Hunter education courses in Georgia are offered three ways: by classroom, CD-Rom or online.
Completion of a hunter education course is required for those born on or after January 1, 1961, who purchase a hunting license. The only exception is for those who purchase an Apprentice License – which offers novice hunters (16 years of age and older) an opportunity to hunt for three days without completing a hunter education course.
“The online hunter education course continues to grow in popularity with Georgia hunters-and is now offered by three different companies,” says Walter Lane, Wildlife Resources Division’s Hunter Development Program Manager. “It is a convenient way to fulfill hunter safety requirements without having to attend the traditional classroom course.”
The online course satisfies eight of the ten hours required for the course. Hunters still must attend a two-hour review course and take a written exam. Students that pass the exam will receive hunter education certificates.
Completion of a hunter education course is required for any person born on or after January 1, 1961, who:
· purchases a season hunting license in Georgia.
· is at least 12 years old and hunts without adult supervision.
· hunts big game (deer, turkey, bear) on a wildlife management area.
The only exceptions include any person who:
· purchases a short-term hunting license, such as the new Apprentice License or the 3-day Hunting and Fishing Combo License (as opposed to a season license).
· is hunting on his or her own land, or that of his or her parents or legal guardians.
The hunter education course also is available by CD-Rom or in a traditional classroom setting. For more information, go to www.gohuntgeorgia.com or call 770-761-3010.
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Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Tuesday, August 24, 2010
Wednesday, November 11, 2009
The Drucker Society of Georgia Launches on Peter F. Drucker’s 100th Birthday
(BUSINESS WIRE)--The Drucker Society of Georgia is launching on November 19, 2009, which is the 100th birthday of the late and legendary management thinker Peter F. Drucker. The mission of the Georgia chapter is to improve the lives of young people in Georgia by applying Peter Drucker’s principles—in conjunction with Georgia educational, government, community and business leaders.
The Drucker Society of Georgia will work with leaders in Georgia education, government, community and business organizations who are committed to improving the lives of young men and women in a sustainable way. Over time, the organization plans to engage 100 leaders who can impact the lives of 1 million young men and women through institutional reinvention—using the Drucker-inspired principles and tools articulated in Reinvent Your Enterprise.
The Drucker Society of Georgia is being co-founded by Jack Bergstrand and Rod Walker. Walker will serve as president of the organization, and he is a current board member of Communities in Schools of Atlanta, past board member of 100 Black Men of America and a graduate of Leadership DeKalb. Walker is a business strategy executive at The North Highland Company, holds BS and MS degrees from Clark Atlanta University, and has an Executive MBA from the Kenan-Flagler Business School at UNC.
Jack Bergstrand is author of Reinvent Your Enterprise, a book endorsed by Rick Wartzman, executive director of the Drucker Institute. He is founder and CEO of Brand Velocity, Inc., the Atlanta-based project acceleration company based on Drucker’s principles. Bergstrand was previously head of the global information technology function of The Coca-Cola Company, is a doctoral candidate at The George Washington University, and has a master’s degree in management from the Stanford Graduate School of Business.
To launch this effort, 100 free copies of Reinvent Your Enterprise will be distributed to educational, government, community and business leaders across Georgia on Peter Drucker’s 100th birthday—sponsored by Brand Velocity, Inc.
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The Drucker Society of Georgia will work with leaders in Georgia education, government, community and business organizations who are committed to improving the lives of young men and women in a sustainable way. Over time, the organization plans to engage 100 leaders who can impact the lives of 1 million young men and women through institutional reinvention—using the Drucker-inspired principles and tools articulated in Reinvent Your Enterprise.
The Drucker Society of Georgia is being co-founded by Jack Bergstrand and Rod Walker. Walker will serve as president of the organization, and he is a current board member of Communities in Schools of Atlanta, past board member of 100 Black Men of America and a graduate of Leadership DeKalb. Walker is a business strategy executive at The North Highland Company, holds BS and MS degrees from Clark Atlanta University, and has an Executive MBA from the Kenan-Flagler Business School at UNC.
Jack Bergstrand is author of Reinvent Your Enterprise, a book endorsed by Rick Wartzman, executive director of the Drucker Institute. He is founder and CEO of Brand Velocity, Inc., the Atlanta-based project acceleration company based on Drucker’s principles. Bergstrand was previously head of the global information technology function of The Coca-Cola Company, is a doctoral candidate at The George Washington University, and has a master’s degree in management from the Stanford Graduate School of Business.
To launch this effort, 100 free copies of Reinvent Your Enterprise will be distributed to educational, government, community and business leaders across Georgia on Peter Drucker’s 100th birthday—sponsored by Brand Velocity, Inc.
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Monday, October 5, 2009
Study Finds Racial Segregation a Strong Factor in Learning Disparities
Racial segregation in the schools is fueling the learning disparity between young black and white children, while out-of-school factors are more important to the growth of social class gaps, according to a study by Emory University sociologist Dennis Condron.
His findings were published in the October issue of the American Sociological Review.
Condron was perplexed by prior research showing that schools narrow the achievement gap among students of varying social classes while widening the gap between black and white students. To tease out possible reasons for this difference, he analyzed data from the Kindergarten Cohort of the Early Childhood Longitudinal Study.
He found that between the fall and spring of first grade, black students' reading and math skills fall almost two months behind those of white students. After controlling for other factors, the data suggested that segregation of schools was a primary driver of this early black-white learning disparity. In contrast, out-of-school factors explained the growth of social class gaps.
"This research adds an important piece to the puzzle of when and why social class and black-white inequalities in academic achievement emerge," says Condron, assistant professor of sociology. "And I hope it raises awareness that social class and black-white achievement gaps come from different sources to some extent. We tend to speak of ‘the' achievement gap, but in reality different gaps probably have different sources and require different solutions."
His research also indicated that regardless of social class, black students are less often taught by certified teachers than are white students, and black students are far more likely than white students to attend predominantly minority schools, high-poverty schools and schools located in disadvantaged neighborhoods.
The findings are "a reminder of a persistent problem," Condron says, decades after the 1954 U.S. Supreme Court decision in Brown v. the Board of Education of Topeka struck down state laws establishing separate schools for black and white students.
"De facto segregation remains high these days, with important implications for education," he says. "When it comes to both housing and schools, race trumps class as the central axis upon which blacks and whites are segregated. Real solutions to the black-white achievement gap lie far beyond schools and require changes to society more broadly."
Condron's study is the lead article in the October issue of the American Sociological Review, which also features two other studies of educational inequality.
A specialist in educational disparities, Condron is currently analyzing data on more than 80 countries to research the impact of economic inequality on countries' average achievement levels.
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His findings were published in the October issue of the American Sociological Review.
Condron was perplexed by prior research showing that schools narrow the achievement gap among students of varying social classes while widening the gap between black and white students. To tease out possible reasons for this difference, he analyzed data from the Kindergarten Cohort of the Early Childhood Longitudinal Study.
He found that between the fall and spring of first grade, black students' reading and math skills fall almost two months behind those of white students. After controlling for other factors, the data suggested that segregation of schools was a primary driver of this early black-white learning disparity. In contrast, out-of-school factors explained the growth of social class gaps.
"This research adds an important piece to the puzzle of when and why social class and black-white inequalities in academic achievement emerge," says Condron, assistant professor of sociology. "And I hope it raises awareness that social class and black-white achievement gaps come from different sources to some extent. We tend to speak of ‘the' achievement gap, but in reality different gaps probably have different sources and require different solutions."
His research also indicated that regardless of social class, black students are less often taught by certified teachers than are white students, and black students are far more likely than white students to attend predominantly minority schools, high-poverty schools and schools located in disadvantaged neighborhoods.
The findings are "a reminder of a persistent problem," Condron says, decades after the 1954 U.S. Supreme Court decision in Brown v. the Board of Education of Topeka struck down state laws establishing separate schools for black and white students.
"De facto segregation remains high these days, with important implications for education," he says. "When it comes to both housing and schools, race trumps class as the central axis upon which blacks and whites are segregated. Real solutions to the black-white achievement gap lie far beyond schools and require changes to society more broadly."
Condron's study is the lead article in the October issue of the American Sociological Review, which also features two other studies of educational inequality.
A specialist in educational disparities, Condron is currently analyzing data on more than 80 countries to research the impact of economic inequality on countries' average achievement levels.
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Thursday, April 30, 2009
Census Bureau Releases Data Showing Relationship Between Education and Earnings
The U.S. Census Bureau announced today that workers with a bachelor's degree earned about $26,000 more on average than workers with a high school diploma, according to new figures that outline 2008 educational trends and achievement levels.
The tables also show that in 2008, 29 percent of adults 25 and older had a bachelor's degree, and 87 percent had completed high school. That compares with 24 percent of adults who had a bachelor’s degree, and 83 percent who had completed high school in 1998.
Educational Attainment in the United States: 2008 is a series of tables containing data by characteristics such as age, sex, race, Hispanic origin, marital status, occupation, industry, nativity, citizenship status and period of entry. The tabulations also include historical data on mean earnings by educational attainment, sex, race and Hispanic origin.
In 2008, 29.4 million women and 28.4 million men 25 and older had a bachelor's degree or higher. Women had a larger share of high school diplomas, as well as associate, bachelor’s and master’s degrees. More men than women had a professional or doctoral degree.
Other highlights:
-- Workers with a high school degree earned an average of $31,286 in 2007, while those with a bachelor's degree earned an average of $57,181.
-- The race and Hispanic origin data show that 53 percent of Asians in the U.S. had a bachelor's degree or more education. For non-Hispanic whites, it was 33 percent; for blacks; it was 20 percent; and for Hispanics, it was 13 percent.
-- Among younger adults (age 25-29), 88 percent had completed high school, and 31 percent had completed college. Among adults 75 and over, 73 percent had completed high school and 17 percent had completed college.
The data in Educational Attainment in the United States: 2008 are from the Current Population Survey's Annual Social and Economic supplement, which is conducted in February, March and April at about 100,000 addresses nationwide.
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The tables also show that in 2008, 29 percent of adults 25 and older had a bachelor's degree, and 87 percent had completed high school. That compares with 24 percent of adults who had a bachelor’s degree, and 83 percent who had completed high school in 1998.
Educational Attainment in the United States: 2008 is a series of tables containing data by characteristics such as age, sex, race, Hispanic origin, marital status, occupation, industry, nativity, citizenship status and period of entry. The tabulations also include historical data on mean earnings by educational attainment, sex, race and Hispanic origin.
In 2008, 29.4 million women and 28.4 million men 25 and older had a bachelor's degree or higher. Women had a larger share of high school diplomas, as well as associate, bachelor’s and master’s degrees. More men than women had a professional or doctoral degree.
Other highlights:
-- Workers with a high school degree earned an average of $31,286 in 2007, while those with a bachelor's degree earned an average of $57,181.
-- The race and Hispanic origin data show that 53 percent of Asians in the U.S. had a bachelor's degree or more education. For non-Hispanic whites, it was 33 percent; for blacks; it was 20 percent; and for Hispanics, it was 13 percent.
-- Among younger adults (age 25-29), 88 percent had completed high school, and 31 percent had completed college. Among adults 75 and over, 73 percent had completed high school and 17 percent had completed college.
The data in Educational Attainment in the United States: 2008 are from the Current Population Survey's Annual Social and Economic supplement, which is conducted in February, March and April at about 100,000 addresses nationwide.
---
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