes are most likely related to the development of the Belt and Road Initiative and the obvious need to create harmonious governance within the framework of the global economic strategy.

Finally, China began to actively promote its vision of established international concepts “with Chinese characteristics.” Thus, in December 2017, the first conference was held on human rights issues in the framework of South-South cooperation. The central place in the interpretation of human rights was taken by the question of the possibility of development, which, no doubt, satisfies the countries of the global South, reproached by the West for violating human rights. It is important that China strives to convey this vision to the whole world. Thus, the representative of the People’s Republic of China in the UN, Ma Zhaoxu, presented the vision of the People’s Republic of China on the issue of human rights in the UN. The basis of his idea is the judgment according to which it is necessary to put an end to the dominance of the interpretation of human rights coming from one country. Human rights must be protected through dialogue and interaction, which would be based on the principles of sovereignty and equality of countries, non-interference and the absence of political assessments.

Results of the conference “Russia and China: towards a new quality of bilateral relations” 2017

Thus, socialism with Chinese characteristics for the new era, as the basic principle of the development of the political process in the PRC, is being tuned in the form of conceptual ideas for the development of the PRC in international relations and in the form of actions that challenge the existing world order.

As a result, several conclusions can be drawn about the new foreign policy concept of the PRC and its further development.

First, today it is not possible to fully understand the strategy and tactics of the PRC in international relations in the “new era”. Using the existing base, we still cannot answer the question of how quickly the PRC will make a departure from the policy characteristic of the country of the period 1978–2017.

Secondly, the concept assumes the development of the PRC until 2050 with the achievement of basic socialist modernization by 2035. This chronological framework allows us to more accurately calculate the risks in international relations and predict the situation in the world. Talk of a “Thucydides trap” for the PRC and the US is fairly common among experts, but the real danger of a collision, as one can assume, will occur after 2035.

Thirdly, it must be taken into account that today the United States already sees China as a threat. Thus, the United States does not consider China’s “soft power” as equal to its own, calling it “sharp” or better translated as “rogue” power (sharp power). At the same time, there are additional concerns about the possibility of Chinese hackers intervening in the political process of Western countries in the future.

Finally, it can be assumed that the system of international relations being built by the PRC will be within the framework of already existing Sino-centric initiatives that will acquire a global format. It is important that Russia be able to take its rightful place in these initiatives, since its international status in the second half of the 21st century may depend on this.

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Ray of Light – Moslenta

Elite education and systemic scientific knowledge inextricably linked with it came to Russia only in the era of Peter the Great, when the Academy of Sciences was created on the monarch’s initiative. After some time, the Academy of Arts appeared, and there it was not far from the first university. But how did people in Russia study before that, and what places in Moscow are connected with pre-Petrine educational institutions? MOSLENTA decided to find out this question.

The riddle of voluntary isolation

The first university in Europe appeared in 1088 in Bologna. After about 70-80 years, they already appeared in Paris and Modena, and by the end of the 13th century their number numbered in the tens. In Russia, the first institution of higher education appeared only five centuries later. This is one of the mysteries of national history, the unambiguous answer to which does not exist. There is only a certain chain of facts and related questions.

Read on the topic:

Of course, it can be assumed that we were cut off from the West and did not have the opportunity to learn from this experience. But after all, in Constantinople, from the 5th century, there was Athenaeus (or Athenaeus), and in 855 the Magnavrian High School appeared. They studied arithmetic, geometry, music, astronomy, medicine, grammar, rhetoric and philosophy, not only Orthodox, but also Plato and Aristotle.

Why, having borrowed Byzantine Christianity, did Russia not take their scholarship from the Greeks?

We do not know anything about the scientific and educational institutions of the pre-Mongol period, apart from the monastic ones, that is, purely religious ones. So there is no need to blame the invasion of the Tatars, especially since they were definitely not interested in such problems.

Meanwhile, since the 15th century, Russia has lagged behind the West in scientific and technical terms. Suffice it to recall at least the story of the construction of the Kremlin, when our masters could not cope, and it was decided to invite architects from Europe. After all, Aristotle Fiorovanti not only built the Assumption Cathedral, he also built two brick factories, otherwise the Kremlin would have nothing to build from. And then he built a mint and gun yards. Why, using the skills of Frovanti, Pietro Antonio Solario, Marco Ruffo and other hired masters, did the Russians not try to create a school with their help, so that home-grown masters would adopt their knowledge? No, all the architects worked, received a reward and left, except for those who did not live to see the end of the contract.

Read on the topic:

Ivan the Terrible also invited foreign specialists, primarily military officers: officers, gunners, foundry workers. However, the attitude towards them did not fundamentally change – as before, they did their job, but did not leave behind knowledge.

Only Boris Godunov tried to change the situation, who sent 18 young people to study in Europe – by the way, more than a hundred years before Peter I.

which the traces of the departed “students” were lost.

In the 17th century, we see the same picture – foreign masters of various specialties are invited, but schools are not created. Education takes place at home and at churches, where it is limited to the primary basics of writing and counting, and purely religious subjects. But the trouble is that if you can learn to read and write at home, then developing science is unrealistic.

Among the Russian elite there were educated people, such as the uncle of Tsar Alexei Mikhailovich Nikita Romanov, the tsar’s educator and brother-in-law Boris Morozov, the courtier Fyodor Rtishchev, the boyar and diplomat Afanasy Ordin-Nashchokin, the boyar Artamon Matveev, Sophia’s favorite Prince Vasily Golitsyn, but there were very little.

By the way, already then many boyars began to hire foreign teachers from Europe for their children, most often from western Belarus and Poland, then the Commonwealth. Many members of the elite spoke foreign languages, ordered books from abroad, and created libraries.

But there was no education system: the state did not participate in this, and the church even interfered.

Possibly, the church influence is the main reason for cultural isolation and such, to put it mildly, strange attitude towards science that developed in medieval Russia.

Read on the topic:

This situation was even in the army, where the tsars Mikhail Fedorovich and especially Alexei Mikhailovich began to actively hire foreigners. In the “regiments of the new system”, which by the end of the 17th century accounted for up to half of the regular army, the officers were mostly foreigners, while the recruited Russians had to comprehend military wisdom. Training took place in practice within the regiments and was unsystematic, which could not but affect its quality. At the same time, not a single military school was created, although, it would seem, there were enough foreigners capable of transferring knowledge.

The perniciousness of isolationism and the need for change were obvious, it was in the air. This is confirmed by the reform attempts of Alexei Mikhailovich and his heirs Fyodor and Sophia. They lacked the decisiveness of their brother Peter, but they were the forerunners of great reforms. In the field of education, there were also pioneers who were ahead of their time, and this happened, first of all, in the capital of the Russian state, Moscow.

“Gracious Husband” Fyodor Rtishchev

The first open educational institution in Moscow was private, and it is associated with the name of the tsar “okolnichiy” Fyodor Mikhailovich Rtishchev. He was a completely unique person who manifested himself in various fields: military, diplomatic, scientific and even charitable. His uncommonness was visible even at a young age. Apparently, home education did not satisfy him, but there was nowhere to continue his education. Then the twenty-year-old “bed” (then he held this court post) Tsar Alexei decided to create a school for himself and others.

It was impossible to do this except through the mediation of the church, and Fyodor Mikhailovich asked Patriarch Joseph for permission to build a “study monastery” in Moscow at his own expense. The permission was obtained, and the construction of the monastery began on the Sparrow Hills in the Plenitsy tract, beyond the Krovyanka River. Initially, it was called Preobrazhensky, and later Andreevsky, in the name of the Apostle Andrew the First-Called.

At the same time, Rtishchev called about three dozen scholars-monks from the Little Russian monasteries and asked the sovereign to assist in inviting outstanding scientists and educators of that time – Arseny Satanovsky and Epiphanius Slavinetsky. These were associates of the Exarch of the Throne of Constantinople, Metropolitan Peter Mohyla, who helped persuade them to move to Moscow.

The Little Russian Orthodox Church in those days was in a difficult, but at the same time advantageous position compared to Moscow.

On the one hand, she had to compete with the Uniate and Catholic, who were in the Commonwealth in more privileged conditions. On the other hand, this made it possible for mutual cultural enrichment, and competition protected from excessive dogmatism.

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We are talking about the church of the Patriarchate of Constantinople, which retained the Kyiv diocese before Moscow began to independently choose the patriarch (1589year). The Church of Constantinople preserved the traditions of Byzantine learning and absorbed the best ideas of Western Christianity, including university ones. It is no coincidence that it was under her wing that the Kiev-Mohyla Academy, the oldest Orthodox higher educational institution, was created in Kyiv. Strange as it may seem today, the birth of Moscow education is connected with it.

Having built the Andreevsky monastery in 1648 and founded a higher school there, Rtishchev himself went to study there. In addition to studying Greek and Latin, rhetoric and philosophy were also studied here. At the initial stage, it was more of a scientific philosophical club than an educational institution in its purest form, but soon the set of subjects expanded, and everyone began to be admitted to the school. It was still financed by Rtishchev.

The Moscow church took the school with hostility, calling it heretical and “dissimilar to true orthodoxy.”

Philosophy, even Orthodox and Byzantine, was not interesting to her. Fyodor Mikhailovich was saved by the closeness of Fyodor Mikhailovich with Tsar Alexei and the influential Metropolitan Nikon, the future patriarch, and then the tsar’s confessor. Having existed for more than thirty years, the school was transferred to the Zaikonospassky Monastery and became the basis for a new, larger institution – the Slavic-Greek-Latin Academy.

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And Andreevsky Monastery remained one of the centers of book literacy and the ancestral home of Russian knowledge. By the way, to this day it still stands in the same place, next to the presidium of the Academy of Sciences, which is very symbolic.

Forerunner of MGIMO

The scientists invited by Rtishchev were not the only people from the Kiev-Mohyla Academy who ended up in Moscow in those years. They were followed by the famous theologian and poet Simeon of Polotsk.

In 1665, Tsar Alexei entrusted him with the organization of a school for clerks of the Secret Order, where they were taught Russian and foreign grammar. The place for the school was the Spassky Monastery on Nikolskaya Street. In Moscow, this monastery was usually called Zaikonospassky, because if you look from the Kremlin, it was located behind the rows where icons were traded. The monastery was rebuilt under Tsar Alexei already taking into account educational needs, and the voivode Prince Fyodor Volkonsky gave money for the construction.

It was the first educational institution organized by the authorities, but it can rather be called special, even professional.

In addition, there were very few students – only about a dozen. The secret order was in charge of the affairs of the court and relations with foreign countries, its employees often became envoys, therefore they had to speak foreign languages. The teaching of the Latin language, which in those years was considered diplomatic, followed the textbook of the Portuguese Alvarez.

Subsequently, Polotsky was replaced by his student Sylvester Medvedev, while the piit himself went to teach the royal children, by the way, like Rtishchev. But the name “teacher’s” was assigned to the Spassky Monastery, which will play its role: for more than half a century it will become the center of Russian education. Simeon Polotsky himself became the initiator of the creation of a new educational institution – the Academy, by analogy with the Kiev-Mohyla. The charter was written by Sylvester Medvedev, and approved in 1682 by Tsar Fedor Alekseevich. By this time, Polotsky was no longer there, and he could not participate in the creation of his offspring. Medvedev initially participated, but fell into disgrace as a supporter of Sophia and was executed.

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From the Academy to the University

The following story is connected not with the graduates of the Kiev-Mohyla Academy, but with the Greeks – the brothers Ioaniky and Sofrony Likhud. The natives of the Ionian island of Kefalonia came from a noble princely family, were related to the Byzantine Monomakhs. They were educated in Greece, Venice and Padua, and were considered prominent scientists and preachers.

When an offer was received from Moscow about the opportunity to participate in the creation of the first Orthodox academy in the country, they agreed and left Constantinople, where they were preaching at that moment, to unknown Russia.

The new institution was initially placed in the Epiphany Monastery, but only because the new Collegium had not yet been completed – a three-story building in the Zaikonospassky Monastery, which was supposed to become the base of the academy. In 1686, it was opened through the efforts of Prince Vasily Vasilyevich Golitsyn, who both helped with money and used the administrative resource: he was then the right hand of Princess Regent Sophia. The Likhuds called the prince their “intercessor, protector, helper, cover and refuge.”

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Since there were not enough students and competent teachers, it was decided to unite the school of the Andreevsky Monastery and the printing school into a new one, called the Slavic-Greek-Latin Academy. “By the decree of the Tsars, up to 40 boyar children and a significant number of raznochintsy were soon attached,” and by the end of 1687 there were 76 students at the Academy. Gradually, their number grew to a hundred, then to 600. Textbooks in all subjects were originally created by the Likhud brothers, later the line expanded significantly. In 1701, by order of Peter I, the institution was granted the official status of a state academy.

Education at the Academy was designed for 12 years, but it was not necessary to enroll in a lower “fara” or school.

Enrollment was based on the results of an introductory interview; children of all classes were accepted. Physics, mathematics, logic, history, geography, theology, Latin, Greek and Slavic languages, music, even Hellenic philosophy and culture were studied. Poetry or, as they said then, piitika was considered a separate subject.

There was a theater at the Academy, where edifying performances were staged by students and Muscovites, including those based on the works of Simeon Polotsky and Feofan Prokopovich. Religion was an integral part of the curriculum, but still, first of all, the Academy prepared educated secular people capable of any kind of state service. Among its graduates are the architect Vasily Bazhenov, the poet and diplomat Antioch Kantemir, the founder of the Russian theater Fyodor Volkov, the mathematician Leonty Magnitsky and, of course, Mikhail Lomonosov, the founder of the first Moscow University in Russia.

He was destined for the honor of passing the baton and laying the foundations for a real scientific education, which Russia lacked so much. And the Academy, giving way to new purely secular educational institutions, found its niche – in 1775 it moved to the Trinity-Sergius Lavra.

Tree rings told about magnetic storms thousands of years ago

09/30/2018 20:55

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To an international team of researchers with the participation of scientists
FRC Krasnoyarsk Scientific Center of the Siberian Branch of the Russian Academy of Sciences and the Siberian Federal
university managed to record an increase in the concentration
stable isotopes of carbon in tree rings of several
dozen tree specimens from five continents dating back to 774 and
993 AD. These dates coincide with historical
evidence of unusually bright auroras. opening not
only confirms the correct dating of annual rings, but, in
perspective, makes it possible to reveal the periodicity of anomalous magnetic
storms of the past. The results of the study are published in
magazine Nature Communications .

On days of strong magnetic storms, the aurora can be seen not
only at the north or south poles. Speaking of Russia,
then it can be observed by residents of the central regions of the country. Sky
does not glow on its own. Streams of charged particles from the sun
collide with gas molecules in the atmosphere and force them
radiate excess energy. However, a strong magnetic storm is not
only a mesmerizing spectacle and a source of inspiration for
photographers. Many believe, although rigorous evidence of this
there is no influence that on such days the risk of deterioration of health is increased.
Magnetic storms pose a more tangible threat to lines
communications and radio transmitters. There are fears that in the event of unusual
a strong solar storm will endanger the entire
planet telecommunication, including communication satellites.

One of the possible ways to predict the probability of strong
magnetic storms in the future – look at their frequency in the past.
But how to find out in what years our Sun raged? Turns out,
this can be done with trees. A few years ago
Japanese scientists found that solar
flashes leave traces in the growth rings of trees. Flying away
sun, heavy charged particles – protons – fall into
atmosphere and “enrich” the chemical elements present there.
One of the products of such “enrichment” is radiocarbon (“heavy”
carbon isotope 14C). Embedded in a carbon dioxide molecule, it
becomes part of the carbon cycle on the planet. plants consume
carbon dioxide. This is how heavy carbon gets into the tree. In those years
when the intensity of solar bombardments of the atmosphere was
significantly higher, we should expect a higher content
heavy carbon in tree rings.

A team of scientists from several dozen countries around the world decided
test this hypothesis. The dendrochronological community has named
its voluntary COSMIC initiative. This unique project
made it possible to obtain data for 44 long-term tree-ring
chronologies on the planet. Russia is represented in this set
several types of larch from Yamal, Taimyr, Yakutia and mountain
Tuva. High-precision measurements showed a significant increase
heavy carbon in all collected samples, in tree rings,
which formed in the summer of 774 and in the spring of 9AD 93.

A fixed response is observed in trees that have grown on
five continents, in different ecological zones, in the mountains and on
plains. We can say that this is a universal planetary
response. Several historical sources confirm the extraordinary
bright aurora in the sky these years. There is no doubt that the scientists succeeded
discover traces of past magnetic storms.

« Accurate tree ring dating needed for reconstruction
climate, historical and archaeological research. For scientists
it is important to have universal reference points that will
correspond to a specific date for any tree on the planet.
Now to the radioactive fallout of the middle of the last century and
major volcanic eruptions that leave their mark on
annual rings of trees, large-scale magnetic storms were added.
As a result of this work, we received another confirmation that
that with the help of tree rings we are able to describe the past on
over several thousand years with an annual accuracy of “-
spoke about the results of the study co-author of the article, senior
researcher at the Forest Institute, FRC KSC SB RAS and Siberian Federal University Alexander Kirdyanov .

growth rings
magnetic storms

Information provided by the Information Agency “Scientific Russia”. Mass media registration certificate: IA No. ФС77-62580, issued
Federal Service for Supervision of Communications, Information Technology and Mass Communications on July 31, 2015.

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