This way, Valtrex helps to regulate the immune system within a short period of time and restrict possibilities of the infected cells After the purchase of Ventolin the situation was changed a lot.
The doctor prescribed me Flagyl. Zithromax without prescriptionPremarin works just fine for me. I used this pill for three months after a full hysterectomy at the age of 50.

National FFA Organization, Discovery Education and Join Forces to Introduce Students to Careers in Agriculture

This is a press release from National FFA Organization and Discovery Education

New Careers Exploration Website,, Offers Classrooms Nationwide Dynamic Digital Resources Connecting STEM Concepts to Real-World Agricultural Career Paths

INDIANAPOLIS (Tuesday, August 16, 2016/National FFA Organization) | In today's world, students are always looking for ways to get a jumpstart on the competition, and employers are looking for employees who are a cut above the rest. It's for this reason that the National FFA Organization, Discovery Education and have partnered to create AgExplorer. is a new career exploration website that is a robust, comprehensive career resource to help students explore the broad range of careers in agriculture.

"We're excited to introduce this transformational resource that will allow students to explore the 235 unique careers in agriculture," said Joshua Bledsoe, chief operating officer of the National FFA Organization. "FFA is uniquely positioned to provide the foundation of the talent pipeline for the agricultural industry. In addition to engaging our students and supporting our teachers, will help us tell our story and the story of agriculture to the world. Together, we can all strengthen the future of agriculture."

In the next five years, the U.S. Department of Agriculture estimates that the industry of agriculture will have more than 60,000 job openings annually, and an estimated 22,500 of those openings will not have highly skilled graduates to fill them. In 2015, hosted nearly 78,000 job postings in the U.S. alone. AgExplorer is the tool students can use to explore this industry and see what career is the best fit for them.

AgExplorer features 235 unduplicated agricultural career profiles that include a career description, typical responsibilities, job outlook, education requirements, average salary and links to a college and university database and jobs currently available.

The National FFA Organization's strategic career success partner,, worked with industry leaders to identify 235 unduplicated careers in agriculture and developed profiles for each career. In addition, maintains a database of all two- and four-year colleges and universities that offers some type of agricultural degree. This database is then linked to each career profile. Additionally, the salary data provided for each role is industry validated through the Compensation Benchmark Review™ tool and will be continually monitored as part of the partnership with

AgExplorer also features nine videos that highlight how each of the eight agricultural pathways and agricultural education are part of the global solutions to feeding the world. It also offers the Career Finder, an interactive assessment designed to help students match careers with their interests.

“Discovery Education is proud to partner with the National FFA Organization to offer classrooms nationwide an array of dynamic, digital resources that help connect real-world STEM applications to a variety of potential agricultural career paths,” said Lori McFarling, senior vice president of Discovery Education. “We are dedicated to preparing students to be college and career ready, and AgExplorer will help achieve this mission by connecting students’ interests and academic strengths to a broad array of promising careers in today’s rapidly growing agriculture industry.”

The National FFA Organization provides leadership, personal growth and career success training through agricultural education to 629,367 student members who belong to one of 7,757 local FFA chapters throughout the U.S., Puerto Rico and the U.S. Virgin Islands.

About Discovery Education
Discovery Education is the global leader in standards-based digital content and professional development for K-12, transforming teaching and learning with award-winning digital textbooks, multimedia content that supports the implementation of Common Core, professional development, assessment tools, and the largest professional learning community of its kind. Serving 3 million educators and over 30 million students, Discovery Education’s services are in half of U.S. classrooms, 50 percent of all primary schools the UK, and more than 50 countries. Discovery Education partners with districts, states and like-minded organizations to captivate students, empower teachers, and transform classrooms with customized solutions that increase academic achievement. Discovery Education is powered by Discovery Communications (NASDAQ: DISCA, DISCB, DISCK), the number one nonfiction media company in the world. Explore the future of education at

About National FFA Organization
The National FFA Organization is a national youth organization of 629,367 student members as part of 7,757 local FFA chapters in all 50 states, Puerto Rico and the Virgin Islands. The FFA mission is to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. The National FFA Organization operates under a federal charter granted by the 81st United States Congress and it is an integral part of public instruction in agriculture. The U.S. Department of Education provides leadership and helps set direction for FFA as a service to state and local agricultural education programs. For more, visit the National FFA Organization online at, on Facebook, Twitter and the official National FFA Organization blog.

About National FFA Foundation
The National FFA Foundation builds partnerships with industry, education, government, other foundations and individuals to secure financial resources that recognize FFA member achievements, develop student leaders and support the future of agricultural education. Governed by a 19-member board of trustees comprised of educators, business leaders, individual donors and FFA alumni, the foundation is a separately-registered nonprofit organization. About 82 percent of every dollar received by the foundation supports FFA members and agricultural education opportunities. For more, visit

About is the leading provider of global talent solutions in agriculture and food. The company strives to improve the industries by connecting job seekers and employers with a targeted, online tool that is economical and produces results. With a presence in the U.S., Canada, Australia, and New Zealand, has more than 1 million page views each month and employers post more than 7,000 jobs through the site monthly. Beyond the job board, offers human resource professionals a suite of products which includes the Compensation Benchmark Review, Agribusiness HR Review, Ag & Food HR Roundtable, and much more. For more information, visit


Earthwatch Institute’s New Program Empowers Young Women in Science and Storytelling

This is a press release from Earthwatch Institute

Pilot team comprised of 15-18 year-old young women from Los Angeles County worked alongside leading female scientists and storytelling experts on archaeology expedition in Colorado

Los Angeles / Boston (PRWEB) August 15, 2016 | In July ten teenaged girls left their comfort zones in Los Angeles County to embark on a one-week archaeology-focused Earthwatch expedition in Colorado led by female scientists and storytelling experts.

For some, it was their first flight, first time seeing quite so many stars in the night sky, and first time in the stunning high desert landscape. For all, it was a unique opportunity to work alongside leading “real” scientists to dig into the past – unearthing the stories of Colorado’s Pueblo and Basketmaker communities – as well as their own personal narratives.

Earthwatch student fellows
from Los Angeles perform
their first archaeological
dig in Colorado.

“We’ve been sending students out into the fields for decades – and are always thrilled to hear how powerful the experience was for them,” said Earthwatch CEO, Scott Kania. “But this pilot team focused on young women, science and storytelling really blew us away. We seemed to have hit on a kind of special sauce.”

The new program, launched with seed funding from the Borun Family Foundation, aims to empower girls 15 to 18 years old to explore their passion for science while building STEM learning skills. In addition, they are mentored throughout the project by a storytelling professional to work on sharing their own personal stories – helping to build confidence, pride, and understanding.

“Our foundation looks for meaningful projects which fill gaps we see in funding of social and environmental needs,” said Amy Ruth Borun, Chair of the foundation. “This project is a perfect combination, supporting environmental science and encouraging girls to pursue careers in this important area. We look forward to seeing the project grow in the future.”

This year, the students traveled to the Crow Canyon Archaeological Center in Colorado where they worked with Dr. Susan Ryan and her predominantly female staff. They performed fieldwork all day and in the evenings, storyteller, author and educator Nora Dooley led them through a novel storytelling curriculum. The primary goal: to help the students find and tell their stories, and eventually hone them to powerful, three-minute narratives.

Dooley continues to mentor the girls and in the fall they will share their stories in front of families, teachers, and classmates at a special event in Los Angeles.

“Sometimes the greatest gift we can give to our students as educators and mentors is the sense of being able to accomplish anything that you set your mind to,” said Ryan, whose path to becoming a scientist wasn’t always linear. Ryan said working with the team reminded her of what it was like to be their age again – and that for some it can be a challenging time filled with self-doubt.

“With my time here, I’ve been able to learn things and I have had access to resources that I wouldn’t have otherwise before,” said student fellow Emily Wang. “This experience has really impacted me and helped me to feel that I can go into science.”

About Earthwatch Institute:
Earthwatch Institute ( is an international nonprofit organization that connects citizens with scientists to improve the health and sustainability of the planet. Since its founding in 1971, Earthwatch has empowered nearly 100,000 volunteers from all walks of life to join leading scientists on field research expeditions that tackle critical environmental challenges around the globe – from climate change to ocean health, human-wildlife conflict, and more. Earthwatch works with all sectors of society, from corporations to teachers, students, community leaders, zoos and aquaria, and more.


STEMconnector Partners, Tata Consultancy Services and Chevron, Sponsored US2020's STEM Mentoring Awards at the White House

On August 11, 2016, the STEM Mentoring Awards, presented by US2020 and co-sponsored by two active partners of STEMconnector, Tata Consultancy Services (TCS) and Chevron, honored exceptional work in the field of STEM Mentoring. Awards were given in three categories: Excellence in Volunteer Experience, Excellence in Corporate Culture and Excellence in Public-Private Partnerships, demonstrating an ecosystem-wide approach.

TCS and Chevron, together with US2020, celebrate leadership in STEM mentoring

"Young people today need to acquire a transdisciplinary set of skills and a foundational knowledge of STEM disciplines, combined with an artistic and creative mind, in order to succeed,” said Surya Kant, President, North America, UK and Europe, TCS as part of the day's program. "We are proud of the dedicated efforts and achievements of the STEM Mentoring Awards winners, who are key contributors to shaping the youth of America for 21st STEM careers." According to Kant, there is a clear labor shortage in market, including a daunting 80% of jobs demanding computer science or digital fluency skills. Kant also highlighted the STEM Innovation Task Force’s STEM 2.0 initiative, citing its importance for helping students to be career ready. TCS’s goIT program is an excellent example, as it is preparing students for the workforce at a local level, scaled nationally. Also demonstrating TCS’s commitment to mentoring is the Million Women Mentors initiative website, built by TCS to encourage more STEM mentoring for women and girls. TCS also created a key local mentoring program website for US2020.

Later in the day, Balaji Ganapathy, Head of HR Workforce Effectiveness for TCS North America, led a panel and offered a theme of the “five P’s for success”: purpose, people, pilot, prepare, and personalize. Featured on the panel was Blair Blackwell, Manager of Education and Corporate Programs at Chevron. "At Chevron, like many companies, our people are an important asset in supporting STEM education. Finding ways for our employees to engage and inspire students through role modeling and mentoring plays an important role in inspiring the next generation of engineers and innovators.  Chevron is proud to support these awards that recognize excellence and best practices for companies and educators in creating high quality opportunities that will help us to prepare a diverse STEM workforce for the future."

STEMconnector and all of its partners would like to congratulate the winners of this year’s STEM Mentoring Awards. Mentoring is a proven way to help better prepare students for the workforce, and should be championed whenever possible.


Employers and Workers are Still Struggling to Close the Skills Gap

This is a press release from Spherion

The 2016 Emerging Workforce® Study from Spherion Uncovers Waning Worker Confidence in their Job Performance and Career Advancement Abilities

ATLANTA, Aug. 9, 2016 (PRNewswire) | Despite the red flags raised last year as workers expressed concerns about their perceived lack of job skills advancement, new findings from the 2016 Emerging Workforce® Study (EWS) commissioned by Spherion Staffing reveal that employers and employees have made little progress to narrow the skills gap in the last 12 months. In fact, the study found that the skills gap actually may have grown wider.

Conducted online by Research Now among 416 U.S. human resource managers and 2,810 employed U.S. adults ages 18 and older, the 2016 EWS reinforced the skills gap's impact on both the current and future workforce. While employees fear their companies are not doing enough to prepare them to thrive, employers worry that their teams' skills development and training discontent will make already-challenging retention efforts even more difficult.

"Employees who believe their workplace does not provide relevant and practical skills development tools are more likely either to become unmotivated to seek growth opportunities or look elsewhere for positions more suitable to their abilities and training needs," said Sandy Mazur, Spherion Division President. "Either outcome is detrimental to long-term business success, and as our Emerging Workforce® Study found, both businesses and workers are taking a dangerous risk by ignoring these skills development disconnects."

The 2016 EWS found that employees are as equally concerned today as one year ago that their professional abilities not only are outdated, but will hinder their ability to move forward. Nearly one-third (32 percent) of workers believe their current skills will prevent them from earning a promotion. Likewise, a nearly equal number (35 percent) is concerned about falling behind in acquiring the new skills required to succeed in more advanced future positions.

As they work to overcome this confidence crisis, more employees are holding their companies responsible for their lack of progress. Nearly one in three (32 percent) does not feel his or her company has provided adequate skills training. Additionally, 40 percent admit they find it difficult to devote time to pursuing skills development opportunities.

Spherion also found that while employers believe they are making strides to address workers' skills concerns, significant room for improvement remains. Nearly half (45 percent) of companies say they have increased their investment in training and development programs during the last two years. In spite of these efforts, only a small number of workers (14 percent) would give their company's training and development programs an "A" grade.

So why are workers who say they welcome new approaches to skills development so dissatisfied? According to the EWS, this discontent may stem from perceptions that the training programs their company offers are not relevant. Forty-five percent of workers believe that company-provided development programs are not applicable to their day-to-day job needs. Furthermore, today's workers seem to lack trust in their team's ability to provide valuable direct training, with significant numbers considering third-party experts (34 percent) and online training and certification courses (23 percent) more credible educators.

An encouraging sign is that employers and employees appear to be on the same page regarding the main skills that will be required for future success, including problem solving, strategic thinking and the ability to understand and interpret data. The challenge for both parties remains finding the ideal strategies to enhance these skills, and ensure that workers feel prepared to meet the changing demands of their industry and individual workplace.

"Closing the skills gap is the responsibility of both employers and employees, and better communication can help eliminate some of the disconnects that have prevented progress," said Mazur. "Through more frequent and open dialogue, both parties can identify which types of training and development programs are the best match for individual needs and examine how workers can enjoy continuous growth at their company."

For more than 19 years, the Emerging Workforce® Study has tracked the shifting opinions and attitudes of workers and their employers in the context of ongoing social and economic events The 2016 study also explores opinions on themes such as top workplace concerns, wages and benefits, recruiting challenges, the transformation of the modern "office" and work/life balance. To learn more about the Emerging Workforce® Study, visit

The 2016 Emerging Workforce® Study was conducted online within the United States between February-March 2016 by Research Now Group, Inc., on behalf of Spherion among 416 human resource managers. Results were weighted as needed to reflect the composition of U.S. companies, based on company revenue. An online survey of 2,810 employed adults also was conducted by Research Now on behalf of Spherion during the same time period. Results were weighted as needed for age, sex, race/ethnicity, education, region and household income to represent the target population. No estimates of theoretical sampling error can be calculated. A full methodology is available upon request.

About Spherion 
Spherion Staffing Services is a leading recruiting and staffing provider that specializes in placing administrative, clerical, customer service and light industrial candidates into temporary and full-time opportunities. As an industry pioneer for more than 70 years, Spherion has sourced, screened and placed millions of individuals in virtually every industry through a network of offices across the U.S. To help clients meet their workforce goals, Spherion offers companies a unique combination of personalized customer service and in-depth knowledge and expertise of the communities where Spherion offices are located. Each local office is individually owned and operated by a team of staffing specialists who are well-known and acquainted with the community and supported by a strong network of talent. To learn more, visit Also, as part of one of the fastest-growing industries, Spherion is actively expanding into new territories, with more than 75 franchise markets available. To inquire, visit


National Science Foundation Brings Computer Science Education to Minecraft

This is a press release from LearnToMod

The National Science Foundation awards $750k Small Business Innovation Research grant to ThoughtSTEM's LearnToMod technology, a Minecraft Modding software with the potential to teach millions of kids computer science.

The LearnToMod Minecraft modding software teaches kids computer science inside their favorite video game.

SAN DIEGO, CA (PRWEB) AUGUST 03, 2016 | With leaders in technology pushing for increased computer science (CS) education in American schools, progress in CS education is coming from an unlikely place: the beloved sandbox video game, Minecraft.

Today, the U.S. National Science Foundation has announced its awarding of a $750,000 Small Business Innovation Research grant to computer science education startup, ThoughtSTEM, in order to accelerate the development of its Minecraft Modding and CS education software, LearnToMod. To date, LearnToMod has taught computer science to over 50,000 students, and students using the software have produced over 1.5 million Minecraft mods. Features developed during the 2-year grant period are expected to entice even more students and teachers to start using the platform for Minecraft modding and computer science education.

ThoughtSTEM’s game development studio, Multi-Dimensional Games, first launched LearnToMod in early 2015, after it was featured in WIRED. At that time, the software contained a series of tutorials videos that taught students how to craft Minecraft mods with an easy-to-use drag-and-drop programming interface. These mods were ported directly to private Minecraft servers where students could test how their code affected Minecraft gameplay.

In mid-2015, the National Science Foundation awarded ThoughtSTEM a preliminary $150,000 award to improve LearnToMod further: Minecraft educators at ThoughtSTEM crafted new tutorials for teaching students Minecraft modding in Javascript, software developers revamped LearnToMod’s built-in game engine, Vox-L, where students can test their mods in-browser, and Dr. Stephen Foster, CEO of ThoughtSTEM and lead developer at Multi-Dimensional Games, created new tools to assist teachers using LearnToMod in classrooms.

“The potential impact that Minecraft could have on computer science education in this country is huge,” says Dr. Foster. “We have a CS education phenomenon on our hands: millions of kids who love Minecraft are interested in learning how to mod. With the National Science Foundation’s help, we have big plans to make LearnToMod the most cutting-edge platform for CS education.”

Currently, over 2,000 educators world-wide are using LearnToMod in classrooms, and it’s not hard to understand why. “Mods allow kids to make their mark on their favorite video game,” says Lindsey Handley, COO and Co-Founder of ThoughtSTEM. “They can let their imaginations run wild and come up with an incredible idea, then, bam, program it, and see it appear in the game. So it really energizes kids to learn about computer science, more so than if you taught coding in a more traditional way.”

Pricing for LearnToMod is $29.99 per year, for which students get access to over 350 Minecraft modding tutorials (over 80 hours of educational content), a secure, easy-to-mod private Minecraft server, and, of course, access to web-based Minecraft mod editors.


eCYBERMISSION STEM Competition Kicks Off Its 15th Year

This is a press release from the U.S. Army Educational Outreach Program

ARLINGTON, Va.--(BUSINESS WIRE) | Registration for eCYBERMISSION, a web-based STEM competition free to students in grades 6–9, is now open. Now in its 15th year, eCYBERMISSION challenges students to develop solutions to real-world challenges in their local communities. Registration is open until December 7, 2016.

“We’re thrilled to see how the 2016-2017 eCYBERMISSION teams will accept the challenge and develop real-world solutions for the benefit of their communities,” said Louie R. Lopez, Program Manager for eCYBERMISSION. “Every year, I’m fascinated by projects submitted by our students. The bar is certainly raised each year with novel solutions to STEM-related issues in their communities.”

To compete in eCYBERMISSION, a program sponsored by the U.S. Army Educational Outreach Program and administered by the National Science Teachers Association, students form a team of three to four and choose a Mission Challenge based on the teams exploration of a community issue—technology, environment, food, health & fitness, robotics, etc. Teams use either scientific inquiry or the engineering design process to propose a solution to that community issue.

Students can win on a state, regional, and national level, with national winning teams receiving $9,000 in U.S. saving bonds and attendance at eCYBERMISSION’s National Judging & Educational Event. In addition, up to five teams have the opportunity to receive the Army’s $5,000 STEM-in-Action Grant to further implement their projects.

STEM professionals are encouraged to participate as volunteers—Virtual JudgesAmbassadors, and/or CyberGuides—to help build students' interest in STEM. eCYBERMISSION provides online resources for teams to assist with project completion.CyberGuide Live Chats, for example, involves volunteers providing virtual feedback to teams about their Mission Folders—the official write-up of their project.

Registered teams competing have until February 22, 2017 to submit their Mission Folders.

About Army Educational Outreach Program
The AEOP Cooperative Agreement was formed by the U.S. Army Educational Outreach Program (AEOP) and includes Virginia Tech as the lead organization, the Academy of Applied Science, American Society for Engineering Education, the Technology Student Association, the University of New Hampshire and NSTA. AEOP is charged with addressing national needs for a STEM literate citizenry through a portfolio of educational opportunities which includes unique experiences, competitions, and high school internships that aim to spark an interest in STEM and encourage participants to pursue college and careers in STEM fields. The Army is committed to increasing the STEM talent pool in order to ensure our national security and global competitiveness. For more information on AEOP, visit

About NSTA
The Arlington, VA-based National Science Teachers Association is the largest professional organization in the world promoting excellence and innovation in science teaching and learning for all. NSTA's current membership includes approximately 55,000 science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education.


STEMconnector and MyCollegeOptions Present STEM Facts of the Day Throughout the Month of August

STEMconnector® in collaboration with myCollegeOptions® is proud to present STEM Facts of the Day throughout the month of August! In STEMdaily and on social media using #STEMFactOTD, we will be highlighting statistics from the nation's most comprehensive student database. My College Options® is the nation’s largest college and career planning program, providing free access and resources to assist students, parents, high schools, counselors and teachers nationwide in exploring a wide range of post-secondary opportunities, with special emphasis on the college search process:

  • 95% of all public and private high schools participate.
  • 5 to 6 million current 8th – 12th grade students participate.
  • 1,500 colleges and universities connect with students through the program.
  • 70% of high school students participate by the time they graduate.
  • 70,000+ educators volunteer to administer the program.
  • 20 national education partners engage students, educators and families.

MyCollegeOptions®'s extensive reach and the relationships they have built with students and educators enable them to be a valuable resource for research on student achievement and growth trends and uniquely position them to offer virtually unlimited opportunities for outreach, engagement, and career encouragement. The rich data they have gathered allow them to target these programs toward students with specific interests and goals, with the primary objective of shaping the nation’s future workforce.

Education leaders join new board for national STEM network

This is a press release from Battelle

Education leaders join new board for national STEM network

COLUMBUS, Ohio (August 1, 2016) | Influence of the STEMxTM network will grow with today’s announcement of the first six members of the STEMx Advisory Board. These six leaders in business, education and advocacy each offer key experience in turning the promise of STEM into real impact for students. Six more STEM education leaders will join the board in 2017. STEMx is hosted by Battelle as a part of the company’s priority on STEM education.

The STEMx network, managed by Battelle Education, was formed by a coalition of state STEM networks in 2012. Each network represents the lead voice for STEM education in their state. Together, they aim to trade solutions to common problems and plan collective action. More than 20 U.S. states and territories count themselves as members of STEMx.

The new advisory board will provide guidance to the STEMx network at a critical time. The upcoming election and implementation of broad-reaching legislation like the Every Student Succeeds Act offer a key moment to advance STEM education. Together, these leaders connect the voice of business, educators, state government, and after-school education.

Aimee Kennedy, Vice-President of Education, STEM Learning and Philanthropy will chair the board. STEMx Director, Dr. Michael Feder, will serve as vice-chair.

Members of the STEMx Advisory Board

Patrick D’Amelio, Washington STEM

D’Amelio is Chief Executive Officer of Washington STEM, a statewide nonprofit working to advance excellence and equity in STEM education. Washington STEM is a founding member of the STEMx network. D’Amelio has spent twenty-five years advancing opportunities for young people the education and youth development fields. Previously, he served as President and CEO of the Alliance for Education as well as Big Brothers Big Sisters of Puget Sound.  He has served on numerous non-profit and governmental boards including the national board of The Public Education Network. He holds a BA with an emphasis in Non-Profit Leadership from the Evergreen State College.

Dr. David L. Evans, National Science Teachers Association

Evans is the Executive Director of the National Science Teachers Association (NSTA), the world’s largest professional organization representing science educators. Prior to NSTA, Evans held various science-related positions—Director of the Center for Sustainability at Noblis; Smithsonian Institution’s Under Secretary for Science; and Assistant Administrator for Oceanic & Atmospheric Research, National Oceanic & Atmospheric Administration. Evans also led the White House Global Climate Change Initiative, coordinating activities of 12 federal agencies. Evans was an oceanography professor at the University of Rhode Island and was a teacher in Pennsylvania.

Angela Hemingway, Idaho STEM Action Center

Hemingway serves as Executive Director of the Idaho STEM Action Center in the Office of the Governor. She spent more than a decade teaching science in Idaho classrooms before rising through the ranks at the Idaho Department of Education. As an educator, she won the Idaho Biology Teacher of the Year, and Governor’s and Industry’s Award for Notable Teachers of STEM. Hemingway is a doctoral candidate in curriculum and instruction at Boise State University. Idaho is a long serving member of STEMx.

Dr. Anita Krishnamurthi, Afterschool Alliance

Krishnamurthi serves as Vice President of STEM Policy for the Afterschool Alliance. Previously, she was the John Bahcall Public Policy Fellow at the American Astronomical Society. Prior to her fellowship, she worked at the National Aeronautics and Space Administration (NASA) and the National Academy of Sciences. Krishnamurthi's formal training is as an astrophysicist, receiving a PhD from The Ohio State University.

Reginald McGregor, Rolls-Royce Corporation

Reginald McGregor is a Manager in the Research & Technology Strategy Group at Rolls-Royce Corporation. Reginald manages the engineering talent pipeline, overseeing the K12 STEM initiatives, collegiate co-op program and early career engineering leadership development programs. He is a mechanical engineer with an MBA with over 15 years of experience in aerospace. In 2006, McGregor received the Black Engineer of the Year Award from Black Engineer magazine.

Dr. Thomas T. Peters, SC Coalition for Mathematics & Science

Peters is the Executive Director of South Carolina’s Coalition for Mathematics & Science, founded by BMW Manufacturing Co., DuPont, Michelin North America and Duke Energy, and hosted by the College of Engineering, Computing and Applied Sciences at Clemson University. He is also Principal Investigator on a grant funded by Boeing SC that identifies disciplinary literacy strategies for middle school math and science. Recognized in 2010 as the National Science Education Leadership Association’s Outstanding Leader in Science Education, Peters has taught in middle school, high school and university classrooms. South Carolina has recently joined STEMx.

About Battelle Education
Battelle Education is a nonprofit subsidiary of Battelle dedicated innovation in education.

Battelle Education brings the same pragmatic, problem-solving approach to education that Battelle brings to the wide world of science and technology challenges. Battelle Education manages a range of successful projects including the Ohio STEM Learning Network, Tennessee STEM Innovation Network, and the national STEMx network.

About Battelle
Every day, the people of Battelle apply science and technology to solving what matters most. At major technology centers and national laboratories around the world, Battelle conducts research and development, designs and manufactures products, and delivers critical services for government and commercial customers. Headquartered in Columbus, Ohio since its founding in 1929, Battelle serves the national security, health and life sciences, and energy and environmental industries. For more information, visit

Category: Virtual Career Fairs Connect Employers with Unique Talent

This is a press release from

Clinton, NC | now provides employers the opportunity to recruit agriculture candidates with zero travel. Virtual Career Fairs offer technology-enabled recruiting solutions that allow organizations to connect with active talent within the agricultural industry.

Virtual Career Fairs provide employers with a time-efficient and cost-effective platform to complement their current recruiting strategy and expand their brand.  Virtual career fairs eliminate travel costs and overhead fees of typical career fairs. Employers connect with candidates from their office, using their company computer during the chat times they designate on the events. Employers may connect with specific communities at two different fairs. 

The Resume Database Fair on September 27 gives organizations the opportunity to connect with active job seekers who have their resume in the database. Employers can use this virtual solution to screen and recruit sought-after job seekers.

The Two-Year & Technical Colleges Fair on October 6 allows organizations to connect with active talent in agriculture who have a two-year/diploma/technical degree or certifications.  Employers may tap into this uniquely trained candidate pool that often lacks opportunity for the traditional career fair engagement. 

“We’re excited to expand our virtual setting for employers and job seekers to connect through these two Virtual Career Fairs,” said Ashley Collins, Education and Marketing Manager, “While we operate in the niche industry of agriculture we have various communities within our industry and we’re excited to help employers and job seekers get in touch with each other for a more in-depth conversation about careers that otherwise they wouldn’t have the opportunity to discuss without going through a costly interview,” added Collins.                                                                                                                                     

For additional information and registration, visit and click on “Career Fairs” under the “Events” drop-down menu. Interested participants may also view a free recorded webinar explaining how virtual career fairs work. 

About is the leading online career site and human resource service provider for agriculture, food, natural resources and biotechnology industries. The company strives to improve the industries by connecting job seekers and employers with a targeted, online tool that is economical and produces results. With a presence in the U.S., Canada, Australia, and New Zealand, has more than 1 million page views each month and employers post more than 7,000 jobs through the site monthly. Beyond the job board, offers human resource professionals a suite of products which includes the Compensation Benchmark Review, Agribusiness HR Review, Ag & Food HR Roundtable, and much more.  For more information, visit

The Thrill of Computer Science For All

This is a guest blog post from Dr. Linda Ott, Professor of Computer Science and Associate Dean for Special Initiatives (College of Sciences and Arts) at Michigan Tech

President Obama thinks that school children need to learn to think like computer scientists. So does Google. And so do I.

That’s why I’m so excited about the President’s initiative, Computer Science for All, which calls for substantial funding to expand K-12 computer science education. I’m equally excited about the Google Inc. Fund of Tides Foundation grant that is enabling teachers from schools in the Upper Peninsula of Michigan and Northern Wisconsin to attend a free CS4all workshop this summer at Michigan Technological University, where I am a professor of computer science.

Why does this excite me? Because early exposure to the thrill of computer programming changed my life. I had the privilege of taking a computer science course in high school. It was the beginning of a career in computing that I am still enjoying. 

A programming class was a rare opportunity in 1968. It’s appalling to me that now, nearly 50 years later, it is still a rare opportunity. Estimates are that only about one in four schools offers computer science.   

Why does that matter? We hear so much about rising numbers of STEM jobs. The reality is that half these openings are in computing. Roughly a million computing jobs are predicted to go unfilled by 2020. Computing is now a part of every industry, from health care to entertainment. Yet only a small percentage of students going into STEM majors are in computing. 

Without exposure to computer science before college, students don’t experience the thrill of creating software and seeing their code make something happen. It was that thrill that attracted me to computing nearly 50 years ago, and it is that thrill that is still attracting students today. Roughly 75 percent of incoming computer science majors at Michigan Tech indicated on a survey that they chose computer science as a major because they had previously programmed and enjoy programming. Without that exposure, many students simply don’t know that they might like computer science.

Women and underrepresented minorities get even less computer science exposure. Less than a quarter of students taking the AP Computer Science exam are female. Here at Michigan Tech, we have been struggling to recruit and retain women in our computing majors. This fall we celebrated a major accomplishment – women made up nearly 20 percent of our incoming class and 12 percent of our undergraduate computer science enrollment. 

It’s a sad day when 12 percent women is an achievement worth celebrating, but that is triple the 3 to 4 percent we had 10 years ago. Diversity of the workforce is essential for developing successful products in today’s world. We don’t need more product failures that result from a lack of diversity on the development team, such as voice recognition systems that only recognize male voices.

Without the changes that can result from Obama’s initiative and bold workshops like the one funded by Google, we will find ourselves falling seriously behind the rest of the world. I was reminded of this in 2012. I was on sabbatical in Siberia when I learned that all 9th graders in Russia were required to take a programming course.

Even if the funding for CS for All is passed, change will take several years to have an impact on students’ college majors and the number of computer science-educated women and men entering the workforce. 

We can make a difference more quickly through a concerted effort to attract more students today.  Here are some of the things we are doing at Michigan Tech.  Perhaps others will find inspiration here for immediate action:

With so many resources available online, such as, it’s easy to find material to teach and learn programming. If all of us involved in computing do something—help advise a local FIRST Robotics team, teach a Saturday class on programming at a local library, talk to a local Girl Scout troop, invite area students and parents to see how you actually use programming—there will be an immediate impact. 

And the students we impact today can be the role models that the students who benefit from CS for All will need in a few years. I want to be able to retire in the not-too-distant future from a discipline that is thriving, diverse and welcoming for all.

Dr. Linda Ott is a member of STEMconnector's STEM Higher Education Council and a Professor of Computer Science and Associate Dean for Special Initiatives Michigan Tech's College of Sciences and Arts.


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