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BCCPA real questions - Certified Proxy Administrator V3.03 | [HOSTED-SITE]
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BlueCoat BCCPA : Certified Proxy Administrator V3.03 Exam Dumps

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Latest 2024 Updated BlueCoat Certified Proxy Administrator V3.03 Syllabus
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Exam Number : BCCPA
Exam Name : Certified Proxy Administrator V3.03
Vendor Name : BlueCoat
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BCCPA Exam Format | BCCPA Course Contents | BCCPA Course Outline | BCCPA Exam Syllabus | BCCPA Exam Objectives


Exam: BCCPA Certified Proxy Administrator V3.03

Exam Details:
- Number of Questions: The exam consists of approximately 60 multiple-choice and scenario-based questions.
- Time: Candidates are given 90 minutes to complete the exam.

Course Outline:
The BCCPA Certified Proxy Administrator course is designed to provide professionals with the knowledge and skills required to configure, manage, and troubleshoot Blue Coat ProxySG appliances. The course covers the following topics:

1. Introduction to ProxySG
- Overview of Blue Coat ProxySG and its features
- ProxySG deployment scenarios and architecture
- ProxySG management interfaces and access methods
- ProxySG security features and policies

2. ProxySG Configuration and Administration
- Initial setup and configuration of ProxySG
- Managing ProxySG services and interfaces
- Configuring access control policies and authentication
- Implementing SSL interception and decryption

3. Content Filtering and Web Security
- Implementing URL filtering and web categorization
- Controlling web application usage and bandwidth management
- Configuring anti-malware and antivirus features
- Enforcing data loss prevention (DLP) policies

4. ProxySG Performance Optimization
- Caching and content delivery optimization
- Bandwidth management and QoS configuration
- HTTP compression and object caching techniques
- Performance monitoring and troubleshooting

5. ProxySG High Availability and Management
- Configuring ProxySG for high availability and failover
- Load balancing and link redundancy
- ProxySG reporting and logging
- ProxySG management using the Management Center

Exam Objectives:
The exam aims to assess candidates' understanding and proficiency in the following areas:

1. Knowledge of Blue Coat ProxySG features and architecture
2. Competence in ProxySG configuration and administration
3. Familiarity with content filtering and web security on ProxySG
4. Understanding of ProxySG performance optimization techniques
5. Proficiency in ProxySG high availability and management

Exam Syllabus:
The exam syllabus covers the following topics:

- Introduction to ProxySG
- ProxySG overview and features
- ProxySG deployment scenarios and architecture
- ProxySG management interfaces and access methods
- ProxySG security features and policies

- ProxySG Configuration and Administration
- Initial setup and configuration
- Managing ProxySG services and interfaces
- Access control policies and authentication
- SSL interception and decryption

- Content Filtering and Web Security
- URL filtering and web categorization
- Web application control and bandwidth management
- Anti-malware and antivirus configuration
- Data loss prevention (DLP) policies

- ProxySG Performance Optimization
- Caching and content delivery optimization
- Bandwidth management and QoS configuration
- HTTP compression and object caching
- Performance monitoring and troubleshooting

- ProxySG High Availability and Management
- High availability and failover configuration
- Load balancing and link redundancy
- Reporting and logging on ProxySG
- ProxySG management using the Management Center

Candidates are expected to have a comprehensive understanding of these topics to successfully pass the exam and demonstrate their proficiency as a Blue Coat Proxy Administrator according to the BCCPA V3.03 certification standards.



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Master’s Degree in Teaching, Learning, and Curriculum - Pennsylvania Teaching Certification Program

Drexel University School of Education

Drexel​ ​University’s​ ​School​ ​of​ ​Education​ ​offers​ ​a​ ​number​ ​of​ ​post-baccalaureate​ ​and graduate​ teaching​ ​certification​ ​programs​ ​that​ ​prepare​ ​students​ to​ ​obtain​ ​their teacher​ ​certification​ ​in​ ​Pennsylvania​. Students in the MS in Teaching Learning and Curriculum: Teacher Certification program can earn PA Instructional I certification in elementary (prek-4), middle level (4-8) secondary (7-12), and secondary and special education dual certification.

Whether​ ​you​ ​are​ ​interested​ ​in​ ​becoming​ ​a​ ​teacher​ ​in​ ​the​ ​state​ ​of​ ​Pennsylvania​ ​or broadening​ ​your​ ​knowledge​ ​to​ ​advance​ ​your​ ​career​ ​within​ ​the​ ​field​ ​of​ ​education, Drexel​ ​University’s​ ​School​ ​of​ ​Education​ ​Track​ ​1​ ​graduate​ ​degree​ ​program​ ​equips teachers​ ​with​ ​the​ ​skills​ ​to​ ​succeed​ ​in​ ​K-12​ ​education​ ​or​ ​the​ ​workforce.

What ​Can ​You ​Do ​with ​a ​Master’s ​Degree Certification ​in ​Teaching, ​Learning, ​& ​Curriculum?

The​ ​MS​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Teacher​ ​Certification​ ​prepares students​ ​academically​ ​and​ ​practically​ ​for​ ​careers​ ​in​ ​K–12​ ​teaching​ ​or​ ​other educational​ ​settings,​ ​including​ ​capabilities​ ​to:

  • Demonstrate​ ​professional​ ​ethics​ ​and​ ​independent​ ​and​ ​creative​ ​teacher leadership
  • Understand​ ​the​ ​changing​ ​role​ ​of​ ​teachers​ ​in​ ​increasingly​ ​diverse​ ​societies
  • Demonstrate​ ​a​ ​strong​ ​academic​ ​background​ ​in​ ​all​ ​subject​ ​areas​ ​that​ ​meet PDE​ ​requirements​ ​including​ ​literacy,​ ​language​ ​and​ ​STEM​ ​areas
  • Demonstrate​ ​the​ ​ability​ ​to​ ​create​ ​and​ ​maintain​ ​a​ ​positive​ ​and​ ​democratic classroom​ ​climate​ ​for​ ​students
  • Demonstrate​ ​a​ ​thorough​ ​understanding​ ​of​ ​child​ ​development​ ​in​ ​their​ ​ability​ ​to develop​ ​and​ ​implement​ ​learning​ ​opportunities​ ​that​ ​are​ ​unique​ ​to​ ​every​ ​child
  • As​ ​a​ ​student​ ​nears​ ​program​ ​completion,​ ​Drexel’s​ ​Field​ ​Placement​ ​Office​ ​offers multiple​ ​resources​ ​to​ ​help​ ​prepare​ ​the​ ​student’s​ ​resume​ ​and​ ​professional​ ​network, including​ ​interviewing​ ​and​ ​job​ ​placement​ ​opportunities.

    ​Master’s ​Degree ​in ​Teaching, ​Learning, ​& Curriculum ​- ​Program ​Options

    The​ Master​ ​of​ ​Science​ ​(MS)​ ​degree​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum​ ​(Track​ ​1) is​ ​offered:

  • Online:​ Drexel​ ​online​ ​programs​ ​offer​ ​the​ ​same​ ​faculty,​ ​curricula​ ​and​ ​degrees as​ ​Drexel's​ ​distinguished​ ​on-campus​ ​programs.​ ​The​ ​online​ teaching certification​ program​ ​is​ ​designed​ ​to​ ​be​ ​offered​ ​on​ ​a​ ​part-time​ ​basis​ ​in​ ​order​ ​to​ ​provide​ ​more​ ​flexibility​ ​while​ ​working​ ​to​ ​obtain​ ​a​ master’s​ ​in​ ​education​ ​with a​ ​teacher​ ​certification​.
  • Note​ ​that​ ​all​ ​coursework​ ​is​ ​online,​ ​but​ ​field​ ​experiences​ ​must​ ​be completed​ ​on​ ​site​ ​at​ ​an​ ​approved​ ​school​ ​district​ ​in​ ​your​ ​area.
  • On​ ​site:​ ​Held​ ​at​ ​Drexel’s​ ​Main​ ​Campus​ ​in​ ​Philadelphia,​ ​PA—The​ ​on-campus master’s​ ​degree​ ​in​ ​teaching​ ​and​ ​teacher​ ​certification​ program​ ​is​ ​offered​ ​in​ ​the evenings​ ​on​ ​a​ ​full-​ ​or​ ​part-time​ ​basis​ ​in​ ​Philadelphia.
  • For​ ​graduate​ ​students​ ​that​ ​already​ ​have​ ​a​ ​master’s​ ​degree​ ​and​ ​are​ ​interested​ ​in taking​ ​graduate-level​ ​courses,​ ​Pennsylvania​ ​state​ ​requirements​ ​for​ ​obtaining​ ​your teaching​ ​certification​ ​includes​ ​a​ ​two-tiered​ ​certification​ ​system:​ Instructional​ ​I Certificate​ ​and​ Instructional​ ​II​ ​Certificate​.

    Types ​of ​Teaching ​Certifications Instructional​ ​I​ ​Certification

    A​ ​candidate’s​ ​typical​ ​initial​ ​teaching​ ​certification​ ​is​ ​known​ ​as​ ​“Instructional​ ​I”.​ ​For graduate​ ​students​ ​considering​ ​a​ ​career​ ​change​ ​or​ ​to​ ​start​ ​a​ ​new​ ​career​ ​in​ ​the education​ ​field,​ ​the​ ​Instructional​ ​I​ ​Teaching​ ​Certification​ ​program​ ​would​ ​be​ ​the​ ​best graduate​ ​program​ ​option.​ ​This​ ​program​ ​would​ ​also​ ​apply​ ​to​ ​out-of-state​ ​graduate degree​ ​candidates​ ​looking​ ​to​ ​earn​ ​their​ ​initial​ ​certification​ ​to​ ​teach​ ​within​ ​the​ ​state​ ​of Pennsylvania.

    The​ ​Instructional​ ​I​ ​certification,​ ​as​ ​part​ ​of​ ​the​ ​master’s​ ​degree​ ​in​ ​Teaching,​ ​Learning &​ ​Curriculum​ ​program​ ​at​ ​Drexel​ ​University,​ ​qualifies​ ​teachers​ ​to​ ​teach​ ​for​ ​a maximum​ ​of​ ​six​ ​years.​ ​Your​ ​master’s​ ​program​ ​advisor​ ​can​ ​help​ ​evaluate​ ​your incoming​ ​credentials​ ​to​ ​determine​ ​the​ ​best​ ​plan​ ​of​ ​study​ ​for​ ​you,​ ​including​ ​whether you​ ​qualify​ ​for​ ​the​ ​Instructional​ ​II​ ​certification.

    Instructional​ ​II​ ​Certification

    The​ ​Instructional​ ​II​ ​Certification​ ​is​ ​considered​ ​a​ ​“permanent”​ ​teaching​ ​certification.​ ​A teacher​ ​interested​ ​in​ ​advancing​ ​and​ ​applying​ ​to​ ​the​ ​Instructional​ ​II​ ​certification​ ​must have​ ​the​ ​following​ ​prerequisites:

  • Instructional​ ​I​ ​Certification
  • A​ ​minimum​ ​of​ ​three​ ​years​ ​and​ ​a​ ​maximum​ ​of​ ​six​ ​years​ ​of​ ​teaching​ ​experience on​ ​an​ ​Instructional​ ​I​ ​Teaching​ ​Certificate
  • 24​ ​semester-hour​ ​(or​ ​36​ ​quarter-hour)​ ​credits​ ​beyond​ ​a​ ​bachelor’s​ ​degree
  • Completion​ ​of​ ​an​ ​induction​ ​program​ ​(generally​ ​provided​ ​by​ ​a​ ​teacher’s​ ​school of​ ​employment)
  • Once​ ​a​ ​student​ ​has​ ​successfully​ ​completed​ ​the​ ​course​ ​of​ ​study​ ​and​ ​all​ ​exams required​ ​by​ ​the​ ​Pennsylvania​ ​Department​ ​of​ ​Education​ ​(PDE),​ ​Drexel​ will recommend​ the​ ​student​ ​to​ ​the​ ​PDE​ ​for​ ​issuance​ ​of​ ​the​ ​appropriate​ ​teaching certificate.

    For​ ​more​ ​information​ ​regarding​ ​certification​ ​descriptions​ ​and​ ​requirements,​ ​students should​ ​visit​ ​the​ Drexel​ ​University​ ​Course​ ​Catalog.

    MS ​in ​Teaching, ​Learning, ​and ​Curriculum Program ​Requirements GPA​ ​Requirements

    The​ ​School​ ​of​ ​Education​ ​requires​ ​that​ ​students​ ​have​ ​a​ ​“B”​ ​average​ ​(3.0​ ​GPA)​ ​in content​ teaching​ ​certification​ ​courses​ ​needed​ ​for​ ​teacher​ ​certification​ ​in​ ​addition​ ​to​ ​a grade​ ​of​ ​“B”​ ​or​ ​better​ ​in​ ​each​ ​core​ ​pedagogy​ ​course​ in​ ​accordance​ ​with​ ​the​ ​teacher certification​ ​requirements.

    Clearance​ ​Requirements

    All​ ​post-baccalaureate​ ​and​ ​graduate​ ​students​ ​are​ ​required​ ​to​ ​obtain​ ​and​ ​submit copies​ ​of​ ​the​ ​following​ ​clearances​ ​to​ ​the​ ​School​ ​of​ ​Education​ ​at​ ​the​ ​time​ ​of acceptance​ ​to​ ​the​ teacher​ ​certification​ ​program​ ​in​ ​order​ ​to​ ​participate​ ​in​ ​classroom observations​ ​and​ ​student​ ​teaching​ ​in​ ​Pennsylvania.​ ​All​ ​students​ ​(Pennsylvania​ ​and Non-Pennsylvania)​ ​must​ ​obtain​ ​the​ ​FBI​ ​clearance.​ ​Non-Pennsylvania​ ​students should​ ​contact​ ​their​ ​state's​ ​department​ ​of​ ​education​ ​or​ ​school​ ​district​ ​office​ ​for​ ​a​ ​list of​ ​clearances​ ​required​ ​in​ ​their​ ​state.

    Act​ ​48​ ​Requirements

    To​ ​maintain​ ​Instructional​ ​I​ ​and​ ​Instructional​ ​II​ ​Certifications,​ ​the​ ​PDE​ ​requires​ ​a teacher​ ​to​ ​complete​ ​the​ ​minimal​ ​equivalent​ ​of​ ​6​ ​semester-hour​ ​(or​ ​9​ ​quarter-hour) credits,​ ​180​ ​credits​ ​of​ ​professional​ ​development,​ ​or​ ​a​ ​combination​ ​of​ ​credits​ ​and professional​ ​development​ ​hours​ ​every​ ​five​ ​years.​ ​College​ ​credits​ ​must​ ​be​ ​acquired from​ ​an​ ​accredited​ ​four-year,​ ​degree-granting​ ​college​ ​or​ ​university.

    Note:​ ​For​ ​those​ ​working​ ​to​ ​acquire​ ​Instructional​ ​II​ ​Certification,​ ​the​ ​24​ ​semester credits​ ​or​ ​36​ ​quarter​ ​credits​ ​needed​ ​to​ ​apply​ ​for​ ​Instructional​ ​II​ ​may​ ​also​ ​count towards​ ​Act​ ​48​ ​requirements.​ ​Undergraduate​ ​credits​ ​from​ ​a​ ​community​ ​college​ ​may not​ ​be​ ​counted​ ​toward​ ​Act​ ​48​ ​credits​ ​for​ ​Instructional​ ​II​ ​Certification.

    For​ ​more​ ​information​ ​and​ ​to​ ​apply​ ​credits​ ​to​ ​your​ ​state​ ​record,​ ​visit​ ​the​ ​PA Department​ ​of​ ​Education​ ​Act​ ​48​ ​Continuing​ ​Professional​ ​Education.

    ​Elementary​ ​Certification​ ​(Grades​ ​Prek-4)

    The​ ​PA​ ​Educator​ ​Certification​ ​Tests​ ​(PECT)​ ​are​ ​required​ to​ ​obtain​ ​your​ ​Elementary (Grades​ ​PreK-4)​ teacher​ ​certification​ ​in​ ​Pennsylvania​.​ ​Students​ ​will​ ​be​ ​required​ ​to take​ ​the​ ​appropriate​ ​assessment​ ​exam​ ​for​ ​each​ ​area​ ​of​ ​certification​ ​they​ ​wish​ ​to obtain.

    For​ ​more​ ​information​ ​about​ ​examinations​ ​and​ ​registration,​ ​visit​ ​the​ PA​ ​Educator Certification​ ​Tests​ ​(PECT).

    Middle Level (Grades 4-8)

    The Praxis examinations are required for all Middle Level Certification candidates. Students must pass the PA Grades 4-8 Core Assessment subtests in Pedagogy, English Language Arts/Social Studies and Mathematics/Science as well as the subject area concentration test(s) for the area of certification they wish to obtain.

    For more information about examination and registration, please visit the Praxis website.

    Secondary​ ​Certification​ ​(Grades​ ​7-12)

    All​ ​post-bachelor’s​ ​students​ ​seeking​ ​Secondary​ ​(Grades​ ​7-12)​ teaching​ ​certifications in​ ​Pennsylvania​ ​are​ ​required​ ​to​ ​pass​ ​the​ ​Praxis​ ​II​ ​Series.​ ​Students​ ​must​ ​pass​ ​the appropriate​ ​Praxis​ ​II​ ​Content​ ​Knowledge​ ​test(s)​ ​for​ ​each​ ​area​ ​of​ ​certification​ ​they wish​ ​to​ ​obtain.

    For​ ​more​ ​information​ ​about​ ​examination​ ​and​ ​registration,​ ​please​ ​visit​ ​the​ Praxis Series.

    Note:​ ​PA​ ​state​ ​teacher​ ​certification​ ​requires​ ​U.S.​ ​citizenship​ ​or​ ​a​ ​declaration​ ​of intent​ ​to​ ​become​ ​a​ ​U.S.​ ​citizen.​ ​Students​ ​not​ ​living​ ​in​ ​the​ ​U.S.​ ​should​ ​contact​ ​the School​ ​of​ ​Education​ ​at​ ​215.895.6770​ ​for​ ​specific​ ​requirements​ ​for​ ​international​ ​field experiences,​ ​PECT​ ​or​ ​Praxis​ ​exams,​ ​and​ ​certification​ ​application​ ​requirements before​ ​matriculating​ ​into​ ​the​ ​program.

    Secondary Education/Special Education Dual Certification

    While other programs require students to complete one certification at a time, Drexel offers students the ability to earn PA instructional I secondary certification and Instructional II special education (grades 7-12) with enough credits to complete a master's degree. This track saves students time and makes them more attractive in the job market. Students gain an edge in experience by completing 270 hours of field experiences and 12-weeks of student teaching. The School of Education's Field Placement Office works closely with students to secure placements all across the country.

    Teaching, ​Learning, ​and ​Curriculum: ​Teacher Certification ​Courses ​& ​Curriculum

    The​ ​MS​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Teacher​ ​Certification​ program​ ​at Drexel​ ​University​ ​offers​ ​a​ ​curriculum​ ​that​ ​reflects​ ​the​ ​latest​ ​trends​ ​and​ ​practices​ ​in teaching​ ​and​ ​learning.​ ​Students​ ​must​ ​successfully​ ​complete​ ​a​ ​minimum​ ​of​ ​45 credits​,​ ​allowing​ ​them​ ​to​ become​ ​certified​ ​to​ ​teach​ ​in​ ​the​ ​following​ ​areas:

  • Elementary​ ​education​ ​(PK–4)
  • Middle level education (4-8)
  • Secondary​ ​education​ ​(7–12)
  • Biology
  • Chemistry
  • Earth​ ​and​ ​space​ ​science
  • English
  • General​ ​science
  • Mathematics
  • Physics
  • Social​ ​studies
  • Special​ ​Education*
  • *Note:​ ​Certification​ ​is​ ​available​ ​as​ ​an​ ​add-on​ ​certification​ ​with​ ​additional​ ​coursework

    All​ ​graduate​ ​students​ ​must​ ​also​ ​select​ ​professional​ ​electives​ ​with​ ​guidance​ ​from​ ​one of​ ​our​ ​master’s​ ​program​ ​advisors.​ ​Professional​ ​electives​ ​may​ ​be​ ​taken​ ​from​ ​any graduate​ ​course​ ​offered​ ​at​ ​the​ ​University​ ​providing​ ​the​ ​student​ ​has​ ​adequate preparation​ ​and​ ​it​ ​is​ ​deemed​ ​appropriate​ ​by​ ​the​ ​program​ ​advisor.​ ​The​ ​professional electives​ ​may​ ​comprise​ ​a​ ​combination​ ​of​ ​the​ ​School​ ​of​ ​Education's​ ​master​ ​electives and/or​ ​approved​ ​transfer​ ​credits.

    After​ ​successful​ ​completion​ ​of​ ​the​ ​required​ ​content​ ​courses,​ ​core​ ​education,​ ​field experiences,​ ​Praxis​ ​and/or​ ​PECT​ ​exams,​ ​and​ ​receipt​ ​of​ ​the​ ​application​ ​and​ ​all supportive​ ​documents,​ ​Drexel’s​ ​certification​ ​officer​ ​will​ ​recommend​ ​the​ ​candidate​ ​for Pennsylvania​ ​Instructional​ ​Certification.

    Students​ ​on​ ​Track​ ​I​ ​who​ ​do​ ​not​ ​wish​ ​to​ ​pursue​ ​PA​ ​Instructional​ ​I​ ​Certification,​ ​or who​ ​do​ ​not​ ​qualify​ ​for​ ​PA​ ​Instructional​ ​I​ ​certification,​ ​may​ ​complete​ ​the​ ​Master​ ​of Science​ ​(MS)​ ​degree​ ​in​ ​Teaching,​ ​Learning​ ​&​ ​Curriculum​ ​without​ ​a​ ​concentration​ ​by completing​ ​15.0​ ​credits​ ​of​ ​Core​ ​Pedagogy​ ​and​ ​30.0​ ​credits​ ​of​ ​MS​ ​Electives.

    For​ ​full​ ​course​ ​details​ ​for​ ​the​ ​MS​ ​in​ ​Teaching,​ ​Learning​ ​and​ ​Curriculum:​ ​Teacher Certification​ ​curriculum,​ ​visit​ ​the​ Drexel​ ​University​ ​Course​ ​Catalog.​

    Field ​Experience ​& ​Student ​Teaching

    The​ ​School​ ​of​ ​Education​ ​takes​ ​great​ ​pride​ ​in​ ​the​ ​level​ ​of​ ​extensive​ ​clinical​ ​and field-based​ ​experiences​ ​that​ graduate​ ​program​ candidates​ ​have​ ​prior​ to​ ​completing their​ ​teacher​ ​certification,​ ​including​ ​up​ ​to​ ​20​ ​hours​ ​in​ ​a​ ​PK-12​ ​classroom​ ​(depending on​ ​the​ ​specific​ ​course​ ​requirements).

    Additionally,​ ​students​ ​are​ ​required​ ​to​ ​complete​ ​up​ ​to​ ​60​ ​hours​ ​of​ ​pre-student teaching​ ​immediately​ ​prior​ ​to​ ​student​ ​teaching.​ ​This​ ​allows​ ​candidates​ ​the opportunity​ ​to​ ​put​ ​into​ ​practice​ ​their​ ​learned​ ​pedagogical​ ​skills​ ​in​ ​preparation​ ​for​ ​their student​ ​teaching​ ​experiences.

    Once​ ​completed,​ ​both​ ​online​ ​and​ ​on-campus​ ​students​ ​are​ ​required​ ​to​ ​complete​ ​a full-time,​ ​minimum​ ​12-week​ ​student​ ​teaching​ ​field​ ​placement​ ​in​ ​a​ ​carefully​ ​selected public​ ​or​ ​charter​ ​school​ ​under​ ​the​ ​immediate​ ​supervision​ ​of​ ​a​ ​highly​ ​competent cooperating​ ​teacher.​ ​This​ ​unique​ ​student​ ​teaching​ ​opportunity​ ​encourages​ ​students to​ ​demonstrate​ ​instructional​ ​skills​ ​and​ ​curriculum​ ​management​ ​in​ ​a​ ​professional setting.

    Since​ ​this​ ​is​ ​a​ ​full-time​ ​program​ ​commitment,​ ​student​ ​teachers​ ​are​ ​encouraged​ ​to​ ​be free​ ​of​ ​external​ ​responsibilities,​ ​as​ ​they​ ​will​ ​serve​ ​as​ ​a​ ​full-time​ ​member​ ​of​ ​the​ ​staff in​ ​the​ ​school​ ​to​ ​which​ ​they​ ​have​ ​been​ ​assigned.​ ​This​ ​is​ ​a​ ​mandatory​ ​requirement​ ​of all​ ​students​ ​seeking​ ​a​ ​teacher​ ​certification.

    How ​to ​Apply ​to ​the ​MS ​in Teaching,​ ​Learning, and​ ​Curriculum​ ​Program​ ​or​ ​Get​ ​Your​ ​Teacher​ ​Certification

    Students have multiple options to apply to the Master of Science in Teaching, Learning, and Curriculum: Teacher Certification program:


    The Controversy Over Tongue Surgery for Infants

    To the Editor:

    Re “A Booming Industry of Cutting Babies’ Tongues” (front page, Dec. 21):

    This article describes a surgery performed on babies who are born with their tongues attached too tightly to the bottom of their mouths. One needs only to note that there is not a single substantive profile in the article of a family that had a positive experience with the procedure — a statistical majority — to understand that the reporters are fearmongering.

    Their article poisons the well against not only a procedure that can provide relief to breastfeeding parents and babies who are having difficulty feeding, but also against lactation consultants, pediatric dentists and medical professionals described as part of this “booming industry.”

    As an internationally board-certified lactation consultant, I am glad to clarify that in my experience, laser tongue-tie surgery is never the first attempt at resolving feeding issues in infants. We work diligently to create feeding plans and strategies that work for both parents and babies, often providing support in cases where families have been ignored by their primary-care team.

    The only “kickbacks” most of us receive when we refer a client to a pediatric dentist are holiday cards and the testimonials of grateful parents.

    Heather ONealMorgantown, W.Va.The writer is an advanced-practice registered nurse and a certified nurse-midwife.

    To the Editor:

    The article on cutting babies’ tongues overlooks a major issue contributing to the rise in tongue-tie diagnoses: a general lack of education and awareness about breastfeeding’s significant challenges.

    It is a common myth that breastfeeding is seamless. In fact, it is often a very long, painful, complicated and exhausting process. Many first-time parents, myself included, are shocked to discover this. It is especially true for those of us already struggling with postpartum depression. We will do almost anything a health care professional recommends to help us and our babies.

    Incorporating lactation consultations into obstetric visits is one solution, but medical institutions and practitioners need to do much more to prepare new parents. With the right resources and support, we will be empowered to make informed decisions about this procedure.

    Sara KoenigSilver Spring, Md.

    To the Editor:

    Your recent article on the dramatic uptick in procedures to cut tongue-ties is disturbing and disheartening.

    I’m grateful that the article highlights what can happen when a medical business model benefits from overdiagnosing. It’s unfortunate and infuriating that this procedure has caused unnecessary harm.

    But I also worry that the pendulum will swing so far in the other direction that families will be scared to even explore the possibility of a tongue release. There are many mother-baby duos who have benefited from this procedure when — and this is key — it is indicated and performed by an experienced ear, nose and throat doctor, preferably one who is educated on breastfeeding.

    My son and I are among those duos, and when I directed my 2014 documentary, “Breastmilk,” about families’ experiences with breastfeeding, I made sure to include a nonlaser tongue-tie release. Since then, I’ve been heartened to see that resources around nursing have become much more accessible.

    Now, however, I am concerned that practitioners like the “evangelists” in your piece will undo that progress. For years, those who want to help mothers nurse have been similarly derided as crusaders. Such advocates can seem difficult because breastfeeding does not easily fit into our contemporary lifestyles.

    Dana Ben-AriNew York

    To the Editor:

    While this is a very valuable article, detailing the forces driving surgical tongue-tie releases, it fails to include an important perspective.

    I chose to clip my 10-month-old’s tongue-tie, even though she had no issues with breastfeeding. Tongue-ties can have an impact on sound production, as babies start babbling, and toddlers start saying words. This, in turn, can affect how they hear the sounds, which then influences how they learn to read and spell.

    As a longtime educator and learning specialist, I’ve seen this many, many times. If a true tongue-tie is present, it is better to prevent these issues than have to remediate them.

    Tara MallonSouth Orange, N.J.The writer is a certified learning-disabilities teacher consultant.

    To the Editor:

    As a pediatric occupational therapist and the mother of a child who had his tongue-tie released by Dr. Scott Siegel, the Manhattan oral surgeon mentioned in the article, I want to express my sincere disappointment and frustration with the content and tone of the piece.

    I am not dismissing the pain and discomfort experienced by the families mentioned, but I find that is absolutely not the norm for a tongue-tie release. By highlighting these experiences, you are discouraging families from seeking a procedure that could dramatically improve breastfeeding outcomes, not to mention later speech development.

    I was able to breastfeed my son for 10 months, thanks to a procedure that lasted five seconds and healed within a couple of weeks. I couldn’t be happier with our decision to work with Dr. Siegel, and the children I’ve treated who have been his patients have also had overwhelmingly positive outcomes.

    I would encourage the reporters to do a follow-up and speak to a variety of board-certified lactation consultants, speech-language pathologists and occupational therapists. The information presented in this article does not line up with the clinical opinions of many of these professionals, myself included.

    Emma KlassenNew York

    To the Editor:

    Re “Homes Are Still Built by Hand. No Wonder They’re So Costly,” by Binyamin Appelbaum (Opinion, Dec. 19):

    There is a longstanding tradition of factory housing in America. Thumbing through the beautiful reprints of Sears, Roebuck housing catalogs of the 1920s and ’30s provides a good cross-section of what was available and at what price a hundred years ago. Driving through many towns and cities, we can observe these structures all over the place. They have stood the test of time.

    All components, down to the last nail, were usually brought to their locations in railroad boxcars and assembled on site. In those days, the railroad tracks formed a latticework over the American terrain so that housing could be brought to many places. The Sears housing is aggregated close to train stations.

    This railroad system is greatly diminished today, so getting housing to its desired location is now more difficult and costly. Sometimes we see part of a house being hauled on the interstate, but this is infrequent, expensive and mighty awkward.

    Anne VohlReno, Nev.

    To the Editor:

    Binyamin Appelbaum’s article brought to mind a memory from 40 years ago. At that time, I worked in a building across from a small vacant lot. Those on my shift worked through Thursday, were off on Friday and returned on Saturday morning.

    One of my co-workers arrived one Saturday morning wearing a puzzled expression. Sidling over to me, she asked, “Was there a house across the street when we left on Thursday?” No, in fact, there hadn’t been, but two days later, there was one. And it still stands in the same location.

    Mr. Appelbaum makes some great points about why we should take manufactured housing more seriously.

    Ellen LodwickSilver Spring, Md.


     




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