Businessballs free online learning for careers, work, management, business training and education: find materials, articles,

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free work and life learning

Free career help, business training, organizational development – inspirational, innovative ideas, materials, exercises, tools, templates – ethical, free and fun.

updates, ideas..

Quizballs 434 – 20 general knowledge questions and answers – (4 Oct 2016)

Quizballs 433 – 20 general knowledge questions and answers – (27 Sep 2016)

Quizballs 432 – 20 general knowledge questions and answers – (23 Sep 2016)

Quizballs 431 – 20 general knowledge questions and answers – (14 Sep 2016)

Quizballs 430 – 20 general knowledge questions and answers – (7 Sep 2016)

Are you interested in any of these new initiatives.

We are seeking collaborations with progressive ethical organizations to advance some exciting new developments:

  • Charities working on extending L D to the developing/disadvantated world .
  • Government entities working on extending L D to young people. especially unemployed/disadvantaged.
  • Employers interested in piloting new L D management solutions – do you want your own branded in-house platform, hosting the best content and tools on leadership and management development, with sophisticated tracking, badges, and internationally recognised qualifications and accreditation.

If your organization – anywhere in the world – is interested in any of the above please contact us. These initiatives are in partnership with Accipio.com (see next note) – with whom we already partner to offer online leadership learning qualifications. Please forward this item to anyone you know who might be interested. Thank you.

Businessballs/Accipio elearning partnership – The Accipio organization, an Institute of Leadership and Management (ILM) and Chartered Management Institute (CMI) centre, offers free audio-visual interactive eLearning modules, aligned with internationally recognised qualifications (ILM or CMI). You can attain learning points for each leadership and management eModule, and gain a Level 3 Award, Certificate or Diploma. Register with the awarding body (via Accipio), then secure enough learning points, and pass the assignments. Accreditation fees apply. Click here to access the eLeadership Academy.

ideas..

Questioning is a powerful alternative to making statements.

A good question is often much better than a defensive remark, or a counter-accusation, for all sorts of situations. Using an open question (What. How. especially) is a simple and effective technique for resisting forceful or bullying pressure. Using questions, rather than statements and guesses, is also very effective for building trust, diffusing conflict, understanding situations, managing other people, teaching, training, and parenting. Traditionally, questioning is regarded as mainly a selling skill, but it’s powerful and productive in virtually every circumstance involving human cooperation.

Anyone can be a leader – inspiring others, helping others, making a positive difference to someone or something. Leadership is most effective and easiest when it is adaptable. Explore different theories of leadership – they each offer adaptable methods, styles, etc.

What’s the most powerful rule of negotiating.

Have an alternative.

Be able to walk away.

This simple principle is often ignored, particularly because as buyers or sellers we all tend to focus and fixate on a single option, which quickly creates a dependence on it, which produces pressure (including time/deadline) to agree a deal, which weakens our position, and strengthens the position of the other side.

Nudge theory helps us understand why we fixate on a single option, and why the apparent desirability of a single option increases.

The Psychological Contract are additionally very useful models and tools in planning and assisting others through change.

Pareto’s 80-20 Theory is very useful for problem-solving, decision-making, downsizing, optimization, streamlining, and all sorts of evaluation and change, in business, organizations, and personal life too.

  • Understanding yourself, and how your priorities change through life.
  • Understanding this in others.
  • Teaching and exploring this with others.
  • Understanding how to motivate and relate to people of different ages.

Acronyms are brilliant and entertaining devices which offer all sorts of opportunities to add interest and amusement – and crucially impact and memorability – to training. writing and presentations .

And the acronym is just one of scores of fascinating language curiosities and effects. which help bring spoken and written words to life.

Businessballs offers other useful glossaries too:

For example see the business dictionary and the glossary of common Latin terms – again these are super resources and inspiration for training and communicating in most situations.

additions and updates

See additions and updates archive for more materials and random browsing.

Quizballs 432 – 20 general knowledge questions and answers – (23 Sep 2016)

Quizballs 431 – 20 general knowledge questions and answers – (14 Sep 2016)

Quizballs 430 – 20 general knowledge questions and answers – (7 Sep 2016)

Quizballs 429 – 20 general knowledge questions and answers – (31 Aug 2016)

Quizballs 428 – 20 general knowledge questions and answers – (24 Aug 2016)

Quizballs 427 – 20 general knowledge questions and answers – (18 Aug 2016)

Quizballs 426 – 20 general knowledge questions and answers – (10 Aug 2016)

Quizballs 425 – 20 general knowledge questions and answers – (2 Aug 2016)

Quizballs 423 – 20 general knowledge questions and answers – (21 Jul 2016)

Quizballs 422 – 20 general knowledge questions and answers – (13 Jul 2016)

Quizballs 421 – 20 general knowledge questions and answers – (6 Jul 2016)

Quizballs 420 – 20 general knowledge questions and answers – (29 Jun 2016)

Quizballs 419 – 20 general knowledge questions and answers – (22 Jun 2016)

ARK – A Random act of Kindness – an acronym that changes lives and worlds – (16 Jun 2016)

Quizballs 418 – 20 general knowledge questions and answers – (16 Jun 2016)

Quizballs 417 – 20 general knowledge questions and answers – (9 Jun 2016)

Quizballs 416 – 20 general knowledge questions and answers – (3 Jun 2016)

Quizballs 415 – 20 general knowledge questions and answers – (24 May 2016)

Quizballs 414 – specialist subject quiz – Leicester Football and Leicestershire – (20 May 2016)

Quizballs 413 – 20 general knowledge questions and answers – (19 May 2016)

Quizballs 412 – 20 general knowledge questions and answers – (13 May 2016)

Quizballs 411 – 20 general knowledge questions and answers – (5 May 2016)

Quizballs 410 – 20 general knowledge questions and answers – (29 Apr 2016)

Litotes and Meiosis – ironic under-statement – fascinating additions to the grammar/language glossary – (26 Apr 2016)

Quizballs 408 – 20 general knowledge questions and answers – (21 Apr 2016)

Quizballs 407 – 20 general knowledge questions and answers – (11 Apr 2016)

Quizballs 406 – 20 general knowledge questions and answers – (4 Apr 2016)

Quizballs 405 – 21 general knowledge questions and answers – (31 Mar 2016)

Quizballs 404 – 20 general knowledge questions and answers – (23 Mar 2016)

Quizballs 403 – 20 general knowledge questions and answers – (17 Mar 2016)

Quizballs 402 – 20 general knowledge questions and answers – (8 Mar 2016)

Quizballs 401 – 20 general knowledge questions and answers – (4 Mar 2016)

Quizballs 399 – 20 general knowledge questions and answers – (24 Feb 2016)

Quizballs 398 – 20 general knowledge questions and answers – (16 Feb 2016)

Quizballs 397 – 20 general knowledge questions and answers – (11 Feb 2016)

Quizballs 396 – 20 general knowledge questions and answers – (4 Feb 2016)

Quizballs 395 – 20 general knowledge questions and answers – (27 Jan 2016)

Quizballs 394 – 20 general knowledge questions and answers – (19 Jan 2016)

Quizballs 393 – 21 general knowledge questions and answers – (12 Jan 2016)

Quizballs 392 – 20 general knowledge questions and answers – (6 Jan 2016)

about businessballs

Businessballs is run by Alan Chapman, in Eynsford, Kent, England.

For more information see:


SparkNotes: The Great Gatsby: Chapter 5 #the #great #gatsby, #chapter #5, #f. #scott #fitzgerald, #scene

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Summary

That night, Nick comes home from the city after a date with Jordan. He is surprised to see Gatsby s mansion lit up brightly, but it seems to be unoccupied, as the house is totally silent. As Nick walks home, Gatsby startles him by approaching him from across the lawn. Gatsby seems agitated and almost desperate to make Nick happy he invites him to Coney Island, then for a swim in his pool. Nick realizes that Gatsby is nervous because he wants Nick to agree to his plan of inviting Daisy over for tea. Nick tells Gatsby that he will help him with the plan. Overjoyed, Gatsby immediately offers to have someone cut Nick s grass. He also offers him the chance to make some money by joining him in some business he does on the side business that does not involve Meyer Wolfshiem. Nick is slightly offended that Gatsby wants to pay him for arranging the meeting with Daisy and refuses Gatsby s offers, but he still agrees to call Daisy and invite her to his house.

It rains on the day of the meeting, and Gatsby becomes terribly nervous. Despite the rain, Gatsby sends a gardener over to cut Nick s grass and sends another man over with flowers. Gatsby worries that even if Daisy accepts his advances, things between them will not be the same as they were in Louisville. Daisy arrives, but when Nick brings her into the house, he finds that Gatsby has suddenly disappeared. There is a knock at the door. Gatsby enters, having returned from a walk around the house in the rain.

At first, Gatsby s reunion with Daisy is terribly awkward. Gatsby knocks Nick s clock over and tells Nick sorrowfully that the meeting was a mistake. After he leaves the two alone for half an hour, however, Nick returns to find them radiantly happy Daisy shedding tears of joy and Gatsby glowing. Outside, the rain has stopped, and Gatsby invites Nick and Daisy over to his house, where he shows them his possessions. Daisy is overwhelmed by his luxurious lifestyle, and when he shows her his extensive collection of English shirts, she begins to cry. Gatsby tells Daisy about his long nights spent outside, staring at the green light at the end of her dock, dreaming about their future happiness.

Nick wonders whether Daisy can possibly live up to Gatsby s vision of her. Gatsby seems to have idealized Daisy in his mind to the extent that the real Daisy, charming as she is, will almost certainly fail to live up to his expectations. For the moment, however, their romance seems fully rekindled. Gatsby calls in Klipspringer, a strange character who seems to live at Gatsby s mansion, and has him play the piano. Klipspringer plays a popular song called Ain t We Got Fun? Nick quickly realizes that Gatsby and Daisy have forgotten that he is there. Quietly, Nick gets up and leaves Gatsby and Daisy alone together.

Analysis

Chapter 5 is the pivotal chapter of The Great Gatsby, as Gatsby s reunion with Daisy is the hinge on which the novel swings. Before this event, the story of their relationship exists only in prospect, as Gatsby moves toward a dream that no one else can discern. Afterward, the plot shifts its focus to the romance between Gatsby and Daisy, and the tensions in their relationship actualize themselves. After Gatsby s history with Daisy is revealed, a meeting between the two becomes inevitable, and it is highly appropriate that the theme of the past s significance to the future is evoked in this chapter. As the novel explores ideas of love, excess, and the American dream, it becomes clearer and clearer to the reader that Gatsby s emotional frame is out of sync with the passage of time. His nervousness about the present and about how Daisy s attitude toward him may have changed causes him to knock over Nick s clock, symbolizing the clumsiness of his attempt to stop time and retrieve the past.

We’re reading The Great Gatsby and WE HAVE THOUGHTS

Gatsby s character throughout his meeting with Daisy is at its purest and most revealing. The theatrical quality that he often projects falls away, and for once all of his responses seem genuine. He forgets to play the role of the Oxford-educated socialite and shows himself to be a love-struck, awkward young man. Daisy, too, is moved to sincerity when her emotions get the better of her. Before the meeting, Daisy displays her usual sardonic humor; when Nick invites her to tea and asks her not to bring Tom, she responds, Who is Tom ? Yet, seeing Gatsby strips her of her glib veneer. When she goes to Gatsby s house, she is overwhelmed by honest tears of joy at his success and sobs upon seeing his piles of expensive English shirts.

Next: Page 2 of Chapter 5


St Barts School #teaching #degrees

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St Bart s is at the heart of the Newbury Community. The school has a long history and has preserved many of its traditions. It has a philosophy of Enterprise and a clear vision for the future. The outstanding facilities across the curriculum and real attention to the needs of all students enable them to build for a promising future on solid educational foundations .

St Bart s is a forward thinking comprehensive school. Time after time, our results and achievements place us as one of the top secondary schools in the country. A large vibrant Sixth Form offers a wide range of subjects and attracts students from around the area.

The school celebrated outstanding GCSE and A Level results for 2016.

At Key Stage 4 our Progress 8 score of 0.41, which measures students performance across the curriculum in eight subjects, put St Bart s in the top 8% of all state schools for performance.

At GCSE 79% gained five or more A* C grades including English and Mathematics whilst 41% of all grades achieved were at A* and A and 85% at C grade or better. 63 students (more than a quarter of the year group) gained at least eight A* and A grades. Over 52% achieved the gold standard EBacc qualification of C grades of better in English, Mathematics, Science, Languages and Humanities.

At A Level 80% of all grades were of a C grade or better and well over 50% of the results achieved were at A*, A or B grade.

START OF TERM DATES AND TIMES FOR SEPTEMBER 2017

Monday 4 September and Tuesday 5 September are Staff Training and Development Days

Wednesday 6 September Student Term Begins, Years 7 -12

Y12 new to St Bart s report to Sixth Form Area at 11.00am

Y7 report to the Hall at 11.15am

Y8-12 Report to Tutor Rooms at 12.15pm.

Y13 only, Thursday 7 September at 8.30am report to Tutor Rooms

OPEN EVENING FOR ENTRY TO YEAR 7 IN SEPTEMBER 2018

Tuesday 19 September 2017, 5.30pm 8.30pm

Come and find out about the opportunities available for students entering in Year 7 in 2018.

Presentations by the Headteacher, tours of the school, demonstrations and displays.

Open Mornings for New Year 7 Entrants in September 2018

Monday 2 October 2017 and Tuesday 3 October 2017 9.00am 10.45am

SIXTH FORM APPLICATIONS FOR ENTRY SEPTEMBER 2017

More than 40 A Level and Level 3 courses on offer and new for 2017, Law A Level.

Plus a wide choice of extra-curricular activities and enrichment opportunities.

The official application deadline has now passed but we welcome late applications.

There are still places on most courses for entry into Year 12 in September 2017.

SIXTH FORM OPEN EVENING FOR ENTRY TO YEAR 12 IN SEPTEMBER 2018

Thursday 2 November 2017, 5.30pm 8.30pm

There are limited places available in some year groups for this academic year. Call: 01635 521255

More information on our Job Opportunities page Here


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National Association of Special Education Teachers: Computer Hardware and Software for Special Education #computer #software,

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IEP Goals, Objective and Activities

NASET has created a simple, and easy to use application for the iPad and iPhone. The IEP Goals, Objectives Activities App provides a convenient tool to easily choose and build a student’s list of IEP Annual Goals, Short Term Objectives, and Behavioral Objectives.

In order to do this, you will be able to choose from:

  • Numerous Annual Goal areas;
  • Over 100 Short Term Objectives
  • Almost 5,000 Behavioral Objectives

Plus, this app allows you to:

  • Plan each student’s educational curriculum
  • Develop, from a list of over 2,700 Suggested Activities, enrichment experiences to enhance student development
  • Export the assembled annual goals, short term objectives and behavioral objectives for each student via email

Failure Free Reading’s materials include a unique combination of print, talking software, and teacher directed lessons. Classroom kits include teacher’s manual, reinforcement activities, student workbooks, independent reading booklets, instructional readers, flashcards, parent communication letters, certificate of accomplishments, and more. Software includes spelling, listening comprehension, story books, language development, reading comprehension activities and more. The software also has Spanish resources for teaching English to Spanish speaking students.

Failure Free Reading uses a model of repetition, control, and feedback – integrating teacher, text, and technology. The program is integrated and coordinated to provide multiple exposures in multiple contexts. Students read material that is designed to be of interest to students in their grade/age level; the logic of the program is that at each and every level, repetition, semantic support in the form of word meaning and word pronunciations, and the “additive” principle of sentence complexity (which is relaxed in grade 3 and above) provide the scaffolding that helps students cope with the texts.

Progressive Academic Learning Systems (PALS)

ABA/Discrete Trial Educational CD

  • Educational software for school and home
  • 168 lessons
  • 44,000+ tasks
  • Supports school curriculum standards
  • Spanish version available

SofDesign International, Inc.
701 E. Plano Pkwy
Suite 500
Plano, Texas 75074
Phone 972.644.0098
Fax 214.722.1500

Parrot Software
P.O. Box 250755
West Bloomfield, MI 48325
Phone: 1-800-727-7681
FAX: 248-788-3224
International: 1-248-788-3223

Computer software and more at special

teacher only prices. Proof of employment as

a teacher required to purchase products at their

LEAPS – Online Resources for Behavior Remediation

Provenio’s flagship product, LEAPS, (Life Excelerator/Assessment of Personal Skills) consists of a research-based interactive library covering 109 coping, adapting and functioning life skills. LEAPS’ assessment tool allows instructors to assess each individual student’s instructional needs and prescribes a personalized instructional program for the behavior component of the IEP process.

About

2006/2007 National Association of Special Education Teachers. All rights reserved


Social work intervention strategies #social #studies, #content #reading, #reading #strategies, #reading #in #content #areas, #comprehension,

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PLEASE NOTE: Some strategies are accompanied by handouts or blackline masters that have been saved as a .pdf [portable document format] file. You can download and print the document as it was originally intended, but you’ll need a reader such as Adobe Acrobat Reader. If you don’t have Acrobat Reader, you can download a free version from Adobe Software.

instructions = directions and explanation of the strategy

print = download and view or print document with a document reader software

ABC Brainstorm [ instructions | print chart ] brainstorming activity, using letters of the alphabet

Carousel Brainstorming [ instructions ] brainstorm similar to graffiti strategy

Column Notes [ instructions ] a learning guide arranged in columns

Comparison-Contrast Charts [ instructions | print chart ] often found in graphic organizer form, a chart for comparing two concepts by looking at the ways they are similar and how they are different

Concept of Definition Map [ instructions | print map ] a visually organized word chart for expanding the concept of meaning and enriching one’s understanding of an unfamiliar term

Graphic Organizers [ instructions ] visual organization of information, whether for levels of information, sequence or ordering, or relationships; often called concept maps, webs, clusters, or pictorial organizers

History Frames/Story Maps [ instructions | print history frame | print story map | print story pyramid | print character/plot chart | print cross-disciplinary applications ] based on the story maps that many students already use in English and Language Arts, the history frame is a graphic organizer that looks at key actors, time place of events, problem or goal, key events, outcome, and larger relevance

Inquiry Chart [ instructions | print chart ] a variation of column notes and learning guides, inquiry charts are used specifically to generate questions whose answers will come from combing through a variety of sources

K – W – L [ instructions | print K-W-L chart | print modified K-W-L chart ] a three-column chart for approaching new content and actively engaging in it; contains components for before, during, and after reading activity

Opinion-Proof [ instructions | print chart ] a two-column chart where students seek to provide support or evidence from the content to bolster an opinion they have put forward

Power Thinking [ instructions ] an alternative system of outlining, power thinking involves assigning Power levels to information according to whether it is a main idea, subtopic, or detail

Problem-Solution Chart [ instructions | print chart ] a two-column chart that is especially helpful for looking at cause and effect; its components invite students to consider consequences, causes, and solutions of problems

Question-Answer Relationships [ instructions | print chart | print QAR concept map ] an strategy for understanding different levels of questions, from simple recall to more complex, and for recognizing the nature of given questions so that it is better understood what kind of answer is called for

Questioning the Author [ instructions ] a protocol of questions for examining how clearly an author has communicated his or her ideas

Pattern Puzzles (a/k/a Mystery Pot) [ instructions ] a sorting and manipulation activity for looking at the organization of ideas

RAFT Papers [ instructions | print blank form ] a framework for approaching writing that can be especially good for encouraging expressions of empathy and understanding of another’s perspective

Reciprocal Teaching [ instructions ] a constructed activity for students to collaborate in understanding a selection of content (can also be done individually); students take on roles as Summarizer, Questioner, Clarifier, or Predictor

Selective Underlining/Highlighting [ instructions ] emphasis on the word selective ; a means for students to read for key ideas, essential vocabulary, cause and effect, etc.

Semantic Feature Analysis [ instructions ] an attribute analysis tool; students can compare different ideas, concepts, people, events, etc. against a cross-referenced set of criteria

Story Maps same as history frames ; see above

Summarizing [ instructions | print Sum It Up sheet | print Sum It Up directions | lesson closure framed paragraph ] a strategy for developing coherent but brief expressions of larger ideas by focusing on key words and main ideas; included are suggestions for various ways to teach summarizing, including an activity called Sum It Up

Thesis-Proof [ instructions | print chart | print pro/con chart ] a variation of two-column charts where students use key ideas in their content to support a thesis; excellent for pre-writing

Think-Pair-Share [ instructions ] a cooperative and structured discussion strategy

Three-Minute Pause [ instructions | print overhead master ] a structured pause; a comprehension check

3 – 2 – 1 [ instructions | print 3-2-1 master ] good quick strategy for summarizing and questioning

Word Map [ instructions | print map v.1 | print map v.2 ] a vocabulary strategy for visually mapping associations of meaning for a new term


Rethinking Equity and Teaching for English Language Learners (RETELL) – Massachusetts Department of Elementary and

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Rethinking Equity and Teaching for English Language Learners (RETELL)

There are no RETELL News and Updates at this time

The RETELL initiative (Rethinking Equity in the Teaching of English Language Learners) represents a commitment to address the persistent gap in academic proficiency experienced by ELL students. At the heart of this initiative are training and licensure requirements for the Sheltered English Immersion (SEI) Endorsement, which core academic teachers of ELLs and principals/assistant principals and supervisors/directors who supervise or evaluate such teachers must obtain.

Requirements to obtain the SEI Endorsement

Requirements prior to July 1, 2016

Only core academic teachers who were assigned an ELL or administrators who supervise/evaluate core academic teachers who were assigned ELLs during their districts’ cohort years are required to obtain the SEI Endorsement prior to July 1, 2016. Under 603 CMR 7.15 and 603 CMR 14.07 those CATs who were assigned an ELL at any point during their districts’ cohort years and who fail to earn an SEI Endorsement by the time designated for their cohort, will not be eligible to renew, advance, or extend their educator license when it is due for such action until they earn an SEI Endorsement.

Prior to July 1, 2016 a CAT who was never assigned an ELL during their district’s cohort years is not required to earn the Endorsement.

Requirement after July 1, 2016

After July 1, 2016, any unendorsed CAT who is assigned an ELL will have 12 months from the time of that assignment to earn the SEI Endorsement.

State-offered, no-cost SEI Endorsement courses

Registration for all state-offered, no-cost 2015-2016 SEI endorsement courses ended on Jan 15, 2016. No late registrations or other exceptions to the deadline can be accommodated. Also, no additional participants will be moved from waitlists into courses.

The DESE plans to offer a limited number of SEI endorsement courses during the 2016-2017 school year for educators who were required to earn the endorsement but, through no fault of their own, were unable to do so. Educators who will be eligible for no-cost, state-offered courses in 2016-2017 are those who were required to earn the endorsement during their districts’ cohort windows and who:

  1. enrolled in a course that was subsequently cancelled by the DESE,
  2. placed themselves on a waitlist, but were not offered an open seat in a course, or
  3. applied for and were granted a hardship extension.

Enrollment in these courses will be restricted to only those educators who are eligible. The DESE is compiling a list of these educators and will notify them individually of their eligibility and course registration procedures in the late spring of 2016.

Alternate pathways to earning the SEI Endorsement

For-cost SEI Endorsement courses

Any educator who wishes to earn the SEI endorsement may enroll in an endorsement course for a cost through one of the state-approved vendors. Information about for-cost courses can be found at For-Cost Courses webpage .

SEI MTEL

Educators who take and pass the SEI MTEL are eligible to receive the SEI Endorsement. Information about the test, including registration procedures and preparation materials, can be found at SEI MTEL Information webpage .

Possession of an ESL license

Educators who possess an ESL license are automatically eligible for the SEI Endorsement and will receive it once they apply. Information about licensing can be found on the webpage for the Office of Educator Licensure.

Transcript review

Educators who have previously completed graduate-level coursework that they believe may qualify them for the SEI Endorsement may request a transcript review from the Licensure Office.

To request a transcript review, an educator must apply for the endorsement and select path 2, which is a transcript review based on a related degree or graduate level training. Instructions for applying for the SEI Endorsement can be found at A Step by Step Guide .

For questions about transcript reviews or other license-related topics, please contact the Office of Educator Licensure at 781-338-6600.

Letters to the Field

May 26, 2016 Notification to update list of CATs assigned ELLs in 2016


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Online History, MA #online #education, #best #online #degrees, #online #degrees, #online #schools, #university #of #nebraska,

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History, MA

  • Course Delivery Fully Online
  • Total Credits 36
  • In-State Tuition Per Credit $285.00
  • Out of State Tuition Per Credit $454.00
  • What You’ll Learn
  • Admissions and Requirements
  • Courses You’ll Take
  • Tuition & Fees

What You’ll Learn

Earn your degree from the University of Nebraska at Kearney

Get the same diploma as on campus students

The Masters of Arts in History program is designed for those interested in pursuing graduate education in historical study. The program serves a broad constituency of secondary educators, active military and their families, those interested in teaching at a community college and those wishing to pursue a PhD in history. Students can hone in on the subject areas for which they have an interest and passion.

Online History MA students enjoy:

  • A 100% fully online program with no residency requirement
  • Thesis and non-thesis options
  • Low teacher/student ratios fostering student/professor relationships
  • Extensive online course offerings each semester with emphasis areas such as Military History, the American West and Modern Europe
  • Public/digital history specializations available
  • A respected, affordable University of Nebraska degree
  • Flexibility in degree completion to accommodate busy schedules

Through teaching and research, our faculty contributes to knowledge about people and places around the globe and throughout time and space. Students study the ways people have interacted politically, economically, militarily and culturally in both U.S. and global history.

The success of the program is demonstrated by the achievements of the students, which include:

  • The 2013 Texas History Teacher of the Year
  • Several James Madison Fellows
  • Students pursuing doctoral programs
  • Lecturers at universities and community colleges
  • Public history positions in museums and archives
  • Student presentations at professional conferences
  • Student and alumni research leading to publications
  • Several students with campus-level thesis awards

Linda Van Ingen, Ph.D. Professor

Linda Van Ingen focuses her research on modern U.S. political and social history with a special interest in issues of gender, race, class and aging. Van Ingen’s publications contribute to the historiography of women in politics by exploring the limits of state suffrage for women candidates and by introducing the concept of a gendered politics of accommodation. She advises graduate student thesis projects in areas of civil rights, women’s history and modern U.S. political history.

To be accepted to this program, you must have:

A bachelor’s degree

Including completion of at least 18 semester hours of history

2 letters of recommendation

Official transcripts from all previous schools

A 3.25 undergraduate GPA, or submit GRE scores

Evidence of the writing and analytical skills necessary for graduate level course work

NOTE: This program is authorized, exempt, or not subject to state regulatory compliance and may enroll students from all 50 states

To apply to this program:

  • Complete and submit the online application for admissions
  • Pay the $45 non-refundable application fee

Note: If you have missed the deadline for full admission in the semester you wish to begin your program, you may enroll and complete up to 12 credit hours of classes before being formally accepted into the program. Apply as a Non-Degree Student if this fits your situation.

Application Deadlines

Fall Semester June 15 Spring Semester October 15 Summer Sessions March 15

Courses You’ll Take

All students must successfully complete a comprehensive examination to be administered within nine months following the completion of coursework. For students who choose the Thesis Option, a completed thesis must be submitted for the approval of the Thesis Committee within two years after the completion of coursework. For further details, contact us to speak with an adviser.

Thesis Option A – 36 total credit hours

  • 12 credits History core courses
  • 6 credits US history
  • 6 credits non-US history
  • 6 credits history electives
  • 6 credits thesis

Non-Thesis Option B – 36 total credit hours

  • 6 credits history core courses (HIST 801 and 803)
  • 12 credits US history
  • 9 credits non-US history
  • 9 credits specialization

Core Courses

What’s it like to take a program online?

Quality learning experience

The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.

Flexibility

Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.

Service you expect from a leading University

Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.

Other programs selected for you

Family Consumer Sciences Education, MS

Master’s

Educational Leadership and School Improvement: Faculty of Education #teacher #training, #academic #programs, #english #literature, #theatre,

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Educational Leadership and School Improvement

This route provides a broad-based view of educational leadership and school improvement, both through the explicit and focused study of specific concepts and issues, and through their application in the conduct of individual research projects. The teaching team draw on their research to illustrate ideas, and occasionally welcome visiting academics to enrich the route still further. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts. Participants come with varied backgrounds, from the UK and overseas and as such the course has an international perspective.

We aim to offer participants the opportunity to develop:

  • an advanced knowledge and understanding of educational leadership and school improvement, including the ‘Leadership for Learning’ framework;
  • a familiarity with a range of frameworks for understanding pupil, professional and organisational learning;
  • a set of skills for analysing educational leadership and school improvement issues and practices;
  • the ability to understand and contribute to the leadership of educational initiatives and contribute to informed development of policy and practice in educational contexts.

What does this course offer?

The opportunities for learning on the ELSI route are designed to reflect our conceptions of learning and leadership and the principles and values of ‘Leadership for Learning’. This means that whilst the Faculty lecturers take responsibility for the organisation of the route and for supporting you, there is an expectation that you take responsibility for your own learning, and both contribute to and learn from other members of the group. Students come from different backgrounds and with a variety of experiences, which adds a real richness to the group: we aim to draw upon your own knowledge and experiences and encourage you to share these sensitively with others. As a community of learners we are interdependent.

How is the course organised?

Students on the MPhil course complete the course in one year and have teaching sessions throughout the week. Students on the MEd course complete the course part time over two years and have one teaching session per week on a Wednesday afternoon into early evening.

During sessions you will experience a variety of face-to-face activities offering opportunities for learning. For example, there may be a lecture to the whole group, discussions, small group activities, and student presentations. You will also be expected to engage in self-directed work and study, sometimes with other students in small groups, and sometimes on your own. You will be encouraged to develop critical friendship groups with fellow students, and to both give and gain support through these groups. These will complement your one-to-one supervisions with a lecturer that focus upon your assessed assignments.

The content is covered through eight interrelated themes (described below). In 2016-17, full time students will follow all 8 themes. Part time students will study themes 5-8 in 2016-17, and those continuing to their second year in 2017-18 will study themes 1-4.

Module 1: Leadership for Learning
Module 2: Policy, Structures and Change
Module 3: School Effectiveness and School Improvement
Module 4: Issues and Dilemmas
Module 5: Perspectives on Leadership
Module 6: Perspectives on Learning
Module 7: Schools, Cultures and Communities
Module 8: Educational Evaluation

Research Method Strand

All of our Masters degrees are designated research degrees in education. This means that a key part of the degree involves developing a good understanding of a wide range of empirical and non-empirical research methods (including techniques for collecting and analysing qualitative and quantitative data) and then applying these research methods to practical issues in education. Students develop an understanding of different research strategies, foster skills in appraising and synthesising published research studies and acquire the understanding and skills necessary for designing, conducting, analysing, interpreting and reporting a small-scale research study. Discussion of educational research methodology is integral to the ELSI sessions, and the second essay and thesis explicitly assess knowledge and understanding of research methods.

All students on the ELSI route also attend a generic research methods strand, accounting for approximately one-third of the whole programme. Methods sessions are essential for a research-based Masters degree and constitute about one-third of the whole programme. The research methods strand covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature. It offers opportunities and encouragement to apply the knowledge gained to your thematic area, and vice versa, as well as introducing research methods beyond those commonly used in ELSI.

Who are the course team?

The course is staffed by a team of established faculty members who provide teaching and supervision. Other colleagues also contribute one-off lectures:


Undergraduate Degrees – Online Distance Education Options for Adult Learners #undergraduate #teaching #degrees

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Undergraduate Degrees

Undergraduate Degree Completion Programs

The distance education undergraduate degree programs at ECU are online degree completion programs. Students complete the first two years of college courses typically at a community college in their area. Upon nearing completion of these courses, you should apply and have your transcripts evaluated by the admissions office.

Business – BSBA

Education – BS

Industrial Technology – BS**

  • A tailored, interdisciplinary degree program

For a list of undergraduate degree advisors, click here.
For a list of transfer student resources, click here.

**Contact the program academic advisor for specific admissions requirements. Titles listed are concentrations, not degree programs.
°Some on campus attendance may be required

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Professional Licensure Disclosure Statement :

All applicable ECU academic programs prepare students to sit for licensure in North Carolina. In order to comply with U.S. Department of Education regulations regarding distance education and professional licensure ECU is required to make the following disclosure with respect to professional licensure outside the state of North Carolina. ECU cannot confirm whether a particular program meets requirements for professional licensure outside of the State of North Carolina. Please contact applicable licensure board(s) in any state you may want to pursue licensure prior to beginning the academic program in order to determine whether the program meets licensure requirements. It is the student’s responsibility to confirm program eligibility for licensure in any state outside North Carolina.

Important Note to Residents Outside North Carolina:

Admission of applicants outside the State of North Carolina to an online degree, certificate or individual online course offered by East Carolina University, is dependent on ECU’s ability to secure authorization from the applicant’s state of residence, if such authorization is required.

East Carolina University delivers online education programs and courses throughout the United States and internationally. All programs have been approved by the University of North Carolina General Administration. Many states have prescribed an “authorization” process for out-of-state institutions delivering online programs to its state residents to ensure quality post-secondary education, to preserve the integrity of an academic degree, and to instill greater consumer protection for its student citizens.

East Carolina University has taken steps to protect its students and operations through nationwide compliance: by participation in the National Council for State Authorization Reciprocity Agreements (NC-SARA); obtaining authorization, approval, exemptions and waivers; or confirming that East Carolina University can operate without such authorization because the state’s laws do not pertain to a public institution, to an accredited institution, or to the ECU’s activities in that state.

As of November 14, 2016, East Carolina University is approved by to participate in the National Council for State Authorization Reciprocity Agreements (NC-SARA). NC-SARA is a voluntary, regional approach to state oversight of postsecondary distance education. Institutions that are members of SARA are authorized to provide online education to students from all SARA member states. States and institutions that choose to become members of SARA operate under a set of policies and standards overseen by the National Council for State Authorization Reciprocity Agreements and administered by four regional higher education compacts. For more information about the SARA initiative and the progress of state and institutional membership.

Because authorization is an evolving area, please check this site again for the latest statement from ECU.


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Businessballs free online learning for careers, work, management, business training and education: find materials, articles,

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free work and life learning

Free career help, business training, organizational development – inspirational, innovative ideas, materials, exercises, tools, templates – ethical, free and fun.

updates, ideas..

Quizballs 434 – 20 general knowledge questions and answers – (4 Oct 2016)

Quizballs 433 – 20 general knowledge questions and answers – (27 Sep 2016)

Quizballs 432 – 20 general knowledge questions and answers – (23 Sep 2016)

Quizballs 431 – 20 general knowledge questions and answers – (14 Sep 2016)

Quizballs 430 – 20 general knowledge questions and answers – (7 Sep 2016)

Are you interested in any of these new initiatives.

We are seeking collaborations with progressive ethical organizations to advance some exciting new developments:

  • Charities working on extending L D to the developing/disadvantated world .
  • Government entities working on extending L D to young people. especially unemployed/disadvantaged.
  • Employers interested in piloting new L D management solutions – do you want your own branded in-house platform, hosting the best content and tools on leadership and management development, with sophisticated tracking, badges, and internationally recognised qualifications and accreditation.

If your organization – anywhere in the world – is interested in any of the above please contact us. These initiatives are in partnership with Accipio.com (see next note) – with whom we already partner to offer online leadership learning qualifications. Please forward this item to anyone you know who might be interested. Thank you.

Businessballs/Accipio elearning partnership – The Accipio organization, an Institute of Leadership and Management (ILM) and Chartered Management Institute (CMI) centre, offers free audio-visual interactive eLearning modules, aligned with internationally recognised qualifications (ILM or CMI). You can attain learning points for each leadership and management eModule, and gain a Level 3 Award, Certificate or Diploma. Register with the awarding body (via Accipio), then secure enough learning points, and pass the assignments. Accreditation fees apply. Click here to access the eLeadership Academy.

ideas..

Questioning is a powerful alternative to making statements.

A good question is often much better than a defensive remark, or a counter-accusation, for all sorts of situations. Using an open question (What. How. especially) is a simple and effective technique for resisting forceful or bullying pressure. Using questions, rather than statements and guesses, is also very effective for building trust, diffusing conflict, understanding situations, managing other people, teaching, training, and parenting. Traditionally, questioning is regarded as mainly a selling skill, but it’s powerful and productive in virtually every circumstance involving human cooperation.

Anyone can be a leader – inspiring others, helping others, making a positive difference to someone or something. Leadership is most effective and easiest when it is adaptable. Explore different theories of leadership – they each offer adaptable methods, styles, etc.

What’s the most powerful rule of negotiating.

Have an alternative.

Be able to walk away.

This simple principle is often ignored, particularly because as buyers or sellers we all tend to focus and fixate on a single option, which quickly creates a dependence on it, which produces pressure (including time/deadline) to agree a deal, which weakens our position, and strengthens the position of the other side.

Nudge theory helps us understand why we fixate on a single option, and why the apparent desirability of a single option increases.

The Psychological Contract are additionally very useful models and tools in planning and assisting others through change.

Pareto’s 80-20 Theory is very useful for problem-solving, decision-making, downsizing, optimization, streamlining, and all sorts of evaluation and change, in business, organizations, and personal life too.

  • Understanding yourself, and how your priorities change through life.
  • Understanding this in others.
  • Teaching and exploring this with others.
  • Understanding how to motivate and relate to people of different ages.

Acronyms are brilliant and entertaining devices which offer all sorts of opportunities to add interest and amusement – and crucially impact and memorability – to training. writing and presentations .

And the acronym is just one of scores of fascinating language curiosities and effects. which help bring spoken and written words to life.

Businessballs offers other useful glossaries too:

For example see the business dictionary and the glossary of common Latin terms – again these are super resources and inspiration for training and communicating in most situations.

additions and updates

See additions and updates archive for more materials and random browsing.

Quizballs 432 – 20 general knowledge questions and answers – (23 Sep 2016)

Quizballs 431 – 20 general knowledge questions and answers – (14 Sep 2016)

Quizballs 430 – 20 general knowledge questions and answers – (7 Sep 2016)

Quizballs 429 – 20 general knowledge questions and answers – (31 Aug 2016)

Quizballs 428 – 20 general knowledge questions and answers – (24 Aug 2016)

Quizballs 427 – 20 general knowledge questions and answers – (18 Aug 2016)

Quizballs 426 – 20 general knowledge questions and answers – (10 Aug 2016)

Quizballs 425 – 20 general knowledge questions and answers – (2 Aug 2016)

Quizballs 423 – 20 general knowledge questions and answers – (21 Jul 2016)

Quizballs 422 – 20 general knowledge questions and answers – (13 Jul 2016)

Quizballs 421 – 20 general knowledge questions and answers – (6 Jul 2016)

Quizballs 420 – 20 general knowledge questions and answers – (29 Jun 2016)

Quizballs 419 – 20 general knowledge questions and answers – (22 Jun 2016)

ARK – A Random act of Kindness – an acronym that changes lives and worlds – (16 Jun 2016)

Quizballs 418 – 20 general knowledge questions and answers – (16 Jun 2016)

Quizballs 417 – 20 general knowledge questions and answers – (9 Jun 2016)

Quizballs 416 – 20 general knowledge questions and answers – (3 Jun 2016)

Quizballs 415 – 20 general knowledge questions and answers – (24 May 2016)

Quizballs 414 – specialist subject quiz – Leicester Football and Leicestershire – (20 May 2016)

Quizballs 413 – 20 general knowledge questions and answers – (19 May 2016)

Quizballs 412 – 20 general knowledge questions and answers – (13 May 2016)

Quizballs 411 – 20 general knowledge questions and answers – (5 May 2016)

Quizballs 410 – 20 general knowledge questions and answers – (29 Apr 2016)

Litotes and Meiosis – ironic under-statement – fascinating additions to the grammar/language glossary – (26 Apr 2016)

Quizballs 408 – 20 general knowledge questions and answers – (21 Apr 2016)

Quizballs 407 – 20 general knowledge questions and answers – (11 Apr 2016)

Quizballs 406 – 20 general knowledge questions and answers – (4 Apr 2016)

Quizballs 405 – 21 general knowledge questions and answers – (31 Mar 2016)

Quizballs 404 – 20 general knowledge questions and answers – (23 Mar 2016)

Quizballs 403 – 20 general knowledge questions and answers – (17 Mar 2016)

Quizballs 402 – 20 general knowledge questions and answers – (8 Mar 2016)

Quizballs 401 – 20 general knowledge questions and answers – (4 Mar 2016)

Quizballs 399 – 20 general knowledge questions and answers – (24 Feb 2016)

Quizballs 398 – 20 general knowledge questions and answers – (16 Feb 2016)

Quizballs 397 – 20 general knowledge questions and answers – (11 Feb 2016)

Quizballs 396 – 20 general knowledge questions and answers – (4 Feb 2016)

Quizballs 395 – 20 general knowledge questions and answers – (27 Jan 2016)

Quizballs 394 – 20 general knowledge questions and answers – (19 Jan 2016)

Quizballs 393 – 21 general knowledge questions and answers – (12 Jan 2016)

Quizballs 392 – 20 general knowledge questions and answers – (6 Jan 2016)

about businessballs

Businessballs is run by Alan Chapman, in Eynsford, Kent, England.

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