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Exam Code: LCP-001 Linux Certified Professional (LCP) Powered by LPI learner January 2024 by Killexams.com team | ||||||||
LCP-001 Linux Certified Professional (LCP) Powered by LPI Exam Details for LCP-001 Linux Certified Professional (LCP) Powered by LPI: Number of Questions: The LCP-001 exam typically consists of 60 multiple-choice questions. Time Limit: The exam has a time limit of 90 minutes (1 hour and 30 minutes). Course Outline: The LCP-001 Linux Certified Professional certification exam focuses on assessing the knowledge and skills required to effectively work with Linux operating systems. The course outline covers the following key topics: 1. Linux System Architecture and Installation: - Understanding Linux kernel and distributions - Linux file system hierarchy - Installation and package management - Boot process and system initialization - Kernel modules and device management 2. GNU and Unix Commands: - Essential command-line utilities - File and directory manipulation - File permissions and ownership - Shell scripting and automation - Text processing and filtering 3. Devices, Linux Filesystems, and the Filesystem Hierarchy Standard: - Device files and device management - Disk partitioning and file system creation - File system maintenance and repair - Mounting and unmounting file systems - File system hierarchy and standard directories 4. System Operation and Maintenance: - User and group management - Process management and job scheduling - System monitoring and performance tuning - System logging and troubleshooting - Backup and recovery strategies 5. Networking Fundamentals: - TCP/IP networking concepts - Network configuration and troubleshooting - Network services and protocols - Security and firewall configuration - Remote access and SSH Exam Objectives: The LCP-001 exam aims to assess the following objectives: 1. Understanding of Linux system architecture, distributions, and installation procedures. 2. Proficiency in using GNU and Unix commands for file manipulation, text processing, and shell scripting. 3. Knowledge of managing devices, Linux file systems, and adhering to the Filesystem Hierarchy Standard. 4. Competence in system operation and maintenance tasks, including user management, process monitoring, and troubleshooting. 5. Familiarity with networking fundamentals, network configuration, and security measures in Linux. Exam Syllabus: The LCP-001 exam covers the following syllabus: 1. Linux System Architecture and Installation - Understanding Linux kernel and distributions - Linux file system hierarchy - Installation and package management - Boot process and system initialization - Kernel modules and device management 2. GNU and Unix Commands - Essential command-line utilities - File and directory manipulation - File permissions and ownership - Shell scripting and automation - Text processing and filtering 3. Devices, Linux Filesystems, and the Filesystem Hierarchy Standard - Device files and device management - Disk partitioning and file system creation - File system maintenance and repair - Mounting and unmounting file systems - File system hierarchy and standard directories 4. System Operation and Maintenance - User and group management - Process management and job scheduling - System monitoring and performance tuning - System logging and troubleshooting - Backup and recovery strategies 5. Networking Fundamentals - TCP/IP networking concepts - Network configuration and troubleshooting - Network services and protocols - Security and firewall configuration - Remote access and SSH | ||||||||
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Other GAQM examsCSTE Certified Software Test Engineer (CSTE-001)CSSGB Certified Six Sigma Green Belt 2023 BPM-001 Business Process Manager (BPM) CEH-001 Certified Ethical Hacker (CEH v.11) CLSSBB Certified Lean Six Sigma Black Belt (CLSSBB) CLSSGB Certified Lean Six Sigma Green Belt (CLSSGB) CSM-001 Certified Scrum Master (CSM) CLSSYB Certified Lean Six Sigma Yellow Belt (CLSSYB) LCP-001 Linux Certified Professional (LCP) Powered by LPI CPD-001 Certified Project Director (CPD) CDCS-001 Certified Data Centre Specialist (CDCS) R18 CCCP-001 Certified Cloud Computing Professional (CCP) CLSSMBB Lean Six Sigma Master Black Belt CBAF-001 Certified Business Analyst Foundation CPEH-001 Certified Professional Ethical Hacker (CPEH) CTFL Certified Software Tester - Foundation Level (CSTFL) CDCP-001 Certified Data Center Professional ISO27-13-001 ISO 27001:2023 - Certified Lead Auditor ISO-ISMS-LA ISO 27001:2023 ISMS - Certified Lead Auditor CTL-001 Certified Team Leader (CTL) Certification ISO-31000-CLA ISO 31000 - Certified Lead Risk Manager CTIL-001 Certified Software Tester - Intermediate Level (CSTIL) | ||||||||
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GAQM LCP-001 Linux Certified Professional (LCP) Powered by LPI https://killexams.com/pass4sure/exam-detail/LCP-001 Question: 284 Which option to the tee command will cause the output to be concatenated on the end of the output file instead of overwriting the existing file contents? A. -a B. -c C. -no-clobber D. -continue Answer: A Question: 285 The system configuration file namedis commonly used to set the default runlevel. (Please provide the fill name with full path information) Answer: Answer: /etc/inittab Question: 286 Which of the following commands will write a message to the terminals of all logged in users? A. bcast B. mesg C. print D. wall E. yell Answer: D Question: 287 Which of the following explanations are valid reasons to run a command in the background of your shell? A. The command does not need to execute immediately. B. The command has to run immediately but the user needs to log out. C. The system is being shut down and the command needs to restart execution immediately after the reboot. D. The command can run at a lower priority than normal commands run on the command line. Answer: B Question: 288 The system configuration file namedis commonly used to set the default runlevel. (Please provide the fill name with full path information) Answer: /etc/inittab Question: 289 In the vi editor, which of the following commands will copy the current line into the vi buffer? A. c B. cc C. 1c D. yy E. 1y Answer: D Question: 290 Which program updates the database that is used by the locate command? Answer: updatedb /usr/bin/updatedb Question: 291 What does the + symbol mean in the following grep regular expression: grep '^d[aei]\+d$' /usr/share/dict/words A. Match the preceding character set ([aei]) one or more times. B. Match the preceding character set ([aei]) zero or more times. C. Match the preceding character set ([aei]) zero or one times. D. Match a literal + symbol. Answer: D Explanation: The answer should be Match a literal + symbol because there is a backslash symbol before the plus, so it should match a literal +. Question: 292 Instead of supplying an explicit device in /etc/fstab for mounting, what other options may be used to identify the intended partition? (Select TWO correct answers) A. FIND B. ID C. LABEL D. NAME E. UUID Answer: C, E For More exams visit https://killexams.com/vendors-exam-list Kill your exam at First Attempt....Guaranteed! | ||||||||
In conjunction with the Professional Learning Cycles, the team at your school/district will receive implementation support from a PCE consultant with school and coaching experience to guide the implementation of the work in classrooms. The PCE consultant will also provide text set recommendations for staff, customize student materials recommendations and answer any questions throughout the process. Create hubs of innovation: A guiding principle in our work is to create synergies in order to maximize educatorsâ ability to respond to studentsâ needs and interests in creative, rigorous, and differentiated ways. The vast intellectual resources of the university and the numerous professionals that we prepare for the region provide us with unique leverage to provide interdisciplinary, research-based responses to the regionâs teaching and learning issues and challenges. Conduct research to inform program development and instruction in our educator preparation programs: Research associates affiliated with CapEd, including a Pathways Research Fellow, conducts a range of research on effective practice for preparing future educators. This research informs the curriculum and instruction in our programs preparing future teachers, special educators, school counselors, school psychologists, school nurses, and school social workers. A sampling of our research:CapEd sponsors research that marshals faculty expertise, provides students with research experiences, and addresses issues of concern to the regionâs educational community. Current research efforts are focused on school climate at a local school, school violence and factors shaping violence prevention and mitigation, and interventions that effectively support English learners with academic writing in high school. Enhance in-service educator professional learning: Faculty associated with our educator preparation programs routinely engage with in-service educators to share current research, use this research to collaboratively develop applications to pressing problems of practice, and hone skills and expertise so that students are better served and professionals increase their knowledge base and their connection to their fields. A sampling of our professional learning offerings:An interprofessional faculty team with expertise in educational leadership, school counseling, and inclusive educational practices is working with a large, comprehensive high school to identify key educational equity issues that will be the focus of their 2019-2020 WASC self-study. Working collaboratively with the schoolâs Equity Leadership Team, we are surveying students, conducting document analysis, and engaging focus groups. A faculty team with experts in child/adolescent development, school counseling, and special education is implementing a professional learning series on inclusive practices, particularly related to SB 48, for teachers, parents and school board members associated with a specific charter school district. A faculty team with expertise in mathematics, science, computer science, and Universal Design for Learning is offering a 5 day summer institute to elementary school teachers interested in best practices for NGSS-aligned, inclusive instruction. Contribute to effective and equitable systems: We partner closely with school districts and agencies serving students and families throughout our region. This vantage point allows us to understand the systemic issues facing our educational partners. Using research and inquiry techniques, we support our partners to develop solutions that can transform systems. Some of our systems work includes:Using a nationally-validated survey instrument, we are conducting an exit survey for a partner district to assist them with better understanding patterns of teacher attrition and retention. With tools from the Society for Human Resource Management, we are working with a local district to better align its new teacher on-boarding practices and protocols as a way to improve teacher retention and efficacy. As part of a long-term partnership, we are working with local district staff to bring standardization and rigor to its support of schools as they develop their annual Single Plan for Student Achievement. Amplify student voice through media making and authentic audience. These free, ready-to-use, standards-aligned projects empower your students to share their ideas through audio, video or images that are published on the public Challenge showcase. Learn MoreBest Practices for Student Professional ConductThis document is intended to supplement the UAB Marnix E. Heersink School of Medicine Student Code of Professional Conduct. It is not a substitution for the general ideals and principles outlined in the Code of Professional Conduct. Instead, it is meant to provide a framework with which students, faculty, and staff can think about the practical application of the Code of Professional Conduct. Additionally, this document provides a shared way of talking about the Code of Conduct to foster a sense of communal commitment and understanding. The best practices presented in this document are not intended to be comprehensive or necessarily prescriptive. Instead, they serve as a diagnostic tool to facilitate adherence to the Code of Professional Conduct in order that we might maintain the highest standards of excellence, support the healthy development of future physicians, and maintain the primary importance of patient welfare. A final note: In the same way patients are best served by members of the healthcare team who seek out others to discuss, learn from, debate with, and look at the patientâs condition from a variety of angles, the same is true when using this document. Issues of conduct, professionalism, and behavior are as complex and diverse as the people they involve, and, except in the most extreme cases, they are multi-layered and often without clear answers. We are all better served when conversations about the ideals and principles in the Code of Conduct â and the elements of this best practices document â are discussed together. Respect for OurselvesÂWe commit to self-evaluation and developing the necessary skills to ensure we are engaged in self-care, particularly in times of increased intensity and stress.
We embrace asking for help and seeking out resources to assist us in maintaining our mental, physical, and emotional health and well-being.Â
We will approach all situations of patient care, whether educational simulations or clinical settings, with clear minds so that our focus can be on learning and providing the best possible care.
Respect for our ClassmatesÂMaintaining respect and dignity for our fellow students, whether in-person or online.Â
Respect our classmatesâ learning experience.
Foster a collaborative environment and community that builds each other up.
Respect for our Educators and SchoolÂWe recognize that being a student of the Heersink School of Medicine means we are part of an organization larger than ourselves with a history, reputation, and impact that extends beyond our time as students.Â
We accept that being part of a large, multi-faceted organization means there are rules, policies, and procedures we adhere to, even if the reasons seem unclear. We embrace the work of seeking the best for our school, and we commit ourselves to seek clarification, challenge ideas and current thinking, provide feedback, and ask questions in ways that are professional and constructive.Â
We accept that we are both represented by and representatives of the Heersink School of Medicine, and that external individuals and groups may base their judgements and perceptions of the School on their interactions and perceptions of us.Â
We welcome the tension that comes with navigating personal autonomy while knowing our decisions and actions may reflect on our classmates, faculty, and administration.Â
We acknowledge that the faculty, staff, and administration are professionals here to help us reach our goals, and we will keep this partnership and professional relationship in focus, particularly when we have disagreements or are providing feedback.
Respect for our PatientsÂWe recognize the centrality of the physician-patient relationship, which forms the basis for effective care and treatment.
We will model the highest levels of professional behavior during patient encounters, whether simulated or real. We will show respect for our patients with all modes of action and behavior. For example:
We will adhere to the legal standards of privacy (regard for the privacy of the person) and confidentiality (protection of their health-related information) as we learn the nuances and complexities of patient confidentiality in real-world situations and cases.
We embrace both the unique tensions of a changing world with new technologies and recognize the timeless responsibility physicians have to guard patient information.
Respect for our patients is vital for their health outcomes and instrumental for developing an appropriate patient-doctor relationship. Establishing and maintaining respect should be a priority throughout each of our encounters in medical school, setting a firm foundation for our careers.Â
Understand that the time we spend with each patient is essential for providing the best care and both the patient and providers are using valuable time to be present. Both the patient and the student are committing their time to any encounter, and both time commitments are equally worthy of respect. We acknowledge that no time spent caring for patients is wasted.
Respect for ProfessionMaintain a professional presentation within the institution and beyond.
Continuously strive to improve the field of medicine and healthcare for all
Recognize the âopportunity, responsibility, and obligationâ of the practice of medicine
Best Practices for Addressing Acts of MisconductThe complete process and procedures for addressing acts of misconduct can be found in the Student Code of Professional Conduct. While some of the below information is duplicated from the Code of Conduct document, the purpose of this section is to provide some operational and theoretical best practices for how these processes will be followed in the event of a reported act of misconduct.Â
Best Practices for Student Engagement with the Code of Professional Conduct
Copyright 2024 BBC. All rights reserved.  The BBC is not responsible for the content of external sites. Read about our approach to external linking. Beta Terms By using the Beta Site, you agree that such use is at your own risk and you know that the Beta Site may include known or unknown bugs or errors, that we have no obligation to make this Beta Site available with or without charge for any period of time, nor to make it available at all, and that nothing in these Beta Terms or your use of the Beta Site creates any employment relationship between you and us. The Beta Site is provided on an âas isâ and âas availableâ basis and we make no warranty to you of any kind, express or implied. In case of conflict between these Beta Terms and the BBC Terms of Use these Beta Terms shall prevail. In their 2006 book, The Experience Economy, Pine & Gilmore suggested that experiences were the basis of our economy. More interesting, to me, was the claim that the next economy would be the transformation economy. That is, experiences that change us in ways that we want, or need, to be developed. This, I suggest, is what we do! At least, when weâre on our game. I think there are two different ways in which we may not be. Further, there are good resources to address the first, but the second is an area we really can be better at.
Learning Experience Design, LXD, is where we elegantly integrate learning science with engagement. That is, we have to do good instruction, but we also have empirical evidence from researchers like Lepper that when learners are engaged, the outcomes are better. Fortunately, thereâs a growing awareness of the importance of learning science, with early books like that of Clark & Mayerâs eLearning and the Science of Instruction, now being complemented by excellent tomes from Dirksen, Neelen & Kirschner, and others. Even my next-to-most-recent tome talked about Learning Science for Instructional Designers. Which leaves us with the other side, engagement â the emotional side of the story, where âemotionâ is a shorthand for the elements of creating motivation, keeping anxiety in check, and building confidence. In cognitive science, they recognise conation as a complement to cognition, where conation represents the intention to learn. Â Learning works better when the learners are committed. This comes from recognising the value of the learning, not being afraid to try, and persisting through to achieve the end result. In instructional design theory, Keller, with his ARCS model (Attention, Relevance, Confidence, and Satisfaction) is really the only person to address this side of the equation, and we need more. In my most recent tome, Make It Meaningful, Iâve built upon Self-Determination Theory (Deci and Ryan), and combined it with early experience and research on games, complemented by explorations of interface design, fiction, surprise, and more, to develop an understanding that can be reliably applied. I start by proposing that there are two major elements: the hook, and the landing (leveraging a fishing metaphor, possibly badly as Iâm not a fishing person). Each of these has its own elements, though theyâre related. Getting these right, and integrated with an effective learning science plan, yields an outcome that can be truly transformative. The hookWhat conation tells us is that people have to commit to the learning experience. I suggest that it takes three elements, that learners have to:
These are all typically assumed and not specifically addressed, to the detriment of the experience. So, how do we do this? To start, there has to be real value to the learner. There has to have been sufficient analysis to determine that this is necessary and not yet known. Trying to build engagement for something that doesnât have a clear benefit to the learner is a wasted exercise. We shouldnât be building courses that donât have a clear outcome anyway! Once thereâs clear benefit, you need to make this manifest to the learner. I suggest that an obvious way is to demonstrate the consequences of having this skill, or of not having it. So, we can show the positive consequences possible with this ability, or what can go wrong if itâs not in our skillset. We can do this humorously or dramatically, but showing these outcomes is a clear indication of the rationale for this learning.
So, for instance, we can show the benefits of knowing how to change a bed with a patient in it, or the consequences of not knowing how to successfully execute a financial transaction on the part of a customer. We match the positive or negative, and dramatic or comedic, to the audience. There are many situations (though not all) where our learners may already believe they know this. In the case of a sales team, for example, they were overly-confident in their ability to sell trucks. We had to create an evidence-gathering scenario, which they wouldnât fully explore, and a subsequent feature quiz, which they would consequently do horrid on, before they were ready to listen to the message. If learners believe they know the material, they will have to be dissuaded of the notion before theyâre ready to commit. The last part would be easy, if we had developed trust with our learners on the quality and impact of the experience. Unfortunately, as I have seen way too often, learners will only tolerate, or even actively avoid, most formal learning. I believe thatâs largely because weâve delivered courses that are heavy on information and low on meaningful practice, and we have lost their confidence. We may have to exert considerable effort to rectify the situation until they learn to see that we are prepared to deliver transformation! The landingThat transformation comes from delivering on the promise the hook proposed. While you want to maintain the motivation youâve built, you also need to keep anxiety under control. While retention and transfer are our formal learning goals, Iâll suggest that developing sufficient confidence so that learners will apply the learning after the learning experience is also necessary. These, then are the elements that we need to address. I will address one major component that drives both learning outcomes and engagement: practice. From books like Brown, Roediger, and McDanielâs Make It Stick, weâve learned that sufficient practice is a necessity for learning. We also know from books like Ericssonâs Peak that we need appropriate challenge that matches the difficulty to the learnerâs current ability. Not coincidentally, what makes for good learning also makes for engagement, as we see from an alignment between Vygotskyâs concept of the Zone of Proximal Development, and CsĂkszentmihĂĄlyiâs explorations of creating an experience of Flow.
Several factors come together to design compelling experiences. The setting has to be one that learners viscerally understand are situations like theyâll face, even if theyâre set in fantastic environments (medieval, western, outer space, etc.). Also, the task embedded in those contexts needs to authentically reflect what theyâll need to do after the learning experience. The level of additional material needs to be minimal, merely enough to convey the context, without overloading their cognitive resources. We also need the consequences and the feedback that reinforces the right answer and explains why wrong answers are understandable but inappropriate. In addition, we need the right suite of practice. We need a path of practice that gradually builds in challenge level, is spaced out over time, and is varied. Further, we need the practice to be across sufficient contexts to support appropriate transfer. Then we need the minimal content to support success on the practice. This, cognitively, consists of models and examples. Models explain how the world works in this domain, providing a basis for choosing a course of action based upon the outcomes of this decision or that. Examples illustrate those models in context. Adding in engagement, those examples should be compelling stories. We should also show learner progress, building confidence and indicating where they are in the process. Weâll also want a closing that concludes the experience that the introductory hook opened up. We want to acknowledge effort, celebrate accomplishments, and point to deeper and further directions. We may drill back up from the current context to the bigger picture, which Reigeluthâs Elaboration Theory tells us we should do the reverse of to begin the experience. Thereâs more. You have to ensure that the learning isnât extinguished, for one. Supervisors or managers, reward policies, and so on, can interfere with the outcomes of a successful transformation. You canât get sales teams to do solution selling if youâre still rewarding the number of widgets sold, and managersâ âthatâs not how we do it hereâ attitude can effectively squelch even the best-designed interventions. Dirksenâs new book, Talk to the Elephant, elegantly addresses those issues. Completing the pictureTo fully deliver on the experience, you need to understand the detailed implications for the elements indicated above. In addition, you need to modify design processes to systematically develop the necessary information and then design appropriate solutions to be developed. It takes time to change the way you do things, but start with the smallest efforts that have the largest impact, focusing on a resonant hook and meaningful practice. What weâre really seeing, above, is an integration of learning science with engagement. They have to complement each other, because they can also be in conflict; e.g. gratuitous details distracting from the focus and overwhelming available resources, as we see from Swellerâs Cognitive Load Theory. Comprehending and applying engagement provides the necessary complement to learning science to create learning that is truly transformational. Which is where we can, and should, be. Clark Quinn is Executive Director and Quinnovation Related content:ReferencesBrown, P.C., Roediger III, H.L., & McDaniel, M.A. (2014). Make It Stick: The Science of Successful Learning. Boston: Harvard University Press. Clark, R.C. & Mayer, R.E. (2011). e-Learning and the Science of Instruction (3rd Edition). San Francisco: Pfeiffer. CsĂkszentmihĂĄlyi, M. (1990). Flow: The Psychology of Optimal Experience. New York, NY: Harper & Row. Deci, E. L. & Ryan, R. M. (2000). The âWhatâ and âWhyâ of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11 (4). Dirksen, J. (2015). Design for How People Learn (2nd Edition). New Riders Press: Berkeley, CA. Dirksen, J. (2023). Talk to the Elephant: Design Learning for Behavior Change. New Riders Press: Berkeley, CA. Ericsson, A. & Pool, R. (2016). Peak: Secrets From the New Science of Expertise. Boston: Houghton Mifflin Harcourt. Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS model approach. New York: Springer. Lepper, M.R., & Cordova, D. I. (1992). A Desire to Be Taught: Instructional Consequences of Intrinsic Motivation. Motivation & Emotion, 16, 3, 187-208. Neelen, M. & Kirschner, P. K. (2020). Evidence-Informed Learning Design. London: Kogan-Page. Pine, B.J. & Gilmore, J H. (1999).The Experience Economy: Work Is Theatre & Every Business a Stage. Cambridge, MA: Harvard Business School Press. Quinn, C. (2021). Learning Science for Instructional Designers: From Cognition to Application. Alexandria, VA: ATD Press. Quinn, C. (2022). Make It Meaningful: Taking Learning Design from Instructional to Transformational. Boston: LDA Press. Reigeluth, C. & Stein, F. (1983). The elaboration theory of instruction. In C. Reigeluth (ed.), Instructional Design Theories and Models. Hillsdale, NJ: Erlbaum Associates. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science. 12 (2): 257â285. Vygotsky, L. S. (1978). Mind in Society. Edited by M. Cole, V. John-Steiner, S. Scribner, and E. Souberman. Cambridge, MA: Harvard University Press. Entering the teaching profession in the twenty-first century comes with many challenges and even more opportunities to meet the learning needs of Australian students. Learning to Teach in a New Era provides a fundamental introduction to educational practice for early childhood, primary and secondary preservice teachers. Closely aligned with the Australian Curriculum and the Australian Professional Standards for Teachers, this text builds on foundational knowledge and provides guidance on professional development throughout your career in education. Organised in three sections â professional knowledge, professional practice and professional engagement â and thoroughly updated, this text introduces educational policy and the legal dimensions of education; encourages the development of practical skills in pedagogy, planning, assessment, digital technologies and classroom management; and supports effective communication and ethical practice. This edition features a new chapter exploring Aboriginal and Torres Strait Islander ways of knowing, being and doing, enabling teachers to create respectful and culturally responsive classrooms.
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Table of ContentsPart I. Introduction: EditorsJeanne Allen, Griffith University, Queensland Simone White, Queensland University of Technology ContributorsJeanne Allen, Simone White, Anne Coffey, Catherine Lang, Kelly Carabott, Amber McLeod, Madonna Stinson, Suzanne Henden, Linley Cornish, Michelle Bannister-Tyrrell, Jennifer Charteris, Kathy Jenkins, Marguerite Jones, Leonie Rowan, Simone White, Francis Bobogonie, Alison Quin, Michelle Ronksley-Pavia, Andrea Reupert, Stuart Woodcock, Wendy Goff, Elaine Sharplin, Deborah Wake In November 2019, five Saint Louis University School of Education students attended the Annual Conference of the National Association for the Education of Young Children (NAEYC) in Nashville, TN, along with SLU early childhood and early childhood special education faculty. The students â Gwen Cataldo, Madeline Cook, Maya Gross, Dana Meinecke, and Katie Schuller â are all earning their B.A. with either an early childhood or early childhood/early childhood special education concentration. The NAEYC is a nonprofit organization that supports early childhood educators, program administrators, students, and researchers. The NAEYC conference is the largest early childhood education conference in the world, offering hundreds of presentations and exhibits for attendees. The students each volunteered at the conference and attended sessions featuring the latest information and research in early childhood education. They had the opportunity to select a session track: Teaching with Purpose, Leading with Excellence, Preparing and Engaging Professional Learners, Creating Conditions for Success, or specialized tracks presented in Mandarin or Spanish. The students were exposed to networking opportunities and able to connect with both their peers and some of the most prominent leaders in the field. Cataldo explained why she appreciated the opportunity to attend the annual NAEYC conference, âI found that much of what I am learning here in the early childhood program at Saint Louis University is preparing me to connect and work with other early childhood educators across the country. While I learned a lot at the conference, I think that my biggest takeaway is that SLU's education program is filled with fantastic faculty and staff who are teaching us things that many educators travel hundreds of miles to learn.â For information on the early childhood and early childhood special education concentrations through the Saint Louis University School of Education, visit the School of Education website. | ||||||||
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