THE IMPORTANCE OF TEACHING HUMANITIES IN HIGHER EDUCATION INSTITUTIONS: IN DEFENSE OF LIBERAL ARTS EDUCATION A Thesis Presented by Victoria Pleshakova to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Master of Education Specializing in Interdisciplinary Studies May, 2009 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of niIaster
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Four-year institutions in the U.S. which emphasize the liberal arts are liberal arts colleges. These colleges are entirely undergraduate institutions that are stand-alone. They traditionally emphasize interactive instruction (although research is still a component of these institutions). They are known for being residential and for having smaller enrollment, class size, and higher teacher-student ratios than universities. These colleges also encourage a high level of teacher-student interaction at
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BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row
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EDUCATIONAL PROGRAMS AND SERVICES FOR THE GIFTED 1.0 PROGRAMS AND SERVICES FOR THE GIFTED Gifted learners have a wide range of educational, social, emotional and physical needs. Consequently, they should receive systematically differentiated instruction throughout their school experience to suit their unique learning style. Within the regular school system, various administrative arrangements may be implemented to provide for the needs of gifted learners. In the Philippines, the more common
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CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities
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professionals have developed alternative educational methods, or suggestions for teaching a traditional curriculum in a more expanded way. In the sense of an entire curriculum, a traditional curriculum includes core subjects and electives. Core subjects usually include topics like math, science, history, and English. Students may also take courses in the social sciences, and can expand their curriculum with topics like art, foreign languages, music, acting, and so forth. The curriculum is designed in
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Argue for one position. You may also support your argument with evidence drawn from your own experience.’ This paper critically examines the varied approaches to teaching English for Academic Purposes (EAP). In particular, it examines Critical Pedagogy, Pragmatic Pedagogy and Critical-Pragmatic Pedagogy in the context of teaching academic writing to university students. This is an important issue as there is widespread debate as to what constitutes effective EAP instruction within the academic
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the name of a science, which means the science of language, as the term economics, physics and others. According Pringgodigdo and hasan shadili, "linguistics is the scientific study of language". linguistic is divided into two categories, as an adjective and a noun. Linguistics as an adjective means "the study of language and languages". While linguistics as a noun, means "the science of language; methods of learning and studying languages ". so it means linguistics is the science of language or
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college diploma on Bachelor of Science in Accountancy at Leyte Colleges was a choice only his parents insisted he take. Because of his passion for education, and having perhaps satisfied his parents, he pursued his dream of becoming a teacher. He took his second bachelor’s degree on Bachelor of Secondary Education at the Leyte Normal University. Believing that education is a continuous process he untiringly finished three masters degrees; Master of Arts in Teaching at Leyte Normal University, Master
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and loans to fund education. Additionally, public enrollment was greater than private enrollment for the first time in America’s history (Thelin, 2011). With so many options available, Goucher faced challenges attracting students as a small, liberal arts college for women. Competition came from the Seven Sisters colleges that remained single sex as well as the coeducational schools in the mid-Atlantic region. Coeducation was considered in 1973 during the Perry administration due to falling enrollment
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