CHAPTER 5 School Issues that Relate to At-Risk Children and Youth.docxchristinemaritza
CHAPTER 5: School Issues that Relate to At-Risk Children and Youth
· If families do not…Then schools must
· Provide roots for children…So they stand firm and grow,
· Provide wings for children…So they can fly.
· Broken roots and crippled wingsDestroy hope.
· And hope sees the invisible,Feels the intangible,And achieves the impossible.
CHAPTER OUTLINE
The Value of Education
Box 5.1 Separate and Unequal 15-Year-Olds
Research on Effective Schools
Variables in Research on School Effects
· Leadership behaviors
· Academic emphasis
· Teacher and staff factors
· Student involvement
· Community support
· Social capital
Definitional Issues in Research on School Effects
Case Study: The Diaz Family
· School culture
· Student climate
· Peer involvement
· Teacher climate
Box 5.2 Teacher Climate
Educational Structure: Schools and Classrooms
School Structure
School Choice
Charter Schools
Classroom Structure
Curriculum Issues
Conclusion
· In education, the term at risk refers primarily to students who are at risk of school failure. As we discussed earlier, at risk actually means much more than flunking reading or math, or even dropping out of school. Yet from an educator’s perspective, educational concerns define at-risk issues. School problems and dropout are linked to many other problems expressed by young people (Suh, Suh, & Houston, 2007; Henry et al., 2009; Rumberger & Ah Lim, 2008). The strong relationships between school difficulties and other problems, as well as evidence that educational involvement is a protective factor influencing resilience (Search Institute, 2006), highlight the pivotal position of schools. In schools, prevention efforts can reach the greatest number of young people; therefore, examining the educational environment is critical.
THE VALUE OF EDUCATION
There are a number of indicators of the value placed on education in the United States. News reports compare the scores of students in the United States and in other countries on tests in geography and spelling, math and science. These reports consistently favor students in other countries. They imply that learning in U.S. schools is somehow not quite up to par. Does a student’s ability to spell reflect his or her ability to think? Does recall of dates, locations, or facts indicate a student’s problem-solving skills? The answer to these questions is “No.” Learning is the act of acquiring knowledge or a skill through observation, experience, instruction, or study, yet these comparisons suggest a view of learning that reduces this complicated act to an isolated and mechanical process. In addition, these comparisons often fail to note that in the United States all children are expected to attend school through high school graduation, not just wealthy or middle-class urban or college-bound students.
How learning is valued is also reflected in the following statistics. In 2000, the average household income was about $55,000 (Census Bureau, 2001). Nearly 10 years later, the average teac ...
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
CHAPTER 5 School Issues that Relate to At-Risk Children and Youth.docxchristinemaritza
CHAPTER 5: School Issues that Relate to At-Risk Children and Youth
· If families do not…Then schools must
· Provide roots for children…So they stand firm and grow,
· Provide wings for children…So they can fly.
· Broken roots and crippled wingsDestroy hope.
· And hope sees the invisible,Feels the intangible,And achieves the impossible.
CHAPTER OUTLINE
The Value of Education
Box 5.1 Separate and Unequal 15-Year-Olds
Research on Effective Schools
Variables in Research on School Effects
· Leadership behaviors
· Academic emphasis
· Teacher and staff factors
· Student involvement
· Community support
· Social capital
Definitional Issues in Research on School Effects
Case Study: The Diaz Family
· School culture
· Student climate
· Peer involvement
· Teacher climate
Box 5.2 Teacher Climate
Educational Structure: Schools and Classrooms
School Structure
School Choice
Charter Schools
Classroom Structure
Curriculum Issues
Conclusion
· In education, the term at risk refers primarily to students who are at risk of school failure. As we discussed earlier, at risk actually means much more than flunking reading or math, or even dropping out of school. Yet from an educator’s perspective, educational concerns define at-risk issues. School problems and dropout are linked to many other problems expressed by young people (Suh, Suh, & Houston, 2007; Henry et al., 2009; Rumberger & Ah Lim, 2008). The strong relationships between school difficulties and other problems, as well as evidence that educational involvement is a protective factor influencing resilience (Search Institute, 2006), highlight the pivotal position of schools. In schools, prevention efforts can reach the greatest number of young people; therefore, examining the educational environment is critical.
THE VALUE OF EDUCATION
There are a number of indicators of the value placed on education in the United States. News reports compare the scores of students in the United States and in other countries on tests in geography and spelling, math and science. These reports consistently favor students in other countries. They imply that learning in U.S. schools is somehow not quite up to par. Does a student’s ability to spell reflect his or her ability to think? Does recall of dates, locations, or facts indicate a student’s problem-solving skills? The answer to these questions is “No.” Learning is the act of acquiring knowledge or a skill through observation, experience, instruction, or study, yet these comparisons suggest a view of learning that reduces this complicated act to an isolated and mechanical process. In addition, these comparisons often fail to note that in the United States all children are expected to attend school through high school graduation, not just wealthy or middle-class urban or college-bound students.
How learning is valued is also reflected in the following statistics. In 2000, the average household income was about $55,000 (Census Bureau, 2001). Nearly 10 years later, the average teac ...
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed...William Kritsonis
Dr. Rosa Maria Abrero and Dr. Kimberly S. Barker, Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
1 Occupy Higher Education: 1
2 2 3 3 4 4 5 5
6 6
7 WHY COLLEGES 7
8 8 9 9 10 10
11 SHOULD OWN THE 11
12 12 13 13 14 14
15 EFFORT TO IMPROVE 15
16 16 17 17 18 18
19 STUDENT SUCCESS 19
20 20 21 21 22 22 23 23
24 By José L. Cruz and Kati HayCoCK 2425 25 26 26
27 and Latino families, whose median household wealth has de- 27
José L. Cruz ([email protected]) is vice president for higher
28 clined by 53 percent and 66 percent respectively, compared 28 education policy and practice at The Education Trust. He is
29 to a decline of 16 percent among whites (Kochlar, Frye, & 29 a former vice president for student affairs at the University
30 30 of Puerto Rico System and a former faculty member, depart- Taylor, 2011).
31 31 ment chair, and dean of academic affairs at UPR-Mayagüez. And it’s not just worsening economic inequality: Intergen-32 32
33 Kati Haycock ([email protected]) is the founder and erational mobility is falling as well. The US now has one of 33
34 president of The Education Trust, a Washington-based orga- the lowest rates of mobility in the developed world, exceeded 34
35 nization that works to promote the academic achievement of only by Great Britain (Hertz, 2006). 35
36 all students at all levels—prekindergarten through college. 36
A
The Role of educaTion
3737 s Americans, we tell each other—and the world— The overwhelming question is, what matters in turning
3838 two powerful stories about our country. this around? Education. At the macro level, better and more 3939 4040 4141
The first is that we are the land of opportunity. equal education is only part of the answer, but at the individ-
Whether your parents came here from Mexico or ual level, it is the main engine of intergenerational mobility.
42you grew up in the hollers of West Virginia, if you According to a recent study, “among those who have finished 42
43 work hard you can become anything you want to be. four years of college, there is no racial gap in economic mo- 43
44 The second is a story of generational advancement. bility: both whites and blacks in this group experience very 44
45 Through saving and hard work, each generation of parents high rates of upward economic mobility” (Mazumder, 2008). 45
46 can secure a better education—and a better future—for their As generations of African American and Latino parents have 46
47 children. told their children, “Education is the one thing they can 47
48 These stories are powerful. They are pervasive. And they never take away from you.”And they were right. Despite re- 48
49 are dead wrong. cent un- and under-employment statistics for college gradu- 49
50 As a new round of cross-national studies is showing us, ates, college-educated adults earn more and are less likely 50
51 the US is now one of the most economically unequal of all to be unemployed than those without degrees (Baum, Ma, & 511 1
2 2
3 3
52 developed countries. The top 5 percent of Americans now Payea, 2011; Bureau of Labor Statistics ...
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
W W W. A M E R I C A N P R O G R E S S . O R GAP PMoseStaton39
W W W. A M E R I C A N P R O G R E S S . O R G
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A Look at the Education Crisis:
Tests, Standards, and the Future
of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
A Look at the Education Crisis:
Tests, Standards, and the
Future of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
1 Introduction and summary
6 An education crisis spanning centuries
8 The success of standards-based reform
9 How serious is the nation’s education problem?
13 Recommendations
16 Conclusion
17 About the authors and acknowledgments
18 Endnotes
Contents
1 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Introduction and summary
In many ways standards-based school reform is at a crossroads. On one side, the
movement has made tremendous strides. The Common Core State Standards
Initiative, known simply as Common Core, is now strongly established in more
than 40 states.1 Many teachers believe that the new, higher academic standards
have helped them improve instruction.2 And, most importantly, a solid body of
data demonstrates that the standards-based reform movement has shown success
in raising student outcomes.3
In some areas, outcome indicators are on the rise. Over the past two decades, for
instance, the number of students of color performing at grade level in reading and
math has more than doubled in elementary and middle school.4 Meanwhile, high
school graduation rates are the highest they have ever been: 81 percent of the class
of 2013 received their diploma within four years.5
But clearly much work remains. Achievement gaps in many subject areas remain
large. For example, only 21 percent of low-income fourth-grade students achieved
proficiency on the 2015 NAEP reading test compared to 52 percent of nonpoor
students.6 And if students of color graduated at the same rate as their white peers,
they would receive nearly two hundred thousand more diplomas each year.7
In a way, the question for education advocates boils down to: What’s next? For
a few vocal observers, the answer to this question is—surprisingly—anything
but standards-based reform. In other words, these observers believe that the
standards-based reform effort—and its associated assessments and accountabil-
ity efforts—have been a total failure. In a policy memo released last year, Kevin
Welner and William Mathis of the National Education Policy Center argued
that “we as a nation have devoted enormous amounts of time and money to the
focused goal of increasing test scores, and we have almost nothing to show for it.”8
2 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Some, such as blogger Anthony Cody, argue that policymakers should not really
even focus on raising standards or improving tests or reform ...
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Com...William Kritsonis
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Population Groups in Texas High Schools - Dissertation Chair: William Allan Kritsonis
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docxmary772
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docxmary772
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docxmary772
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docxmary772
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docxmary772
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docxmary772
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
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1 Occupy Higher Education: 1
2 2 3 3 4 4 5 5
6 6
7 WHY COLLEGES 7
8 8 9 9 10 10
11 SHOULD OWN THE 11
12 12 13 13 14 14
15 EFFORT TO IMPROVE 15
16 16 17 17 18 18
19 STUDENT SUCCESS 19
20 20 21 21 22 22 23 23
24 By José L. Cruz and Kati HayCoCK 2425 25 26 26
27 and Latino families, whose median household wealth has de- 27
José L. Cruz ([email protected]) is vice president for higher
28 clined by 53 percent and 66 percent respectively, compared 28 education policy and practice at The Education Trust. He is
29 to a decline of 16 percent among whites (Kochlar, Frye, & 29 a former vice president for student affairs at the University
30 30 of Puerto Rico System and a former faculty member, depart- Taylor, 2011).
31 31 ment chair, and dean of academic affairs at UPR-Mayagüez. And it’s not just worsening economic inequality: Intergen-32 32
33 Kati Haycock ([email protected]) is the founder and erational mobility is falling as well. The US now has one of 33
34 president of The Education Trust, a Washington-based orga- the lowest rates of mobility in the developed world, exceeded 34
35 nization that works to promote the academic achievement of only by Great Britain (Hertz, 2006). 35
36 all students at all levels—prekindergarten through college. 36
A
The Role of educaTion
3737 s Americans, we tell each other—and the world— The overwhelming question is, what matters in turning
3838 two powerful stories about our country. this around? Education. At the macro level, better and more 3939 4040 4141
The first is that we are the land of opportunity. equal education is only part of the answer, but at the individ-
Whether your parents came here from Mexico or ual level, it is the main engine of intergenerational mobility.
42you grew up in the hollers of West Virginia, if you According to a recent study, “among those who have finished 42
43 work hard you can become anything you want to be. four years of college, there is no racial gap in economic mo- 43
44 The second is a story of generational advancement. bility: both whites and blacks in this group experience very 44
45 Through saving and hard work, each generation of parents high rates of upward economic mobility” (Mazumder, 2008). 45
46 can secure a better education—and a better future—for their As generations of African American and Latino parents have 46
47 children. told their children, “Education is the one thing they can 47
48 These stories are powerful. They are pervasive. And they never take away from you.”And they were right. Despite re- 48
49 are dead wrong. cent un- and under-employment statistics for college gradu- 49
50 As a new round of cross-national studies is showing us, ates, college-educated adults earn more and are less likely 50
51 the US is now one of the most economically unequal of all to be unemployed than those without degrees (Baum, Ma, & 511 1
2 2
3 3
52 developed countries. The top 5 percent of Americans now Payea, 2011; Bureau of Labor Statistics ...
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
W W W. A M E R I C A N P R O G R E S S . O R GAP PMoseStaton39
W W W. A M E R I C A N P R O G R E S S . O R G
A
P
P
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O
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SE F. M
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A Look at the Education Crisis:
Tests, Standards, and the Future
of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
A Look at the Education Crisis:
Tests, Standards, and the
Future of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
1 Introduction and summary
6 An education crisis spanning centuries
8 The success of standards-based reform
9 How serious is the nation’s education problem?
13 Recommendations
16 Conclusion
17 About the authors and acknowledgments
18 Endnotes
Contents
1 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Introduction and summary
In many ways standards-based school reform is at a crossroads. On one side, the
movement has made tremendous strides. The Common Core State Standards
Initiative, known simply as Common Core, is now strongly established in more
than 40 states.1 Many teachers believe that the new, higher academic standards
have helped them improve instruction.2 And, most importantly, a solid body of
data demonstrates that the standards-based reform movement has shown success
in raising student outcomes.3
In some areas, outcome indicators are on the rise. Over the past two decades, for
instance, the number of students of color performing at grade level in reading and
math has more than doubled in elementary and middle school.4 Meanwhile, high
school graduation rates are the highest they have ever been: 81 percent of the class
of 2013 received their diploma within four years.5
But clearly much work remains. Achievement gaps in many subject areas remain
large. For example, only 21 percent of low-income fourth-grade students achieved
proficiency on the 2015 NAEP reading test compared to 52 percent of nonpoor
students.6 And if students of color graduated at the same rate as their white peers,
they would receive nearly two hundred thousand more diplomas each year.7
In a way, the question for education advocates boils down to: What’s next? For
a few vocal observers, the answer to this question is—surprisingly—anything
but standards-based reform. In other words, these observers believe that the
standards-based reform effort—and its associated assessments and accountabil-
ity efforts—have been a total failure. In a policy memo released last year, Kevin
Welner and William Mathis of the National Education Policy Center argued
that “we as a nation have devoted enormous amounts of time and money to the
focused goal of increasing test scores, and we have almost nothing to show for it.”8
2 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Some, such as blogger Anthony Cody, argue that policymakers should not really
even focus on raising standards or improving tests or reform ...
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Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Population Groups in Texas High Schools - Dissertation Chair: William Allan Kritsonis
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Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docxmary772
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docxmary772
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docxmary772
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docxmary772
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docxmary772
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docxmary772
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docxmary772
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docxmary772
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docxmary772
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docxmary772
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docxmary772
Code switching involves using 1 language or nonstandard versions of a language instead of another language due to setting, conversational partner, topic, and other factors.
Respond to the following in a minimum of 175 words:
When was a time that you engaged in code switching?
Why did you engage in code switching?
What were the potential benefits and potential consequences of code switching in that scenario?
What was the result of your actions?
.
Code of Ethics for the Nutrition and Dietetics Pr.docxmary772
Code of Ethics
for the Nutrition and Dietetics Profession
Effective Date: June 1, 2018
Preamble:
When providing services the nutrition and dietetics practitioner adheres to the core values of customer focus,
integrity, innovation, social responsibility, and diversity. Science-based decisions, derived from the best available research
and evidence, are the underpinnings of ethical conduct and practice.
This Code applies to nutrition and dietetics practitioners who act in a wide variety of capacities, provides general
principles and specific ethical standards for situations frequently encountered in daily practice. The primary goal is the
protection of the individuals, groups, organizations, communities, or populations with whom the practitioner works and
interacts.
The nutrition and dietetics practitioner supports and promotes high standards of professional practice, accepting
the obligation to protect clients, the public and the profession; upholds the Academy of Nutrition and Dietetics (Academy)
and its credentialing agency the Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics
Profession; and shall report perceived violations of the Code through established processes.
The Academy/CDR Code of Ethics for the Nutrition and Dietetics Profession establishes the principles and ethical
standards that underlie the nutrition and dietetics practitioner’s roles and conduct. All individuals to whom the Code
applies are referred to as “nutrition and dietetics practitioners”. By accepting membership in the Academy and/or accepting
and maintaining CDR credentials, all nutrition and dietetics practitioners agree to abide by the Code.
Principles and Standards:
1. Competence and professional development in practice (Non-maleficence)
Nutrition and dietetics practitioners shall:
a. Practice using an evidence-based approach within areas of competence, continuously develop and enhance
expertise, and recognize limitations.
b. Demonstrate in depth scientific knowledge of food, human nutrition and behavior.
c. Assess the validity and applicability of scientific evidence without personal bias.
d. Interpret, apply, participate in and/or generate research to enhance practice, innovation, and discovery.
e. Make evidence-based practice decisions, taking into account the unique values and circumstances of the
patient/client and community, in combination with the practitioner’s expertise and judgment.
f. Recognize and exercise professional judgment within the limits of individual qualifications and collaborate
with others, seek counsel, and make referrals as appropriate.
g. Act in a caring and respectful manner, mindful of individual differences, cultural, and ethnic diversity.
h. Practice within the limits of their scope and collaborate with the inter-professional team.
2. Integrity in personal and organizational behaviors and practices (Autonomy)
N.
Code of Ethics for Engineers 4. Engineers shall act .docxmary772
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docxmary772
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
Code#RE00200012002020MN2DGHEType of Service.docxmary772
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docxmary772
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docxmary772
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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8
Developmental Education
Enhancing Literacy and Basic Skills
Nothing has been easier to decry than the ineffectiveness ofthe
schools. One observer of American education noted:
Paradoxical as it may seem, the diffusion of education
and intelligence is at present acting against the free
development of the highest education and intelligence.
Many have hoped and still hope that by giving a partial
teaching to great numbers of persons, a stimulus would
be applied to the best minds among them, and a thirst for
knowledge awakened that would lead to high results; but
thus far these results have not equaled the expectation.
There has been a vast expenditure . . . for educational
purposes . . . but the system of competitive cram-
ming in our schools has not borne fruits on which we
have much cause to congratulate ourselves. (Parkman,
1869, p. 560)
The sentiments in this passage, written in 1869 by the American
historian Francis Parkman, have been echoed countless times
since.
One hundred years after Parkman’s comment, the American poet
and critic John Ciardi complained that “the American school
system has dedicated itself to universal subliteracy” (1971, p.
48).
The novelist Walker Percy offered this devastating critique:
“Ours
4. .
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236 THE AMERICAN COMMUNITY COLLEGE
A steady outpouring of books continued the critique. Hirsch
began his best seller with the words, “The standard of literacy
required by modern society has been rising throughout the
devel-
oped world, but American literacy rates have not risen to meet
this standard” (1987, p. 1). Harman’s examination of illiteracy
described how “more and more working members of mainstream
America are found to be either totally illiterate or unable to
read
at the level presumably required by their job or their position in
society” (1987, p. 1).
The conventional belief was that literacy had declined. But how
much? And by what measurement? Certainly the colleges were
and
are deeply involved with developmental studies, but at what
cost to
their image? And to what effect? In this chapter, several
dilemmas
surrounding the tracking of students into less-than-college-level
courses are explored, especially the difficulty in assigning
standards
and definitions and assessing program outcomes. Some
examples
of the ameliorative practices in which the colleges are engaged
are
also noted.
5. Decline in Literacy
Unmitigated denunciations are one thing; accurate data are quite
another. Information on the literacy of the American population
over the decades is difficult to compile, even though for well
over
one hundred years the Bureau of the Census has collected data
on the number of people completing so many years of
schooling.
Intergenerational comparisons are imprecise because different
per-
centages of the population have gone to school at different
periods
in the nation’s history and because the United States has never
had
a uniform system of educational evaluation. Still, an
understanding
of the importance of literacy, concern about its decline, and the
need to do something about it have become widespread.
Eight National Education Goals were set into law on March
31, 1994, when President Clinton signed the Goals 2000:
Educate
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Developmental Education 237
America Act. One of the eight goals was that every adult would
be literate, possessing the knowledge and skills to compete in
the workplace and exercising the responsibilities of citizenship.
Although the act itself has been superseded, its emphasis on
stan-
dards, norms, and instrumentation so that measures of literacy
in all age groups could be reported according to common refer-
ents has survived, incorporated into the contemporary emphasis
on accountability. Subsequent federal legislation has
emphasized
8. testing students periodically, with the intention of encouraging
schools where students score below the norm to improve.
Concerns about literacy came as no surprise to educators who
have reviewed the scores made on nationally normed tests taken
by people planning on entering college. The available evidence
suggests that the academic achievement of students in schools
and colleges registered a gradual improvement between 1900
and
the mid-1950s, an accelerated improvement between the mid-
1950s and the mid-1960s, and a precipitous, widespread decline
between then and the late 1970s, before stabilizing in the early
1980s. The SATs taken by college-bound high school seniors
show
mathematical ability at 494 in 1952 and 502 in 1963; it dropped
as low as 492 in 1980 but by 2012 had reached 514. Verbal
ability
went from 476 in 1952 to 543 in 1966 and then dropped in 1980
to 502, where it remained stable for many years before dipping
to
496 in 2012 (College Board, 2012; see Table 8.1).
The scores made by students who participated in the ACT Pro-
gram between 1995 and 2010 reveal a similar pattern (Table
8.2). In
those years, reading and science scores were stable, English
showed
a slight increase, and math demonstrated a greater increase. The
overall composite rose to 21.1 in 2008 and remained there
through
2012. Declines in academic achievement during the 1970s and
subsequent stabilization were confirmed by the National Assess-
ment of Educational Progress (NAEP) studies of seventeen-
year-old
students. After bottoming out in the early 1980s, students’
perfor-
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Developmental Education 239
it once was; the imposition of various other-than-academic
expec-
tations on the public schools; the increasing numbers of
students
whose native language is other than English; and a decline in
academic requirements and expectations at all levels of
schooling.
The time that the current generation has spent texting or on
social
media websites hasn’t helped either.
The effect of schooling and the availability of other educational
opportunities are suggested by the relationships between family
income and SAT scores. According to the College Board (2012),
scores made by the more than 1.6 million college bound seniors
who took the SAT showed a straight-line, positive correlation
15. with family income. Those with income greater than $100,000
averaged 540 in reading, 555 in math, and 533 in writing, while
those with income less than $20,000 scored 434 in reading, 460
in math, and 429 in writing. Since students from low-income
families are considerably more likely to attend community
colleges
than universities, these figures do much to explain patterns in
the
colleges’ student body.
School Requirements
Of all the listed conditions, academic requirements are the only
ones that are within the power of the schools to change directly.
Several premises underlie schooling—for example, that students
tend to learn what is taught, that the more time they spend on a
task
the more they learn, and that they will take the courses required
for completion of their programs. Hence, when expectations,
time
in school, and number of academic requirements are reduced,
student achievement, however measured, seems certain to drop
as
well. In its 1978 report, The Concern for Writing, the
Educational
Testing Service noted, “The nub of the matter is that writing is
a
complex skill mastered only through lengthy, arduous effort. It
is
a participatory endeavor, not a spectator sport. And most high
school students do not get enough practice to become competent
Cohen, Arthur M., et al. The American Community College,
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18. on composition, and even in composition courses creative
expression
was treated at a higher level than were grammar and the other
tools of the writer’s trade.
Copperman (1978) recounted the depressing statistics regarding
deterioration of the secondary school curriculum. Specifically,
the percentage of ninth- through twelfth-grade students enrolled
in academic courses dropped between 1960 and 1972, from 95
to 71 percent in English courses and proportionately in social
studies, science, and mathematics. In other words, the average
high school graduate had taken four years of English in 1960
and
only three years in 1972. And the curriculum in English shifted
from sequential courses to electives chosen from courses in
creative
writing, journalism, public speaking, classical literature,
science
fiction, advanced folklore, composition, mass media, poetry,
and a
host of other options. Not only were students taking less
science,
math, English, and history, but in the academic classes they did
take the amount of work assigned and the standard to which it
was
held deteriorated as well.
During the 1980s, school reform shifted toward educational
excellence and outcomes assessment. In 1983, the National
Com-
mission on Excellence in Education published A Nation at Risk
(Gardner and others), in which it highlighted the importance of
education for the civic well-being of our nation. The report sug-
gested that states adopt a curriculum, known as the New Basics,
to
include four years of English; three years of mathematics,
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Developmental Education 241
Table 8.3. Average Number of Carnegie Units Earned by Public
High School Graduates in Various Subject Areas: 1982, 1994,
2000,
2009
1982 1994 2000 2009
Total Carnegie Units 21.58 24.17 26.15 27.15
English 3.93 4.29 4.26 4.37
Social Studies 3.16 3.55 3.89 4.19
Total Math 2.63 3.33 3.62 3.91
Total Science 2.20 3.04 3.20 3.47
Foreign Language 0.99 1.71 2.01 2.21
Source: NCES, Digest, 2011.
(see Table 8.3). All academic areas showed an increase, with
mathematics, sciences, and foreign languages showing the most
notable gains. In 2009, 70 percent of students took chemistry
com-
22. pared with 32 percent in 1982; 88 percent took geometry in
2009
versus 47 percent in 1982; 30 percent took biology, chemistry,
and
physics compared with 11 percent in 1982. Overall, the high
school
curriculum was rebuilt to the levels of the 1950s. The effect of
the
strengthened requirements was a reduced number of high school
occupational classes (bookkeeping, typing, shop) and an
increase
in the totality of courses taken by graduates.
In sum, students coming to the colleges in the 1990s and 2000s
had taken more academic courses, and their academic abilities
had
begun to climb. Indeed, high school seniors’ grade-point
averages
rose from an average of 2.68 in 1992 to 2.98 in 2005
(Landsberg,
2007). Student testing had increased as well, with more than
one-
third of the states requiring a minimum competency test for
high
school graduation. But as the SAT, ACT, and NAEP results
show,
overall gains in literacy have come slowly, if at all.
A recent report from Educational Testing Service reveals that,
despite all types of school reforms in the past generation, little
has changed. High school completion rates (exclusive of GEDs),
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
25. dropping behind all but five of twenty-six countries listed by
the Organisation for Economic Co-Operation and Development.
Noteworthy here is that during that same period total spending
per pupil in public K–12 schools more than doubled in constant
2009–10 dollars, the student–teacher ratio (class size) dropped
by
half, and the percentage of teachers with at least a master’s
degree
doubled. One in four ACT-tested high school graduates of 2011
who took the core curriculum—four years of English and three
each of math, science, and social studies—met the ACT College
Readiness Benchmarks in all four subjects; 28 percent failed to
reach any of the benchmarks (ACT, 2011). Just over half the
graduates met the standard for reading, a decline from the peak
of
55 percent reached in 1999; only 45 percent met the benchmark
for math in 2011. The problem is even more acute in some
states:
ACT found that “more eighth and tenth graders are on track to
being ready for college-level reading than are actually ready
when
they graduate” and suggests that “state standards in high school
reading are insufficient—or nonexistent” (p. 3). More than half
of
the 49 states with reading standards fully define them “only
through
the eighth grade” (p. 3). And a recent report from the National
Center on Education and the Economy (2013) emphasized the
continued disconnect between demands in college-level English
and mathematics courses and high school requirements, both in
terms of subject matter content and faculty expectations of
students.
College Admissions
Because each college set its own standards and because the
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Developmental Education 243
most were operating their own remedial education programs. In
1895, 40 percent of entering students were drawn from prepara-
tory programs operated by the colleges and universities
themselves
(Rudolph, 1977, p. 158).
Numerous attempts to stabilize college admissions have been
made. In 1892, the National Education Association organized
the
Committee on Secondary School Studies, known as the
Committee
of Ten, which was to recommend and approve the secondary
school
curriculum for college matriculation. In 1900, the College
Entrance
Examination Board began offering a common examination for
college admission. Nonetheless, the wide variety in types and
quality of colleges in America made it impossible to devise
uniform
admission standards. There has never been a standard of
admission
to all colleges in the United States. The Educational Testing
Service and the ACT Program offer uniform examinations
across
the country, but each college is free to admit students regardless
of
where they place on those examinations.
Of all postsecondary educational structures in America, the
29. public community colleges bore the brunt of the poor
preparation
of students in the twentieth century. When sizable cohorts of
well-prepared students were clamoring for higher education, as
in
the 1950s and early 1960s, the community colleges received a
large
share of them. But when the college-age group declined and the
universities became more competitive for students, the
proportion
of academically well-prepared students going to community col-
leges shrank. Thus, the colleges were dealt a multiple blow:
relaxed
admission requirements and the availability of financial aid at
the
more prestigious universities; a severe decline in the scholastic
abilities of high school graduates; and a greater percentage of
appli-
cants who had taken fewer academic courses. And although the
recent upturn in the eighteen-year-old population has lowered
the median student age in community colleges, it has done little
to
elevate the students’ abilities.
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
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=1366278.
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244 THE AMERICAN COMMUNITY COLLEGE
The community colleges responded by accommodating the
different types of students without turning anyone away. They
have always tended to let everyone in but have then attempted
to
guide students to programs that fit their aspirations and in
which
they have some chance to succeed. Students who qualified for
transfer programs were never a serious problem; they were
given
courses similar to those they would find in the lower division of
32. the four-year colleges and universities. Technical and
occupational
aspirants were not a problem either; vocational programs were
organized for them. Internal selectivity was the norm; failing
certain
prerequisites, applicants were barred from the health
professions
and technology programs. The students who wanted a course or
two
for their own personal interest found them both in the
departments
of continuing education and the transfer programs.
The rest, the poorly prepared high school pass-throughs, has
been the concern. How should the colleges deal with students
who
aspire to a college degree but who are reading at the fifth-grade
level? Shunting underprepared students to the trades programs
was
a favored ploy, giving rise to Clark’s cooling-out thesis (1960).
Another ploy was to offer a smattering of developmental
courses
where students would be prepared, more or less successfully, to
enter the transfer courses—or entertained until they drifted
away.
But the decline in achievement exhibited by secondary school
graduates and dropouts in the 1970s hit the colleges with full
force. The problem of the underprepared student became central
to instructional planning.
The Magnitude of Remediation
Remedial and developmental and, less often, compensatory and
basic
skills have been used more or less interchangeably for courses
designed to teach literacy (the essentials of reading, writing,
35. .
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Developmental Education 245
enroll in those courses on the basis of entrance tests or prior
school
achievement. The courses are not often accepted for credit
toward
an academic degree, but their funding comes through the regular
academic instructional budget, sometimes augmented by special
state or federal program appropriations to assist disadvantaged
students.
Although the decline in student ability stabilized in the 1980s,
developmental education grew until it leveled off in the 1990s.
The rise in remedial course enrollment occurred because student
ability had sunk so low that college staff members, legislators,
and
the staff of the universities to which the students transfer had
had enough. The dropout and failure rates were unconscionably
high. When the population was expanding and an ever-
increasing
number of new students showed up each year, the problem was
not as acute, and few colleges did anything about coordinating
developmental education. In the late 1970s, however, the
attitude
shifted as the college staff realized that it was more feasible,
not
to say socially and educationally defensible, to keep the
students
enrolled than to let them drop out as a result of academic
failure.
36. All public two-year colleges offer developmental courses. The
Center for the Study of Community Colleges (CSCC) tallied
the sections offered in a national sample of colleges in 1998
and found that 29 percent of the scheduled class sections in
English and 32 percent in math were designated as
developmental
(Schuyler, 1999b). These data were corroborated in state
studies:
14 percent of the credit-course enrollment in Illinois, 17 percent
in
North Carolina, and 23 percent each in Florida and Washington
community colleges were in remedial courses (Illinois
Community
College Board, 2005; North Carolina Community College
System,
2007a, 2007b; Florida Department of Education, 2007;
Washington
State Board for Community and Technical Colleges, 2006).
Data on entering students who need remedial help suggest the
magnitude of the problem. The Education Commission of the
States
estimates that 40 percent of all college students and 58 percent
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
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=1366278.
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246 THE AMERICAN COMMUNITY COLLEGE
of those in community colleges require some remediation
(Fulton,
2012). A 2010 study of 250,000 incoming students at fifty-
seven
community colleges across the country found that 59 percent
were
referred to developmental math and 33 percent to developmental
English or reading (Bailey, Jeong, and Cho, 2010). The
percentage
39. of underprepared entrants varies widely. A recent study of one
hundred thousand students in six community colleges that are
part of a large, urban system found that roughly 90 percent of
the students were assigned to remediation in one or more
subjects
(Scott-Clayton and Rodriguez, 2012). Of all the recent high
school
completers, 46 percent (and 92 percent of the GED graduates)
entering Kentucky’s public institutions in 2004 were
underprepared
for college (Kentucky Developmental Education Task Force,
2007).
In California, 72 percent of entering students required to take
the placement exam in fall 2010 were directed to basic skills
courses in English, and 85 percent were referred to
developmental
math. Strikingly, of those students testing into remedial math,
the largest percentage assessed at three levels below college-
level;
only 14 percent of these ever completed a college-level math
course (California Community Colleges, 2012). Over 70 percent
of students entering Virginia’s community colleges in 2007–08
were referred to developmental math (nearly half to three levels
below college-level math) and 34 percent to developmental
English
(Virginia Community Colleges, 2010). Nationwide, 44 percent
of
first-time community college students enroll in between one and
three developmental courses; 14 percent take more than three.
Developmental Teaching
How do college faculty members who face students daily feel
about
massive developmental education efforts and the poorly
prepared
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Developmental Education 247
Other influences—instructors’ tendencies, externally
administered
examinations and licensure requirements, the entry levels
imposed
by succeeding courses in the same and other institutions—are
of lesser importance. Nothing that is too distant from the stu-
dents’ comprehension can be taught successfully. All questions
of academic standards, college-level and remedial courses, text-
book readability and coverage, and course pacing and sequence
come to that.
Students are part of the instructors’ working conditions. Except
for faculty members recruited especially to staff developmental
programs, most feel that their environment would be improved
if their students were more able. In the CSCC’s 1977 National
Science Foundation–sponsored survey of science instructors at
two-year colleges throughout the country (Brawer and
Friedlander,
1979), respondents were asked, “What would it take to make
yours
a better course?” Over half noted “students better prepared to
handle course requirements,” a choice that far outranked all
others
in a list of sixteen (p. 32). More than twenty years later, Outcalt
(2002b) found almost the exact response among the academic
faculty he surveyed.
43. If students cannot be more able, at least they …
Cohen c02.tex V2 - 07/19/2013 7:03pm Page 45
2
Students
Diverse Backgrounds and Purposes
Two words sum up the students: number and variety. To
collegeleaders, the spectacular growth in student population,
some-
times as much as 15 percent a year, has been the most
impressive
feature of community colleges. The numbers are notable: enroll-
ment increased from just over five hundred thousand in 1960 to
more than 2 million by 1970, 4 million by 1980, nearly 6
million
at the turn of the century, and over 7.5 million by 2010. During
the 1960s, much of the increase was due to the expanded
propor-
tion of eighteen- to twenty-four-year-olds in the population—
the
result of the World War II baby boom. More people were in the
col-
lege age cohort, and more of them were going to college. A
similar
phenomenon was apparent in the 2000s.
The top half of Table 2.1 shows the number of undergraduates
in all types of colleges relative to the number of eighteen- to
twenty-four-year-olds in the American population for each
decade
from 1900 to 1970. The table accurately depicts the proportion
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46 THE AMERICAN COMMUNITY COLLEGE
Table 2.1. Undergraduate Enrollment in U.S. Colleges and
Universities Compared with Eighteen- to Twenty-Four-Year-Old
Population, 1900–2010
Year College-Age Undergraduate Percentage
Population Enrollment
(in thousands) (in thousands)
1900 10,357 232 2.2
1910 12,300 346 2.8
1920 12,830 582 4.5
1930 15,280 1,054 6.9
1940 16,458 1,389 8.4
1950 16,120 2,421 15.0
1960 15,677 2,876 18.3
1970 24,712 6,274 25.4
Year College-Age
Population
(in thousands)
47. Undergraduate
Enrollment of
18–24-Year-
Olds (in
thousands)
Percentage
1980 30,022 7,716 25.7
1990 26,961 8,628 32.0
2000 27,144 9,636 35.5
2010 29,312 12,077 41.2
Source: NCES, Digests, 1970, 2011; U.S. Bureau of the Census,
Current Popu-
lation Survey, 2010
entering some postsecondary school within a year of leaving
high
school. In 2000, that figure was 63 percent, and by 2010 it
neared
70 percent.
This chapter reports data on the numbers and types of students
attending community colleges and offers discussions of student
ability and academic preparedness, gender, race or ethnicity,
and
life circumstances. Other methods of classifying students and
their
intentions are examined, as are historic and contemporary
methods
for assessing and tracking them. The chapter provides
information
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
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Students 47
on enrollment patterns and reasons for the high incidence of
dropout, but information on student achievement in areas such
as transfer, degree or certificate attainment, and job getting are
presented in Chapter Fourteen, on outcomes. Unless otherwise
noted, data in this chapter derive from National Center for
Educa-
tion Statistics (NCES) reports published in 2011 and 2012.
50. Reasons for the Increase in Numbers
The increase in community college enrollments may be
attributed
to several conditions in addition to general population
expansion:
older students’ participation; financial aid; part-time
attendance;
the reclassification of institutions; the redefinition of students
and courses; and high attendance by women, minorities, and
less
academically prepared students. Community colleges also
recruited
students aggressively; to an institution that tries to offer
something
for everyone in the community, everyone is potentially a
student.
Demography has a profound effect on college enrollments.
The number of eighteen-year-olds in the American population
peaked in 1979, declined steadily throughout the 1980s, and was
23 percent lower in 1992, when it began increasing again.
Overall
enrollments in public two-year colleges doubled during the
1970s
and then slowed to a 15 percent increase in each of the
subsequent
two decades before accelerating to a 21 percent increase in the
first decade of the twenty-first century. This growth in a period
of
decline in the eighteen-year-old population reflects the
influence
of other factors on community college enrollments. However, it
pales in comparison with the surge of students entering in the
1970s.
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48 THE AMERICAN COMMUNITY COLLEGE
the American Association of Community and Junior Colleges
(AACJC, 1980), the mean age of students enrolled for credit in
1980 was twenty-seven, the median age was twenty-three, and
the
modal age was nineteen. A national survey conducted by the
Center
for the Study of Community Colleges found that by 1986 the
mean
had gone up to twenty-nine, the median had increased to
twenty-
five, and the mode had remained at nineteen. But the percentage
of students younger than age twenty-five has increased steadily
in
recent years, from 43 percent in 1995–96 to 53 percent in 2007–
08.
In the latter academic year, 30 percent were under age twenty.
Dual
enrollment, advanced placement, and similar collaborations with
high schools have led to a 7 percent population of students who
are
younger than age eighteen; in 2010–11, 10 percent of the full-
time
equivalent enrollment in Washington community colleges was
generated by dual-enrollment high school students (Washington
State Board for Community and Technical Colleges, 2011).
Today,
the national mean age is twenty-nine years, the median around
twenty-two, and the mode just under age nineteen.
54. Note the discrepancy among these three measures. The mean is
the most sensitive to extremes; hence, even a small number of
senior
citizens affects that measure dramatically. The median suggests
that
the students just out of high school and those in their early
twenties
who either delayed beginning college or entered community col-
leges after dropping out of other institutions accounted for half
the
student population. This 50 percent of the student body that was
composed of students aged seventeen to twenty-two was
matched
on the other side of the median by students ranging in age all
the
way out to their sixties and seventies. The mode reflects the
great-
est number; nineteen-year-olds continued as the dominant single
age group. Thus, a graph depicting the age of community
college
students would show a bulge at the low end of the scale, a peak
at
age nineteen, and a long tail reaching out toward the high end.
The availability of financial aid brought additional students
as state and federal payments, loans, and work-study grants rose
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
Created from capella on 2020-04-18 10:16:30.
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Students 49
markedly. From the 1940s through the early 1970s, nearly all
types of aid were categorical, designed to assist particular
groups
of students. The largest group of beneficiaries was war
veterans; in
California in 1973, veterans made up more than 13 percent of
the
total enrollment. Compared with contemporary figures, this was
an astounding number; in 2007–08, veterans and military
service
members together made up only 4 percent of all undergraduates
(Radford and Wun, 2009). Students from economically
disadvan-
taged and minority groups were also large beneficiaries of
57. financial
aid; more than thirty thousand such students in Illinois received
state and local funds in 1974. Since the mid-1970s, more of the
funds have been unrestricted. Overall, 65 percent of full-time
students and 45 percent of the part-timers received some form
of
financial aid during the 2007–08 academic year. Total aid
averaged
$5, 650 per full-time aid-receiving student.
Part-time enrollment increased as the age of the students went
up. In the early 1970s, half of the students were full-timers; by
the
mid-1980s, only one-third were (see Table 2.2). Today full-
timers
constitute just over 40 percent of the student body, and these
Table 2.2. Part-Time Enrollment as a Percentage of Total
Enrollment in Public Two-Year Institutions of Higher
Education,
1970–2010
Year Total Fall Enrollment Part-Time Enrollment Percentage
(in thousands) (in thousands)
1970 2,195 1,066 49
1975 3,836 2,174 57
1980 4,329 2,733 63
1985 4,270 2,773 65
1990 4,997 3,280 66
1995 5,278 3,437 65
2000 5,697 3,697 65
2005 6,184 3,797 61
2010 7,218 4,266 59
Source: NCES, Digest, 2011.
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50 THE AMERICAN COMMUNITY COLLEGE
figures do not include noncredit students enrolled in community
or continuing education, dual enrollment courses, and short-
cycle
occupational studies. The pattern was consistent throughout the
60. country; in nearly all states with community college enrollments
greater than fifty thousand, part-time students far outnumbered
full-timers, sometimes by as much as three to one.
The rise in the number of part-time students can be attributed
to many factors: the opening of noncampus colleges that enroll
few
full-timers; an increase in the number of students combining
work
and study; and an increase in the number of reverse transfers,
people
who may already have baccalaureate and higher degrees; to
name
but a few. As examples of the latter group, over 48 percent of
the
92,594 graduates receiving bachelor’s degrees from the
University
of California and the California State University systems in
2001
took one or more classes at California community colleges in
the
ensuing three years. Nearly all were credit courses. The colleges
made deliberate efforts to attract part-timers by making it easy
for them to attend. Senior citizens’ institutes; weekend colleges;
courses offered at off-campus centers, in workplaces, and in
rented
and donated housing around the district; and countless other
stratagems have been employed. In 2011, 59 percent of student
credit hours earned at Arizona’s community colleges were in
courses
provided at alternative times and places or via alternative
delivery
methods (Arizona Community Colleges, 2012). Notable,
however,
is that even though the recent increase in younger students has
decreased the ratio of part-timers, it is still close to 60 percent:
63. Cohen c02.tex V2 - 07/19/2013 7:03pm Page 51
Students 51
colleges; Santa Monica College (California) and Houston Com-
munity College (Texas) each enrolls more international students
than any other public, two-year college in the nation, the latter
admitting more than all but five universities. Most international
students need to study English before attempting particular
college
programs. In the community colleges, even though they pay $6,
500
tuition on average, they find English as a Second Language
courses
offered at lower cost than in senior institutions and are less
likely to
have to qualify for admission. More than three-fourths of
interna-
tional students are between the ages of twenty and thirty-four;
most
are enrolled full time, often a qualification set by the conditions
of
their visas; and they stay enrolled for an average of more than
six
semesters (Hagedorn and Lee, 2005). The majority are from
Asia,
with China topping the list.
In addition to enrolling international students, community
colleges also enroll most of the postsecondary students residing
in the country illegally, primarily because the colleges cost far
less than other institutional types. Although twelve states allow
undocumented students who meet certain requirements (such as
64. attending high school in the state for a specified number of
years
and graduating or receiving a GED) to pay in-state tuition at
public colleges and universities, in most states these students
are
ineligible for federal and state financial aid. And because there
are only a scarce number of private scholarships available to
this
population, relatively few attend college. The Urban Institute
(Passell, 2003) estimates that only 5 to 10 percent of the
roughly
65,000 undocumented students who graduate from high school
each year do so. Nonetheless, community colleges—especially
those in states with large immigrant populations—already serve
a
fair number of undocumented students; California’s 112
colleges
alone enrolled 18,000 in 2005–06 (Gonzales, 2007). If the
federal
DREAM (Development, Relief, and Education for Alien Minors)
Act, which was first proposed in 2001 and has been
reintroduced
Cohen, Arthur M., et al. The American Community College,
John Wiley & Sons, Incorporated, 2013. ProQuest Ebook
Central,
http://ebookcentral.proquest.com/lib/capella/detail.action?docID
=1366278.
Created from capella on 2020-04-18 10:16:30.
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52 THE AMERICAN COMMUNITY COLLEGE
several times since, is ever enacted, community colleges can
expect
further enrollment growth from this sector.
The growth in total enrollments did not result solely from the
colleges’ attracting students who might not otherwise have
partici-
pated in education beyond high school. Two other factors
played a
part: the different ways of classifying institutions; and a
redefinition
of the term student. Changes in the classification of colleges are
common. Private colleges become public; two-year colleges
become
four-year (and vice versa); and adult education centers enter the
category, especially as they begin awarding degrees. The
universe
of community colleges is especially fluid. From time to time,
67. entire
sets of institutions, such as trade and vocational schools and
adult
education centers, have been added to the list. As examples, in
the mid-1960s four vocational-technical schools became the
first
colleges in the University of Hawaii community college system,
and in the mid-1970s the community colleges in Iowa became
area schools responsible for adult education in their districts.
Indi-
ana’s Ivy Tech became a set of comprehensive colleges in 1999.
Sometimes institutional reclassification is made by an agency
that
gathers statistics; in the 1990s, the National Center for
Education
Statistics and the Carnegie Foundation for the Advancement of
Teaching began including accredited proprietary schools to their
community college databases, but data on those institutions are
listed separately. And in 2005, they both, along with the
American
Association of Community Colleges, removed the community
col-
leges that had begun offering bachelor’s degrees. All these
changes
modify the number of students tabulated each year.
Reclassification of students within colleges has had an even
greater effect on enrollment figures. As an example, when the
category defined adult was removed from the California system,
students of all ages could be counted as equivalents for funding
purposes. In most states, the trend has been toward including
college-sponsored events (whether or not such activities demand
evidence of learning attained) as courses and hence the people
Cohen, Arthur M., et al. The American Community College,
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Students 53
attending them as students. The boundaries among the
categories
degree credit, non–degree credit, noncredit, and community
service are
permeable; student tallies shift about as courses are reclassified.
Furthermore, the community colleges have taken under their
aegis
70. numerous instructional programs formerly offered by public and
private agencies, including police and fire academies, hospitals,
banks, and religious centers. These practices swell the
enrollment
figures and blur the definition of student, making it possible for
community college leaders to point with pride to larger
enrollments
and to gain augmented funding when enrollments are used as the
basis for accounting. They also heighten imprecision in
counting
students and make it difficult to compare enrollments from one
year to another.
Nonetheless, the proportion of Americans attending college
increased steadily through the twentieth century, and the avail-
ability of community colleges contributed notably to this
growth. In
2010, 40 percent of all students beginning postsecondary
education
enrolled first in a two-year college. Of the students who delayed
entry until they were age thirty or older, 61 percent began in a
com-
munity college (NCES, 2012). As the following sections detail,
the
colleges have been essential especially to the educational
progress of
people with lower levels of academic preparedness, lower
incomes,
and other characteristics that had limited their opportunity for
postsecondary enrollment.
Students’ Lives
Unlike full-time students at residential, four-year universities,
whose lives may revolve around classes, peers, and social
events,
73. 54 THE AMERICAN COMMUNITY COLLEGE
reasons that community college students are less likely than
their
four-year counterparts to persist to a degree or certificate.
The U.S. Department of Education’s survey of students begin-
ning postsecondary education in 2003–04 (NCES, 2012)
illustrates
these challenges. One-quarter of community college students
had
one or more dependents; almost half of these were single
parents.
A full 12 percent claimed some sort of disability. Of students
cat-
egorized as dependent, 28 percent came from the lowest income
quartile, and 21 percent of all students reported incomes at or
below the poverty level. When students first enrolled, 45
percent
were working part time; another 33 percent held full-time jobs.
A
total of 12 percent spoke a primary language other than English.
And 45 percent were the first in their families to attend college.
The colleges have initiated numerous programs to assist
students
in overcoming these challenges. But the social and economic
realities that affect students’ ability to enter and succeed in
college
are not likely to disappear, and as long as the door remains open
to all who desire higher learning, community colleges will be
challenged to provide education and services in ways that better
fit
into their students’ lives.
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Students 55
By the time the community colleges were developed, most
young
people from the higher socioeconomic groups and most of the
high-
aptitude aspirants were already going to college. Cross
concluded,
“The majority of students entering open-door community
colleges
come from the lower half of the high school classes,
academically
and socioeconomically” (p. 7).
Various data sets reveal the lower academic skill level of the
entrants. The College Board’s Scholastic Aptitude Test (SAT)
means for community colleges have been considerably lower
than the norm for all college students and—like the norm for
all students—has declined in recent years. In 2012 the average
national SAT composite score was 1226 (411 Critical Reading,
416 Mathematics, 399 Writing) for students who indicated an
asso-
ciate degree as their objective, whereas it was 1433 (477
77. Critical
Reading, 490 Mathematics, 466 Writing) for students with bach-
elor’s degree aspirations (College Board, 2012). Since the SAT
scores are highly correlated with annual family income
(Michaels,
2006), these norms reflect not only the college’s lower entrance
requirements but also the socioeconomic status of their
students.
Indeed, the socioeconomic status of dependent students
attending
two-year colleges tends to be lower than that of dependent
students
at four-year institutions: in 2003–04, 26 percent of community
col-
lege students but only 20 percent of four-year college students
came
from the lowest income level, defined as 125 percent of the
poverty
limit (Horn, Nevill, and Griffith, 2006).
Like most other institutions of higher education, the community
colleges have also sought out high-ability students and have
made
special benefits available to them. For example, in 1979,
Miami-
Dade Community College began giving full tuition waivers to
all
students graduating in the top 10 percent of their local high
school
class, and in 1991 it extended that offer to the top 20 percent.
Students in that group were eligible to apply for the Academic
Achievement Award, which provided $3, 200 to cover in-state
tuition and fees for two years. Those individuals graduating in
the
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56 THE AMERICAN COMMUNITY COLLEGE
top 5 percent received $5, 000 for two years, which essentially
covered not only tuition and fees but also textbook costs. The
Achievement Award program has since evolved into an Honors
College (Miami Dade College, 2012), but not before the idea
spread to other states. New Jersey’s NJ STARS (Student Tuition
Assistance Rewards Scholarship) program, created in 2004,
80. offers
scholarships to students in the top 15 percent of their high
school
class. These scholarships cover the full price of tuition for up to
five semesters at New Jersey’s nineteen community colleges as
long as the students maintain full-time enrollment in an
associate
degree program and a grade-point average (GPA) of at least 3.0.
In 2006 the program was expanded, making NJ STARS
recipients
who earn an associate degree with a GPA of 3.25 or higher and
meet the requirements for transfer eligible for the NJ STARS II
program, which provides tuition discounts of up to $7, 000 at all
of the state’s public four-year colleges or universities. In 2008–
09,
4,300 NJ STARS students were enrolled in the state’s
community
colleges and over 1,400 in four-year institutions, together
receiving
about $18 million in merit scholarships (Nespoli, 2010).
The growth of merit scholarships and honors programs evi-
dences the colleges’ welcoming the better-prepared students.
White
(1975) surveyed 225 colleges in the North-Central region and
found that about 10 percent had formalized honors programs.
Twenty years later, Peterson’s Guide to Two-Year Colleges,
1995
(1994) listed honors programs in over 25 percent of the institu-
tions, and in 2011 they existed in more than one-third
(Peterson’s
College Search, 2011). Outcalt and Kisker (2003) found that
over 9
percent of the faculty reported having taught at least one honors
course in the previous two years. Often, universities get
involved;
83. Students 57
(Maryland) has honors programs on each of its three campuses.
Its
Montgomery Scholars enrolls students directly from high school
and pays their tuition and fees for two years, including the cost
of a summer studying in England. More than 80 percent
graduate,
and most transfer. A Sophomore Business Honors Program is
open
to second-year students. Two additional programs are designed
for part-time, working adults at the …