Instruct: Given a question, retrieve relevant passages that answer the question.
Query: How long did the Follow Through educational program last?
Follow Through was the largest and most expensive experimental project in education funded by the U.S. federal government that has ever been conducted. The most extensive evaluation of Follow Through data covers the years 1968–1977; however, the program continued to receive funding from the government until 1995.[1]:7 Follow Through was originally intended to be an extension of the federal Head Start program, which delivered educational, health, and social services to typically disadvantaged preschool children and their families. The function of Follow Through, therefore, was to provide a continuation of these services to students in their early elementary years.
Han said that he saw the BWAF as an opportunity to educate workers about China's constitution and how much of their rights were not put into practice. Han did not have much faith that the BWAF or the Tiananmen Protests would survive very long, but he felt that the BWAF was important since its legacy would live on through the workers who would be educated about China's constitution.
From a financial perspective, the BEA was also limited. The only programs eligible for receiving funding were programs for children between the ages of 3 and 8. Because it was meant to redress the dropout issue, the act with this caveat on funding viewed high school students of LESA somewhat of a lost cause. In addition, the act did not fund any permanent programs for educating students of LESA, but only funding exploratory programs. As a result, it did not seek to truly address the burgeoning issue of how to educate students who were not English dominant. Lastly, the funds were at first reserved for communities whose average income was below the poverty line stated in the ESEA ($3,000 in 1968). This limitation on funding had the unfortunate side effect of framing the act as a somewhat of a handout to poor, Latino communities.
"Sesame Street" has used many writers in its long history. As Dave Connell, one of "Sesame Street"s original producers, has stated, it was difficult to find adults who could identify a preschooler's interest level. Fifteen writers a year worked on the show's scripts, but very few lasted longer than one season. Norman Stiles, head writer in 1987, reported that most writers would "burn out" after writing about a dozen scripts. According to Gikow, "Sesame Street" went against the convention of hiring teachers to write for the show, as most educational television programs did at the time. Instead, Cooney and the producers felt that it would be easier to teach writers how to interpret curriculum than to teach educators how to write comedy. As Stone stated, "Writing for children is not so easy". Long-time writer Tony Geiss agreed, stating in 2009, "It's not an easy show to write. You have to know the characters and the format and how to teach and be funny at the same time, which is a big, ambidextrous stunt".
In general, educational interventions, as those described below, have shown short-term effects on IQ, but long-term follow-up is often missing. For example, in the US very large intervention programs such as the Head Start Program have not produced lasting gains in IQ scores. More intensive, but much smaller projects such as the Abecedarian Project have reported lasting effects, often on socioeconomic status variables, rather than IQ.
How Long Is Forever?, also translated as How Far Is Forever? and How Long Will Eternity Last?, is a 1999 Chinese novella by Tie Ning. Set in Beijing, the novella follows a sincere and altruistic-to-a-fault girl named Bai Daxing who never changes: forever like a meek child, she always gives in to others' demands even as she gets used and dumped over and over again. Through the static Bai Daxing, Tie Ning also explores the changing values in Beijing from the 1970s Cultural Revolution to the 1990s as China experiences rapid economic growth and urbanization.The novella has also been translated to other languages, such as Thai (as ตลอดกาลน่ะนานแค่ไหน, by Sirindhorn) and Turkish (as "Sonsuz Ne Kadar Uzun?", by Nuri Razi)."How Long Is Forever?" has been adapted into a 2001 Chinese TV drama series directed by Chen Weiming, starring Xu Fan as Bai Daxing.
In 2007 Julieta Aranda initiated Film Festival, by Ricardo Valentim, in collaboration with the unitednationsplaza program in Berlin. This two-month-long screening series (January 19 through March 9, 2007) included a selection of educational films commissioned by the United Nations, US Department of Education in addition to other agencies in the 1950s through the 1980s. The reels, purchased by Valentim on eBay, included "documentaries about indigenous African peoples, historical figures, and natural phenomena that exemplify Western visions of the world from the postwar period until the `80s, demonstrating how the ideological apparatus of the state builds a biased image of reality."
With the combining of the Long Range Program with the Emergency Program, the specific type of ships which had been the foundation of the Long Range program continued to be built at the same yards which had been contracted for their construction and in only a few cases did yards built for the Emergency Program undertake building the standard types of the Long Range Program nor did the yards which had previously built vessels for the Long Range program get switched to Emergency vessel building. One instance where this was not the followed was when North Carolina Shipbuilding when it was switched from building Liberty ships to C2 type ships which it began to do in the summer of 1943. This decision came from an increase in propulsion turbines along with a high demand for the C2's from the Navy for use as auxiliary ships.
As a rule, secondary schools last for 4 years (from the age of 16 to the age of 19). A "gymnasium" can also last for 8 years (up to the age of 18) depending on how many years did the student spend in the primary school (see primary education).
The majority of Athabasca University's courses are taught through online distance education, but some courses or components of courses are taught in-person, face to face. The major education delivery models at AU are as follows:In addition to delivering courses and programs primarily through online distance education, Athabasca University has a Centre for Distance Education (CDE). The CDE, led by a core faculty and supported by additional sessional instructors, offers graduate-level courses and programs that teach other educators how to develop, design and deliver online education. The CDE is home to North America's first online Doctor of Education in Distance Education, and it also offers a Master of Education in Distance Education and post-baccalaureate certificates and diplomas in distance education technology, instructional design, and technology-based learning.
In 2006, the school was awarded the 2005-2006 Creative Ticket Award by the Kennedy Center. The Creative Ticket Award recognizes schools that have done an outstanding job of making the arts an essential part of the education of their students. Selection criteria at the national level included a review of the ways in which arts education is an essential component of the school curriculum; how the program creates and uses imaginative learning environments for teaching and learning in, through and about the arts; how the arts program provides opportunities for parental involvement in education; how the program provides opportunities for learning about other cultures through the arts; and how the program links arts education to community cultural resources.
The Saving Nature Claw Machine experience raises awareness for endangered and at-risk animals through an innovative and arcade-like experience. The program combines a playful activity and an educative interaction with a powerful message to address the extinction of dozens of animal species. By letting participants choose their "spirit animal", the program generates a sense of kin between them, and leads to a broader sense of responsibility towards the animal kingdom. After researching and choosing an animal, participants take a short quiz to learn more about the endangered and at-risk species they selected. This is followed by a photo opportunity inside of a life-size claw machine which is shared afterward onsite with action items to save their species. The last step is for the participant to take command of the claw machine and to seek out and save their animal... After the event, Global Inheritance intends to keep participants updated on ways to protect endangered species through informative messages, educating them on how daily changes can have an impact with such a global issue, but also get involved with protection organizations in the field. The Saving Nature Claw Machine first appeared at the 2017 Coachella Music & Arts Festival.
Since 1972, WCVB-TV, as a part of its commitment to serving the community through extensive local programming, has run a series of different public service campaigns to help educate people on relevant issues and values of the day. Each campaign has had a different theme, ranging from racial unity to family values and achieving success through continued education. Over the last few decades, these campaigns have consisted of the following:
NAEYC goes beyond publications, conferences and videos, and offers a program called “Supporting Teachers, Strengthening Families” that is designed to assist in the fight to prevent child abuse and promote healthy social and emotional development in young children. This program works by teaching the educators how to better communicate with the families of their students. Another important program sponsored by the NAEYC is the “Week of the Young Child”. This is a week-long promotion every spring that brings public awareness to the importance of early childhood development and education.
Solar One provides education initiatives to children in the five boroughs of New York through after-school and summer camp programs. The education initiatives focus on energy and design, educating future environmental city dwellers. The K-12 education programs are located at the Solar One education center. Program topics for the 1.5 hour classes include Renewable Energy, Sustainable Design and Estuary and Park Ecology. In addition to this, Solar One offers a longer-term education initiative called Green Design Lab. The Green Design Lab is a year-long curriculum guide for how to green a school. It provides hands-on learning opportunities that bring sustainability to life by using the school building as a teaching tool. It includes 5 units: Energy, Water, Air Quality, Materials and Food.
The government of Gabon has implemented several programs dating back to the late 1960s aimed at encouraging education. The most enduring program of the Ministry of Education is the secondary education stipend. Primary school students who pass the CEP and the Concours are eligible once enrolled in 6e for a government stipend delivered every trimester, as long as they maintain a passing overall grade throughout their secondary path. Students who did not pass the Concours are not allowed the stipend on the first trimester in 6e, but become eligible as long as they maintain a passing grade thereafter. Funding for the stipend comes from the Ministry of Education budget. The stipend is commonly referred to as "La Bourse" and is the most popular program among students, who have started riots when the government failed to deliver the money on time. The second most popular program has been free bussing of any students wearing a school uniform. This program is very popular among parents due to the long distances children have to travel to go to school. A proposal in 2006 to terminate the program drew the ire of parents and then President Omar Bongo personally guaranteed the program would go on. 
He resided in the Fishers area with his new family and worked as a private quarterback coach. Blair was in the process of developing a program for young athletes to support and educate them during their athletic years, while teaching them how to work through real life situations, pressures, and obstacles they will undoubtedly face. Blair's priority was to teach young athletes the importance of an education and developing a long term life plan. 
Evergreen is unique in that undergraduate students select one 16-credit program for the entire quarter rather than multiple courses. Full-time programs will encompass a quarter's worth of work in everything related to that program concentration, by up to three professors. There are no "majors": students have the freedom to choose what program to enroll in each quarter for the entire duration of their undergraduate education, and are never required to follow a specific set of programs. Evergreen is on the "quarter" system, with programs lasting one, two, or three quarters. Three quarter programs are generally September through June.
The zoo hosts educational venues as well as exhibits. These revolve around the Discovery Center, a building with classrooms and laboratories designed to introduce school-age children to investigative practices of environmental and wildlife scientists. The Discovery Center introduces children to laboratory practices; they learn about and use professional laboratory equipment and learn how to integrate what they observe into zoological theory. These programs are based on educational concepts developed through WIZE (Wildlife Inquiry through Zoo Education), a program developed by Bronx Zoo educators.
The SCES Language Department was established to preserve and promote Secwepemctsin through a variety of projects and programs. Over the last year, the Language Department has worked on the following projects:
Second, scholars have worked to illustrate how dismantling the colonialism inherent in land- and place-based education can improve environmental education's effectiveness. In 2014, Whitehouse et al. examined Australian environmental education and demonstrated how the program both holds up colonialist ideals and incorporates Aboroginal knowledge bases. Meyer, also in 2014, did a similar study with a Hawaiian environmental education program that incorporated local Indigenous perspectives. Bang et al., in their work with Native Americans in the U.S., described how a critical land-based perspective can center environmental education for marginalized people. Working from the perspective of African communities, Mauro et al. describes how a local-centered approach can create a more impactful educational experience.
The school has the Newcomer Program for newly arrived immigrants. As of February 2006, 80 students from Southeast Asia were a part of the program. Many of them were refugees from the Thamkabok refugee camp in Thailand. Many had never had formal education before, did not know how to use writing utensils, and did not know how to write their own names.
Hill writes: "There is seldom anyone at the local level whose commitment to an externally-imposed curricular innovation, planning process, or financial management scheme springs spontaneously from deeply held personal values."[10]:12 House argues that all decision-making that stems from evaluations in education is the result of a compromise. Watkins argues that Follow Through resulted in a clash over values based on different beliefs about how children learn, which can be boiled down to "natural growth" or "unfolding" theories versus.[3]:60 theories of "changing behavior".[3]:60 Watkins asserts that most education experts today do not judge programs by their relative effectiveness with different student populations, but rather by their "congruence with prevailing philosophies of education".[3]:61
When he returned to Los Angeles he worked as a technical translator and E.S.L. instructor at Long Beach Community College. Soon, he was an administrator devising programs for non-literate students in the Indo-Chinese Refugee Assistance Program. His work with non-literature adults who often did not even have a written language of their own led to his being a consultant for the state funded Dissemination Network for Adult Educators teaching other teachers how to deal with this new population.
Pencils of Promise believes every child should have access to quality education. They create schools, programs, and global communities around the common goal of education for all. Pencils of Promise focuses on building strong structures and sustainable education programs by forming long-lasting, collaborative relationships with communities. Sites are picked taking into account need, sustainability, cost efficiency, impact and commitment. The facilities are built with local labor and material. The charity also supports projects through ongoing teacher training, progression scholarships and WASH (water, sanitation, and hygiene) programming.