Taste, analyze and compare 2023 new harvest olive oil with that of last year. We'll discuss flavor, mouthfeel, regionality and terroir while enjoying traditional olive oil accompaniments and snacks. After we become experts, we'll send an olive oil sampler home with you!Instructor Hannah Morrow.

Learn the tricks of the trade to become a kitchen wizard in a cooking class taught by Nadim Kashouh, Chef and Owner of Nadim’s Downtown Mediterranean Grill. Enjoy an evening of hands-on instruction, beer & wine, and of course decadent homemade food. Todays Menu: Hummus, Falafel, Tabouli, Green bean, and lamb Stew served with rice pilaf and Rice pudding for dessert. Select wine will accompany the meal

Ever been to a restaurant and ordered the “house wine”? Often simple, yet delicious, “house” or “table” wines are ubiquitous for a reason. We’ll explore regionality and historical significance of table wines, how they’re cultivated, bottled and served and why they’re so delicious, yet economical. We’re knee-deep into the holiday season and leftovers from the many friends and family gatherings are stacking up in your fridge. Don’t throw them away! Together we’ll discover table wine and leftover pairings—both savory and sweet—in the form of hand pies. As in life, when things get stale or monotonous, there’s always an opportunity to reinvent and reimagine what you already have. Instructor Hannah Morrow.

The Cannabis Core program is a 12-hour educational program that provides an overview of the cannabis industry in MA and is for people looking for general knowledge as they consider a cannabis career. During four, three-hour sessions, students will interact with cannabis experts and guest speakers in reviews of the plant, various cannabis products, the endocannabinoid system, laws and prohibition, growing and plant care, labeling, packaging, testing, employment considerations, and more. This is a foundational course and is a prerequisite for the career track courses. The class will be conducted over Zoom.

Encompasses the identification of physical, emotional, sexual, and substance abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report or provide assistance to victims of abuse; and methods for teaching students about abuse and its prevention. Discusses family dynamics and working with parents and community agencies. Emphasis is on understanding the special learning needs of the abused or neglected child, and how to meet those needs in the classroom. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Encompasses the identification of physical, emotional, sexual, and substance abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report or provide assistance to victims of abuse; and methods for teaching students about abuse and its prevention. Discusses family dynamics and working with parents and community agencies. Emphasis is on understanding the special learning needs of the abused or neglected child, and how to meet those needs in the classroom. 30 Undergraduate Level PDP’s. Students must achieve at least an average 70% in all exams with no exam below 60%.

Focuses on cognitive and cognitive-behavioral interventions with emphasis on teaching students how to change and manage their own behavior. Knowledge and understanding of traditional behavioral concepts and strategies is required. Strongly recommended that participants have completed an introductory behavior management course prior to taking this course. 40 Graduate PDP’s This course requires additional writing assignments. Students must achieve at least an average of 80% in all exams with no exam below 70%.

Geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologists, counselors) serving children and youths presenting behavior problems in the school or community, this course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric “social skills”) with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this advanced course. •Students have 6 months to complete course from the time of registration; •You must have an overall exam score of 70% with no individual exam score below 60% to pass; •We recommend that you check with your school district/supervisor to verify which level you should enroll in (Undergraduate Professional Development Level or Graduate Professional Development Level).