For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
Edu 657 Education Specialist-snaptutorial.comrobertlesew65
For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
EDU 657 Week 2 DQ 2 Resilience in American Higher Education
EDU 657 Week 2 Higher Education, 1785-1890
EDU 657 Week 3 DQ 1 Captains of Industry
EDU 657 Week 3 DQ 2 America Goes to College
EDU 657 Exceptional Education / snaptutorial.comdonaldzs113
For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
Edu 657 Enhance teaching / snaptutorial.comDavis118a
This document outlines the course content and assignments for EDU 657 Entire Course. It includes discussions, papers, and journals on the history of higher education in the United States from the colonial era to present day. Key topics covered include the founding of early colonial colleges, the growth of higher education from 1785-1890, the rise of universities from 1880-1920, the expansion of enrollment from 1920-1945, and trends from 1945-1970. The course examines how political, economic, and social forces have shaped American higher education over time.
Edu 657 Education Redefined - snaptutorial.comDavisMurphyC89
This document outlines the course content and assignments for EDU 657 Entire Course. It includes discussions, reflective journals, and assignments on topics in higher education history from the colonial era to present day. Key historical periods covered include colonial higher education from 1636-1784, 1785-1890, 1880-1920, 1920-1945, 1945-2000, and trends in the 21st century. Assignments involve analyzing issues, comparing eras, and reflecting on the evolution of topics like governance, curriculum, student diversity, and financing of higher education over time.
EDU 657 ASH Invent Yourself/newtonhelp.comlechenau132
This document outlines the course content for EDU 657 Entire Course. It includes discussions, assignments, and readings for each of the 6 weeks covering the history of higher education in the United States from the colonial era to present day. Key topics examined include the establishment of early colonial colleges, the growth of higher education from 1785-1890 during the era of university building, the expansion of colleges from 1920-1945, and the modernization of higher education from 1970 onward. The course utilizes a combination of discussion questions, reflective journals, timelines, and papers to analyze the political, economic, and social influences that have shaped American higher education over time.
EDU 657 Effective Communication/tutorialrank.comjonhson209
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
For more classes visit
www.snaptutorial.com
Research a recent article from a recognized professional journal or government publication regarding environmental issues associated with global security.Write a 1,400- to 1,750-word paper discussing the effects of excessive population/under-population, depletion of natural resources, or environmental impacts• Consider how
Edu 657 Education Specialist-snaptutorial.comrobertlesew65
For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
EDU 657 Week 2 DQ 2 Resilience in American Higher Education
EDU 657 Week 2 Higher Education, 1785-1890
EDU 657 Week 3 DQ 1 Captains of Industry
EDU 657 Week 3 DQ 2 America Goes to College
EDU 657 Exceptional Education / snaptutorial.comdonaldzs113
For more classes visit
www.snaptutorial.com
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
Edu 657 Enhance teaching / snaptutorial.comDavis118a
This document outlines the course content and assignments for EDU 657 Entire Course. It includes discussions, papers, and journals on the history of higher education in the United States from the colonial era to present day. Key topics covered include the founding of early colonial colleges, the growth of higher education from 1785-1890, the rise of universities from 1880-1920, the expansion of enrollment from 1920-1945, and trends from 1945-1970. The course examines how political, economic, and social forces have shaped American higher education over time.
Edu 657 Education Redefined - snaptutorial.comDavisMurphyC89
This document outlines the course content and assignments for EDU 657 Entire Course. It includes discussions, reflective journals, and assignments on topics in higher education history from the colonial era to present day. Key historical periods covered include colonial higher education from 1636-1784, 1785-1890, 1880-1920, 1920-1945, 1945-2000, and trends in the 21st century. Assignments involve analyzing issues, comparing eras, and reflecting on the evolution of topics like governance, curriculum, student diversity, and financing of higher education over time.
EDU 657 ASH Invent Yourself/newtonhelp.comlechenau132
This document outlines the course content for EDU 657 Entire Course. It includes discussions, assignments, and readings for each of the 6 weeks covering the history of higher education in the United States from the colonial era to present day. Key topics examined include the establishment of early colonial colleges, the growth of higher education from 1785-1890 during the era of university building, the expansion of colleges from 1920-1945, and the modernization of higher education from 1970 onward. The course utilizes a combination of discussion questions, reflective journals, timelines, and papers to analyze the political, economic, and social influences that have shaped American higher education over time.
EDU 657 Effective Communication/tutorialrank.comjonhson209
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
For more classes visit
www.snaptutorial.com
Research a recent article from a recognized professional journal or government publication regarding environmental issues associated with global security.Write a 1,400- to 1,750-word paper discussing the effects of excessive population/under-population, depletion of natural resources, or environmental impacts• Consider how
Edu 657 Teaching Effectively--tutorialrank.comSoaps102
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
For more classes visit
www.snaptutorial.com
SOC 315 Week 1 DQ 1 Political Culture Policy Preferences
SOC 315 Week 1 DQ 2 Social Movements and Technology
SOC 315 Week 2 DQ 1 Tradition and Modernity
SOC 315 Week 2 DQ 2 Legacy of Slavery and Imperialism in Africa
SOC 315 Week 2 Similarities and Differences between American and European Values
SOC 315 Week 3 DQ 1 Five Dimensions of Western Countries
SOC 315 Week 3 DQ 2 Muslims in Germany
SOC 315 Week 3 Annotated Bibliography
SOC 315 Effective Communication - snaptutorial.comdonaldzs43
This document outlines the course requirements for SOC 315, including discussion questions, quizzes, assignments, and a final research paper. Over the 5 week course, students are asked to discuss and analyze topics like political culture, social movements, tradition vs modernity, the legacy of slavery in Africa, stratification systems, globalization, and a country analysis paper. Students must complete weekly discussion questions and quizzes, an annotated bibliography, and a final 8-10 page research paper on a selected country applying course concepts.
For more classes visit
www.snaptutorial.com
SOC 315 Week 1 DQ 1 Political Culture Policy Preferences
SOC 315 Week 1 DQ 2 Social Movements and Technology
SOC 315 Week 2 DQ 1 Tradition and Modernity
SOC 315 Week 2 DQ 2 Legacy of Slavery and Imperialism in Africa
SOC 315 Week 2 Similarities and Differences between American and European Values
SOC 315 Week 3 DQ 1 Five Dimensions of Western Countries
SOC 315 Week 3 DQ 2 Muslims in Germany
SOC 315 Week 3 Annotated Bibliography
Lessons for the merchant era resources on Smithsonian American Enterprise exhibit http://americanhistory.si.edu/american-enterprise-exhibition/merchant-era
This is a two-part assignment for both EdD and PhD studentsPart.docxchristalgrieg
This is a two-part assignment for both EdD and PhD students:
Part 1: Locate five peer-reviewed articles published within the past 5 years related to a topic of interest you wish to explore for your dissertation research. Do not include book chapters, books, editorials, white papers, trade magazine articles, or non-peer-reviewed sources. Then, complete the following for each source in the form of an annotated bibliography:
Begin each annotation with an APA formatted citation.
Then, annotate the source with a block paragraph. The annotation should be double spaced, 200-250 words, including a brief synopsis of the article, the problem, the purpose, a description of the methodology, the findings, the recommendations for future research, and any particular strengths or weaknesses of the article.
Part 2: After reviewing each annotation, describe the topic you wish to explore for your dissertation research. This topic should logically flow from the gaps in the literature noted in your annotations.
Total Length: 5-7 pages, not including title and reference pages
8
MILLERTCOMP9600E-1
Effective Teaching for Adolescent Learners in the Classroom
COMP9600E
Tracie Miller
Northcentral University
August 5, 2015
Aske, D.avid R., Laura S. Connolly, L. S., and Rhonda R. Corman, R. R. (2013). "Accessibility oOr aAccountability? The rRhetoric aAnd rReality fOf No Child Left Behind."Journal of Economics and Economic Education Research, vol. 14(, no. 3), 2013., pp. 107-118. Comment by Linda Cummins: No bold. Please follow APA formatting for references. You can visit APA Central in the ASC or use the APA manual.
Make corrections throughout
This scholarly article shows us the conflict of equality vs. efficiency in the No Child Left Behind Act. The NCLB act promotes the idea that rivalry among schools will boost the effectiveness in educational systems. However at the same time it keeps the common school era belief that public education gives children a “level playing field”. “ provide information to parents regarding the performance of the school their child is attending, as well as the performance information regarding other schools their child could be attending… therefore created the basis and framework for competition between schools”. This quote shows that the NCLB act has made competition between schools. Competition between schools causes the best schools to get more funding that others. Those other schools then aren’t equal in resources hence where the equality is challenged. This is important because this act was made for education from politics yet cannot fully help students with the overall learning experience they receive. Comment by Linda Cummins: Use block formation for abstracts and annotations.
Make corrections throughout
Comment by Linda Cummins: This was published in a research journal, however, you have not presented this article as a research study. Comment by Linda Cummins: Please remove direct quotes from your scholarly docume ...
http://finishedexams.com/homework_text.php?cat=3010
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The Brand of Higher Education: Context for The Conflictidfive
Dr. Sean Carton from idfive looks at the history of higher education development—where we are now and what's coming next. http://idfive.com/the-brand-of-higher-education-context-for-the-conflict/
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Becoming an AdultAt what age does a person become an adult .docxCruzIbarra161
Becoming an Adult
At what age does a person become an adult? Here are some possible answers:
16: age at which you may be eligible to obtain a driver's license
18: age at which you can vote
21: age at which you can legally drink alcohol
22: approximate age at which you graduate from college
Whatever age at which you become financially independent
In non-industrialized countries and in many different cultures, adolescents become adults through a ritual in which the young person performs some feat or exhibits a specific behavior. In industrialized cultures, this process is not as clear.
Think back to the period of your life when you were becoming an adult. At what age did you feel that you truly were an adult? What educational, work, or social experiences promoted the sense of full adulthood?
The transition to adulthood in the United States today is difficult and can last for many years. Young adults have many choices in lifestyle, career, and education. The process can be confusing. Young adults often find themselves on a wrong path. For example, college students in the United States change majors an average of three times before graduation. American adults are expected to change careers at least three times in early adulthood.
Cultural norms play a role in developing a path for the transitional process for young adults. For example, in the United States, if a person has decided to attend college, the expectation is that he or she will begin college shortly after high school graduation. But in many European countries, adolescents are encouraged to travel or work before entering college. Normative pressures also change with generations. What is acceptable today might have been unacceptable 30 years ago.
Socioeconomic circumstances play an important role in any cultural and historical context. In the 1930s in the United States, many adolescents could not go to high school because they were needed to farm or work in order to support their families of origin.
The need for dependence on family is related to opportunities for economic independence, as well as the time and cost of education. Likewise, the need for independence is strong in many families and cultures. Community norms and community economic circumstances also contribute to dependence and independence.
This week, you have examined the economic and career opportunities of several cultures. Now you are going to contrast educational and career opportunities for young adults as they relate to two cultural and historical contexts.
To prepare for this Discussion:
•
Review Chapter 10 in the course text,
Experiencing the Lifespan
.
•
Review the article "Perceptions of the Transition to Adulthood Among Chinese and American Emerging Adults," in the Learning Resources.
•
Choose two contexts, one cultural and one historical.
•
Think about what it means to be an adult in each of these two contexts.
•
Contrast the educational and career opportunities in each of the.
QEI-M3EDUC 642Number of pages 6 pagesAcademic Level Post.docxmakdul
QEI-M3
EDUC 642
Number of pages: 6 pages
Academic Level: Post-Graduate
Deadline: 10 Hours (This is the maximum time I have so anything beyond this will not be useful)
Observation Protocols Instructions
It is important for aspiring administrators to understand that different school districts have different expectations in regards to both the frequency of observations and the areas that are observed and evaluated. By finding samples of protocols from various states and districts, you will begin to realize that policy and practice (instead of the principal) sometimes dictate how observations/evaluations are conducted.
For this assignment, locate 10 observation protocols utilizing research and the Internet. These protocols are sometimes called observation checklists or evaluation forms. The 10 selected protocols must represent a variety of states, levels (elementary/middle/high), and subject areas and must include both public and private schools (note: one of the 10 must be the protocol that will be used in your observation cycle assignment during Module/Week 8).
Create an electronic portfolio of these observational protocols and include directions for the utilization of the tool. This portfolio must be organized as 1 document with the last page (entitled “References”) containing a list of URL links that are used in the project. The document must include the details of all of the different protocols you found. Make this a practical assignment that can be utilized when observing and conferencing with teachers.
The easiest way to think about this assignment is to consider it an annotated bibliography. It is suggested that, for the body of the paper, you put the hyperlink to the website where the observation instrument is located and then follow with your summary of that particular instrument. For the references page, you will list the websites you used in current APA format.
Observation Protocols Sample
https://hr.dpsk12.org/dcta_evaluation_forms
The state of Denver has a website that includes forms that are needed yearly for evaluations of all staff. The website is connected to the human resources website. The evaluation is easy to complete. The teacher is graded on instruction, assessment, curriculum and planning, and learning environment. The administrator provides comments for each grade, selects satisfactory or unsatisfactory and provides a summary of the teacher. The administrator also provides a summary of evidence journal.
http://www.gcs.k12.al.us/pdf/EDUCATEGadsden.pdf
Gadsden City Public schools uses an evlaution form that is based on the state of Alabma’s standards and the common core standards that the state of Alabama uses. The classroom observation form measures a teacher’s ability of: content knowledge, teaching and learning enviroment, literacy, and diversity.
http://www.haywood.k12.nc.us/resources/forms/
Haywood county schools is in North Carolina. Haywood has their website set up for anyone ...
Edu 324 Effective Communication - snaptutorial.comHarrisGeorg15
EDU 324 Week 1 Assignment Colonial Classroom Then and Now
Instruction in colonial schools was primarily religious and authoritarian. Its goal was preparation for eternity. The curriculum stressed the four Rs: readin’, ’ritin’, ’rithmetic, and religion. Memorization and recitation were the dominant instructional processes.
The schoolmaster relied on fear to motivate children and to keep them in order. It was not uncommon for a gag to be put in the mouth of a child who talked too much or for a
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Edu 657 Teaching Effectively--tutorialrank.comSoaps102
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A
EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
For more classes visit
www.snaptutorial.com
SOC 315 Week 1 DQ 1 Political Culture Policy Preferences
SOC 315 Week 1 DQ 2 Social Movements and Technology
SOC 315 Week 2 DQ 1 Tradition and Modernity
SOC 315 Week 2 DQ 2 Legacy of Slavery and Imperialism in Africa
SOC 315 Week 2 Similarities and Differences between American and European Values
SOC 315 Week 3 DQ 1 Five Dimensions of Western Countries
SOC 315 Week 3 DQ 2 Muslims in Germany
SOC 315 Week 3 Annotated Bibliography
SOC 315 Effective Communication - snaptutorial.comdonaldzs43
This document outlines the course requirements for SOC 315, including discussion questions, quizzes, assignments, and a final research paper. Over the 5 week course, students are asked to discuss and analyze topics like political culture, social movements, tradition vs modernity, the legacy of slavery in Africa, stratification systems, globalization, and a country analysis paper. Students must complete weekly discussion questions and quizzes, an annotated bibliography, and a final 8-10 page research paper on a selected country applying course concepts.
For more classes visit
www.snaptutorial.com
SOC 315 Week 1 DQ 1 Political Culture Policy Preferences
SOC 315 Week 1 DQ 2 Social Movements and Technology
SOC 315 Week 2 DQ 1 Tradition and Modernity
SOC 315 Week 2 DQ 2 Legacy of Slavery and Imperialism in Africa
SOC 315 Week 2 Similarities and Differences between American and European Values
SOC 315 Week 3 DQ 1 Five Dimensions of Western Countries
SOC 315 Week 3 DQ 2 Muslims in Germany
SOC 315 Week 3 Annotated Bibliography
Lessons for the merchant era resources on Smithsonian American Enterprise exhibit http://americanhistory.si.edu/american-enterprise-exhibition/merchant-era
This is a two-part assignment for both EdD and PhD studentsPart.docxchristalgrieg
This is a two-part assignment for both EdD and PhD students:
Part 1: Locate five peer-reviewed articles published within the past 5 years related to a topic of interest you wish to explore for your dissertation research. Do not include book chapters, books, editorials, white papers, trade magazine articles, or non-peer-reviewed sources. Then, complete the following for each source in the form of an annotated bibliography:
Begin each annotation with an APA formatted citation.
Then, annotate the source with a block paragraph. The annotation should be double spaced, 200-250 words, including a brief synopsis of the article, the problem, the purpose, a description of the methodology, the findings, the recommendations for future research, and any particular strengths or weaknesses of the article.
Part 2: After reviewing each annotation, describe the topic you wish to explore for your dissertation research. This topic should logically flow from the gaps in the literature noted in your annotations.
Total Length: 5-7 pages, not including title and reference pages
8
MILLERTCOMP9600E-1
Effective Teaching for Adolescent Learners in the Classroom
COMP9600E
Tracie Miller
Northcentral University
August 5, 2015
Aske, D.avid R., Laura S. Connolly, L. S., and Rhonda R. Corman, R. R. (2013). "Accessibility oOr aAccountability? The rRhetoric aAnd rReality fOf No Child Left Behind."Journal of Economics and Economic Education Research, vol. 14(, no. 3), 2013., pp. 107-118. Comment by Linda Cummins: No bold. Please follow APA formatting for references. You can visit APA Central in the ASC or use the APA manual.
Make corrections throughout
This scholarly article shows us the conflict of equality vs. efficiency in the No Child Left Behind Act. The NCLB act promotes the idea that rivalry among schools will boost the effectiveness in educational systems. However at the same time it keeps the common school era belief that public education gives children a “level playing field”. “ provide information to parents regarding the performance of the school their child is attending, as well as the performance information regarding other schools their child could be attending… therefore created the basis and framework for competition between schools”. This quote shows that the NCLB act has made competition between schools. Competition between schools causes the best schools to get more funding that others. Those other schools then aren’t equal in resources hence where the equality is challenged. This is important because this act was made for education from politics yet cannot fully help students with the overall learning experience they receive. Comment by Linda Cummins: Use block formation for abstracts and annotations.
Make corrections throughout
Comment by Linda Cummins: This was published in a research journal, however, you have not presented this article as a research study. Comment by Linda Cummins: Please remove direct quotes from your scholarly docume ...
http://finishedexams.com/homework_text.php?cat=3010
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The Brand of Higher Education: Context for The Conflictidfive
Dr. Sean Carton from idfive looks at the history of higher education development—where we are now and what's coming next. http://idfive.com/the-brand-of-higher-education-context-for-the-conflict/
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Becoming an AdultAt what age does a person become an adult .docxCruzIbarra161
Becoming an Adult
At what age does a person become an adult? Here are some possible answers:
16: age at which you may be eligible to obtain a driver's license
18: age at which you can vote
21: age at which you can legally drink alcohol
22: approximate age at which you graduate from college
Whatever age at which you become financially independent
In non-industrialized countries and in many different cultures, adolescents become adults through a ritual in which the young person performs some feat or exhibits a specific behavior. In industrialized cultures, this process is not as clear.
Think back to the period of your life when you were becoming an adult. At what age did you feel that you truly were an adult? What educational, work, or social experiences promoted the sense of full adulthood?
The transition to adulthood in the United States today is difficult and can last for many years. Young adults have many choices in lifestyle, career, and education. The process can be confusing. Young adults often find themselves on a wrong path. For example, college students in the United States change majors an average of three times before graduation. American adults are expected to change careers at least three times in early adulthood.
Cultural norms play a role in developing a path for the transitional process for young adults. For example, in the United States, if a person has decided to attend college, the expectation is that he or she will begin college shortly after high school graduation. But in many European countries, adolescents are encouraged to travel or work before entering college. Normative pressures also change with generations. What is acceptable today might have been unacceptable 30 years ago.
Socioeconomic circumstances play an important role in any cultural and historical context. In the 1930s in the United States, many adolescents could not go to high school because they were needed to farm or work in order to support their families of origin.
The need for dependence on family is related to opportunities for economic independence, as well as the time and cost of education. Likewise, the need for independence is strong in many families and cultures. Community norms and community economic circumstances also contribute to dependence and independence.
This week, you have examined the economic and career opportunities of several cultures. Now you are going to contrast educational and career opportunities for young adults as they relate to two cultural and historical contexts.
To prepare for this Discussion:
•
Review Chapter 10 in the course text,
Experiencing the Lifespan
.
•
Review the article "Perceptions of the Transition to Adulthood Among Chinese and American Emerging Adults," in the Learning Resources.
•
Choose two contexts, one cultural and one historical.
•
Think about what it means to be an adult in each of these two contexts.
•
Contrast the educational and career opportunities in each of the.
QEI-M3EDUC 642Number of pages 6 pagesAcademic Level Post.docxmakdul
QEI-M3
EDUC 642
Number of pages: 6 pages
Academic Level: Post-Graduate
Deadline: 10 Hours (This is the maximum time I have so anything beyond this will not be useful)
Observation Protocols Instructions
It is important for aspiring administrators to understand that different school districts have different expectations in regards to both the frequency of observations and the areas that are observed and evaluated. By finding samples of protocols from various states and districts, you will begin to realize that policy and practice (instead of the principal) sometimes dictate how observations/evaluations are conducted.
For this assignment, locate 10 observation protocols utilizing research and the Internet. These protocols are sometimes called observation checklists or evaluation forms. The 10 selected protocols must represent a variety of states, levels (elementary/middle/high), and subject areas and must include both public and private schools (note: one of the 10 must be the protocol that will be used in your observation cycle assignment during Module/Week 8).
Create an electronic portfolio of these observational protocols and include directions for the utilization of the tool. This portfolio must be organized as 1 document with the last page (entitled “References”) containing a list of URL links that are used in the project. The document must include the details of all of the different protocols you found. Make this a practical assignment that can be utilized when observing and conferencing with teachers.
The easiest way to think about this assignment is to consider it an annotated bibliography. It is suggested that, for the body of the paper, you put the hyperlink to the website where the observation instrument is located and then follow with your summary of that particular instrument. For the references page, you will list the websites you used in current APA format.
Observation Protocols Sample
https://hr.dpsk12.org/dcta_evaluation_forms
The state of Denver has a website that includes forms that are needed yearly for evaluations of all staff. The website is connected to the human resources website. The evaluation is easy to complete. The teacher is graded on instruction, assessment, curriculum and planning, and learning environment. The administrator provides comments for each grade, selects satisfactory or unsatisfactory and provides a summary of the teacher. The administrator also provides a summary of evidence journal.
http://www.gcs.k12.al.us/pdf/EDUCATEGadsden.pdf
Gadsden City Public schools uses an evlaution form that is based on the state of Alabma’s standards and the common core standards that the state of Alabama uses. The classroom observation form measures a teacher’s ability of: content knowledge, teaching and learning enviroment, literacy, and diversity.
http://www.haywood.k12.nc.us/resources/forms/
Haywood county schools is in North Carolina. Haywood has their website set up for anyone ...
Edu 324 Effective Communication - snaptutorial.comHarrisGeorg15
EDU 324 Week 1 Assignment Colonial Classroom Then and Now
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The schoolmaster relied on fear to motivate children and to keep them in order. It was not uncommon for a gag to be put in the mouth of a child who talked too much or for a
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1. EDU 657 Entire Course
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EDU 657 Week 1 Colonial Higher Education, 1636-1784
EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
EDU 657 Week 1 DQ 2 Colonial Revival Colleges
EDU 657 Week 1 Reflective Journal
EDU 657 Week 2 DQ 1 Creating the American Way
EDU 657 Week 2 DQ 2 Resilience in American Higher Education
EDU 657 Week 2 Higher Education, 1785-1890
EDU 657 Week 3 DQ 1 Captains of Industry
EDU 657 Week 3 DQ 2 America Goes to College
EDU 657 Week 3 Higher Education, 1880-1920
EDU 657 Week 3 Reflective Journal
EDU 657 Week 4 DQ 1 Success and Excess
EDU 657 Week 4 DQ 2 Cost of College, 1920-1945
EDU 657 Week 4 Higher Education, 1920-1945
EDU 657 Week 4 Reflective Journal
EDU 657 Week 5 DQ 1 Gilt by Association
EDU 657 Week 5 DQ 2 Coming of Age in America
EDU 657 Week 5 Higher Education, 1970-2000
EDU 657 Week 5 Reflective Journal
EDU 657 Week 6 DQ 1 Reconfiguring American Higher Education in
the Twenty-first Century
EDU 657 Week 6 Final Paper
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EDU 657 Week 1 Colonial Higher Education
1636 – 1784
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EDU 657 Week 1 Colonial Higher Education, 1636-1784
Business - General Business
Colonial Higher Education, 1636-1784. In Chapter One, Thelin
(2011) described the influences of several topics and issues in higher
education during the Colonial era. Choose a historical, political,
ethical and/or economic issue under one of the following topics:
§ Governance and structure
§ College finances
§ Religion and the college
§ Philanthropy
§ The curriculum
§ Student diversity and experimentation
§ The limits of instructional purpose and educational mission
Describe and provide examples for the topic you selected and how it
influenced higher education during the Colonial era. In addition,
please include how the same topic influences higher education today.
Consider current and different perspectives on this topic today.
Moreover, include and answer the following questions:
a. Describe the most important factors of this issue both past and
present.
b. Examine some of the complexities of this issue both past and
present.
c. Evaluate some of the challenges of this issue that you feel need to
be addressed today.
Your paper should be two- to three- pages in length (not including the
title and reference pages) and written in APA format. Cite at least one
reference, in addition to the textbook. Remember to cite all references
using APA style.
3. ********************************************************
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EDU 657 Week 1 DQ 1 Colleges in the Colonial
Era
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EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
Business - General Business
Colleges in the Colonial Era. In Chapter One, Thelin (2011)
mentioned nine surviving colleges founded before 1781: Harvard,
William and Mary, Yale, Princeton, Columbia, Brown, Dartmouth,
Rutgers, and Pennsylvania. Many feel that these colleges stand out as
quality higher education institutions that have acquired prestige and
longevity. Do you agree with these viewpoints? Consider how these
colleges influenced perceptions of higher education today. What
about the quality of education then and online learning now? Relate
how these trends and events still impact higher education today.
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EDU 657 Week 1 DQ 2 Colonial Revival
Colleges
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4. EDU 657 Week 1 DQ 2 Colonial Revival Colleges
Business - General Business
Colonial Revival Colleges. Thelin (2011) noted that the English
universities Oxford and Cambridge greatly influenced early American
higher education. In addition, Oxford and Cambridge were
autonomous, privately endowed and linked to a federation. The
“collegiate system” of combining learning and living was a seminal
plan for higher education that college founders tried to capture for the
American colonies. Discuss the various ways in which early
American Colonial colleges did "not" emulate or resisted replicating
the Oxford-Cambridge ideal. Describe the reasons for these changes
and what the change agents were. Consider important factors such as
college funding, curriculum, religion, architecture and the student
population .What is your opinion about the changes? Do you feel that
the established political powers should have taken a different
direction or kept some of the key elements of the Oxford-Cambridge
ideal? Explain why or why not.
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EDU 657 Week 1 Reflective Journal
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EDU 657 Week 1 Reflective Journal
Business - General Business
Reflective Journal. Critically reflect on the personal impact of the
foundations of education. Reflect on a time when you studied about
the history of the Colonial Era in grade school, middle school, high
school or college. What surprised you to discover about higher
5. education during the Colonial era? Have your perceptions changed as
a result of examining a few of the historical, political, ethical and/or
economic foundations of higher education during this timeframe?
How has this knowledge impacted your perceptions and experiences
about higher education? Summarize how this information will change
your teaching.
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EDU 657 Week 2 DQ 1 Creating the American
Way
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EDU 657 Week 2 DQ 1 Creating the American Way
Business - General Business
Creating the American Way. Medical schools during this time
represented a good example of American society’s enchantment for
education without the overly strict rules and standards. Reflect on the
role of Medical Colleges in higher education during the first half of
the nineteenth century. Consider the educational preparation and
requirements for medical doctors during this era. How do you feel
that differs today? What influences are still impacting higher
education today with regards to new educational programs and
innovations? Consider the role that government regulation and
accountability plays in higher education. How do you feel America’s
approach to higher education building might change in the next 5- 10
years?
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6. EDU 657 Week 2 DQ 2 Resilience in American
Higher Education
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EDU 657 Week 2 DQ 2 Resilience in American Higher Education
Business - General Business
Resilience in American Higher Education. Large scale philanthropy
contributors who offered substantial gifts such as foundations, trusts,
and estates were necessary to higher education budgets in order to pay
for salaries, services and the construction of new buildings. The
transformation of philanthropy in American higher education was the
coming together of industry and religion in what was termed the
“Protestant work ethic.” Discuss why this was important to wealthy
entrepreneurs. From your readings, what challenges do current higher
education institutions face with regards to funding? What are some of
the possible solutions to these challenges? Do you believe it is still
important today? Do you believe this work ethic perspective has
changed in higher education today?
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EDU 657 Week 2 Higher Education, 1785-1890
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7. EDU 657 Week 2 Higher Education (History of Higher Education:
Women)
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EDU 657 Week 3 DQ 1 Captains of Industry
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EDU 657 Week 3 DQ 1 Captains of Industry
Business - General Business
Captains of Industry. The wealth and energy between 1880 and 1910
was a unique and dynamic period in higher education. During this
time the stock market was volatile and the rules that governed higher
education were mostly absent. In addition, there was an abundance of
industrial wealth, and a new level of philanthropic generosity toward
higher education. Uncertainty and diversity were characteristics of
this time period.
Discuss the dynamics of university-building in the formative decades
between 1880 and 1910. Reflect on the actions and influences of
Slossen’s book Great American Universities
(http://www.archive.org/details/greatamericanuni00slosrich) and the
Association of American Universities. What were some of the
historical, political and economic reasons that these associations had
so much influence? From your own personal experiences, are there
similar associations in higher education today?
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EDU 657 Week 3 DQ 2 America Goes to
College
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EDU 657 Week 3 DQ 2 America Goes to College
Business - General Business
America Goes to College. The age of university-building was also the
golden age of the college. Attending college was popular and
fashionable during 1890 through 1920. Obtaining a bachelor’s degree
was a way for newly affluent families to enhance their social position.
Summarize the concept of the “Collegiate Ideal” during 1890 -1920.
Consider how the “college man” and/or “college woman” was
becoming an imposing figure in American higher education at the end
of the nineteenth century. How did this collegiate ideal help the
undergraduate college population increase? Analyze the political,
cultural and economic factors that were beneficial and challenging to
the stakeholders at higher education institutions.
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EDU 657 Week 3 Higher Education 1880-1920
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EDU 657 Week 3 Higher Education, 1880-1920
Business - General Business
Higher Education, 1880-1920. For this assignment you will explore
several topics about the Age of University Building and the “Golden
9. Age” of colleges. Using the free website Timeglider
(http://www.timeglider.com/) or Microsoft Word
(http://www.microsoft.com/education/en-us/teachers/how-
to/Pages/creating-timeline.aspx), create a timeline of five or more
significant events and/or topics that you find interesting and that
influenced higher education from 1880 - 1920. Feel free to be creative
with this assignment. You may include pictures, diagrams and words.
In addition please provide a brief summary for each of your
significant event and topics. Chapters Four and Five provide several
different topics and events to choose from. For example, one
significant event could include the Quest for the Great American
University. It was an event when 14 university presidents from
institutions such as Harvard, Cornell, and Johns Hopkins met to form
the Association of American Universities. Another significant event
during this time frame was philanthropy on a large scale. This was
significant because it was the first time universities had a permanent
financial base. A few topics you may want to explore are:
§ Intercollegiate Sports
§ Women’s Colleges
§ Women and Coeducation
§ The “Collegiate Ideal” and Black Colleges
§ World War I and the Colleges
Provide access to your instructor by uploading all the necessary files
and providing all necessary links. Additionally, be sure to cite your
sources as necessary, and include a separate reference page in APA
format as outlined in the Ashford Writing Center.
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EDU 657 Week 3 Reflective Journal
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10. EDU 657 Week 3 Reflective Journal
Business - General Business
Reflective Journal. Critically reflect on the impact of topics, trends,
and events of historical eras on higher education and the dynamics
surrounding the university-builders in the formative decades between
1880 -1920. Think about what it would have been like to be a college
student during this time. Then reflect on the time when you first
enrolled in your graduate program. What was your experience?
Where you excited about the prospects of one day teaching at the
higher education level? What is the subject you would most likely
enjoy teaching? Do you think you could have taught the same subject
during 1880 -1920? Knowing a little more about the history of higher
education, have your perceptions changed about higher education in
general.
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EDU 657 Week 4 DQ 1 Success and Excess
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EDU 657 Week 4 DQ 1 Success and Excess
Business - General Business
Success and Excess. Thelin (2011) mentioned that from World War I
to World War II, university and college enrollments increased
dramatically. However, the retention of students presented a challenge
during this time period. College administrators had some difficulty
managing students because of the expanded number of students being
enrolled. Discuss the role and responsibilities of faculty members
during this time. How have these roles and responsibilities changed
today? How have these stayed the same? Do you think that college
11. administrators and faculty members did the best they could to retain
their students? Why or why not? What could they have done better?
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EDU 657 Week 4 DQ 2 Cost of College, 1920-
1945
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EDU 657 Week 4 DQ 2 Cost of College, 1920-1945
Business - General Business
Cost of College, 1920-1945. Summarize the changes in the price of
going to college from 1920-1945. Consider student employment
opportunities and positive influences of the various relief work
programs such as the public work projects during this time. How did
colleges and universities benefit from them? Do you feel that a similar
type of public work project(s) could work today? Why or why not?
What are some options that students have today to pay for college?
Give your perspectives on how college education could be funded.
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EDU 657 Week 4 Higher Education, 1920-1945
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EDU 657 Week 4 Higher Education, 1920-1945
12. Business - General Business
Higher Education, 1920-1945. From 1920-1945, there was significant
expansion and reforms in higher education. Reflect upon the
opportunities to attend college for women during this time period.
Women made up about 40% of the undergraduate enrollments in
1940. This was remarkable considering that women were not
permitted to earn a bachelor’s degree just 60 years prior to 1940. Also
of significance were the women’s colleges of the privileged elite such
as Wellesley, Radcliffe, Smith, Vassar, and Barnard to name a few.
Examine colleges for women during this time period and compare
them to your educational experiences today. Consider the following
questions:
a. In what ways did women college students in this era (1920-1945)
influence the current generation of women college students?
b. What factors, conditions, and values influence present-day women
to enroll in women's colleges? Discuss each one.
c. What factors, conditions, and values influence present-day women
to enroll in coeducational colleges? Discuss each one.
d. If you were an employer, what would you see as the advantages
and disadvantages of a female graduate from a women's college?
Discuss each one.
e. Have your perceptions changed last 5 -10 years about your own
potential prospects for academic and professional advancement?
Your paper should be three- to four- pages in length (not including the
title and reference pages) and written in APA format. At a minimum,
use two external sources, in addition to the course textbook.
Remember to cite all references using APA style.
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EDU 657 Week 4 Reflective Journal
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13. EDU 657 Week 4 Reflective Journal
Business - General Business
Reflective Journal. Critically reflect on the impact of topics, trends,
and events of 1920-1945. Have you met or do you know of anyone
who taught during this time? If so, what do they say about the
advantages and disadvantages of teaching during this time period? As
a future higher education educator do you feel that your opportunities
have increased as compared to what you read about opportunities for
faculty from 1920 -1945? What did faculty do as far as furthering
their careers with regards to scholarship and teaching? What do you
plan to do to further your career with regards to scholarship and
teaching? Do you look forward to publishing? Do you have a
particular workshops or training in mind? Write a book? Share your
thoughts.
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EDU 657 Week 5 DQ 1 Gilt by Association
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EDU 657 Week 5 DQ 1 Gilt by Association
Business - General Business
Gilt by Association. From 1945-1970, a new set of problems helped
to transform higher education. After 1949 there was an explosion of
enrollments due to governmental agencies that recognized that higher
education had been proven effective, even during the war. This led
them to create public policies at both the state and federal level.
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14. EDU 657 Week 5 DQ 2 Coming of Age in
America
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EDU 657 Week 5 DQ 2 Coming of Age in America
Business - General Business
Coming of Age in America. From 1970 -2000, most higher education
institutions encountered various challenges and issues. Although
higher education made an effective transition to mass education
access, it was more difficult to transition to universal education
access. In addition, because of the diversity of students who were
entering college higher education, higher education institutions
required tailoring. Discuss the impact of topics, trends, and events of
1970-2000 era on higher education. Explain the components that
contributed to the “Coming of Age” in American higher education.
What were the main issues during this time period? Do you feel that
higher education institutions solved most of the issues of 1970 -2000?
Why or why not?
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EDU 657 Week 5 Higher Education, 1970-2000
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15. EDU 657 Week 5 Higher Education, 1970-2000
Business - General Business
Higher Education, 1970-2000. Your readings described the influences
of several topics about the challenges and issues in higher education
from 1970-2000. Discuss one topic that addresses the institutional,
societal, student, faculty, curriculum, governance or financial issues
that were significantly impacted from 1970 -2000. After viewing Dr.
Hannah Holborn Grey’s presentation, Uses (and Misuses) of the
University Today (http://www.youtube.com/watch?&), incorporate
one of her suggested uses and one of her noted misuses of the
university today in your paper. Explain how the historical foundations
of 1970-2000 have influenced the shaping of higher education on this
topic. Your paper should be two- to three- pages in length (not
including the title and reference pages) and written in APA format. At
a minimum, use two external sources, in addition to the course text.
Remember to cite all references using APA style
EDU 657 Week 5 Reflective Journal
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EDU 657 Week 5 Reflective Journal
Business - General Business
Reflective Journal. Critically reflect on the impact of topics, trends,
and events of 1970-2000. Reflect on yourself as a graduate student
who may one day teach in higher education. How can you avoid some
of the mistakes faculty made from 1970-2000? What teaching
approaches and/or strategies worked? In addition, how do you feel
higher education will change in the next five years? Do you believe
online learning will increase? In terms of professional development
and training, what do you believe you need to do to effectively teach
at the higher education level today and in the near future?
16. ********************************************************
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EDU 657 Week 6 DQ 1 Reconfiguring American
Higher Education in the Twenty first Century
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EDU 657 Week 6 DQ 1 Reconfiguring American Higher Education in
the Twenty-first Century
Business - General Business
Reconfiguring American Higher Education in the Twenty-first
Century. Using ProQuest, locate two articles about the emergence of
global universities (online education). Provide a summary of your
articles and the reference links. Discuss the critical findings related to
two of any of the following topics:
a. Demographics and student diversity
b. Availability and access
c. Variability of disciplines
Analyze if the research supports your perspective. Why or why not.
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EDU 657 Week 6 Final Paper
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17. EDU 657 Week 6 Final Paper
Business - General Business
Higher Education, 2000-Present
In this course, we have examined various topics about the
reconfiguration of American Higher Education from 1673 to the
present. After watching the short video Complex Change in Higher
Education by Fred Buining (http://www.youtube.com/watch?), reflect
on various changes that have influenced the reconfiguration of
American higher education in the 21st century. Reflect on the topics
listed below and select two that you feel have made the greatest
impact on higher education. Critically analyze the influences of past
eras on present-day higher education. Evaluate how these topics are
impacting higher education today. Discuss recommendations for
change. For this assignment, feel free to be creative. You can write an
essay, create a video, website, timeline (similar to week three), etc.
Whatever you choose to create, provide access to your instructor by
uploading all the necessary files, and provide all necessary links
and/or text in a document. Additionally, be sure to cite your resources
as necessary, and include a separate reference page in APA format as
outlined in the Ashford Writing Center. Your essays, timelines and/or
websites should be ten- to twelve- pages in length (not including the
title and reference pages) and written in APA format. At a minimum,
use five external sources, in addition to the course text. If you create a
video, it should be about eight- to ten- minutes in length. All
appropriate APA references should be noted in the video.
a. The Past as Prologue: From 1900 to 2010
b. Higher Education’s Unfinished Business from 1990 -2010
c. Demographics and Diversity: The Changing Profile of Students
d. Big-Time Intercollegiate Sports: Education’s Entertainment
e. Research Universities in an “Era of Big Bets” Federal Grants
f. State Universities and the New “A&M”: Athletics and Medicine
g. The Gridlock of Funding for State Universities
h. The millennium in Perspective: American Higher Education from
Twentieth to Twenty-first Centuries
i. College Students in an Era of Commercialization and Consumerism
18. j. Rethinking the Historic Role of Governing Boards and Trustees
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