[PDF] Choices Of Degree Or Degrees Of Choice eBook
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An account of the overlapping effects of social class, ethnicity and gender in the process of choosing which university to attend. The shift from an elite to a mass system has been accompanied by much political rhetoric about widening access, achievement-for-all and meritocratic equalisation.
2011 Educator's Award. Delta Kappa Gamma Society International2011 Outstanding Publication in Postsecondary Education, American Educational Research Association, Division J Degrees of Inequality reveals the powerful patterns of social inequality in American higher education by analyzing how the social background of students shapes nearly every facet of the college experience. Even as the most prestigious institutions claim to open their doors to students from diverse backgrounds, class disparities remain. Just two miles apart stand two institutions that represent the stark class contrast in American higher education. Yale, an elite Ivy League university, boasts accomplished alumni, including national and world leaders in business and politics. Southern Connecticut State University graduates mostly commuter students seeking credential degrees in fields with good job prospects. Ann L. Mullen interviewed students from both universities and found that their college choices and experiences were strongly linked to social background and gender. Yale students, most having generations of family members with college degrees, are encouraged to approach their college years as an opportunity for intellectual and personal enrichment. Southern students, however, perceive a college degree as a path to a better career, and many work full- or part-time jobs to help fund their education. Moving interviews with 100 students at the two institutions highlight how American higher education reinforces the same inequities it has been aiming to transcend.
---Not a prolegomena, a foundation.--- More descriptive than a manifesto, and deeply pioneering in its formality, this manual uses a diagrammatic method to express new theories and foundations in thought. In place of circular reasoning, it offers recursive proofs; in place of insolvability, it offers exclusive contexts; in place of linguistic deconstruction, it offers categorical deductions. It includes over three-hundred pages of interrelated methods, arguments, and tools, which promise to assist the philosopher in making logical, ethical, and systematic claims. This first published volume of the dimensional encyclopedia is something more than an encyclopedia. Its a guide to genuine philosophy.
For the first time in recorded history of man, a mathematical formula has been developed to measure the accuracy and error in a vote, in a group decision. Humans have lived for thousands of years making big and small decisions that dominate their life in politics, law, economics and culture, without ever measuring these decisions' mathematical accuracy and error. Specific formulas for this did not exist. Now, a formula exists! A congress, a parliament, a senate, a court, a Supreme Court, a jury, a corporate board, or a commission have no excuse any longer for allowing votes that are not measured for accuracy and error. The content shows how the uneducated public acts as "a mob that uses the law" to control others or steal their property just as "a mob that uses guns" to do the same. The author describes many lawmakers and the uneducated public as "thieves" stealing by force-of-law from one person to give another, just as Robin Hood was a thief that stole by force-of-weapon from innocent people and was glorified by those who received stolen property and cared less how this stolen property was gained, as long as it was given to them. Individuals will learn from this book how to create Freedom Coalitions instead the current system of Oppression Coalitions that are the basis of current Mob Rule political systems. The new basis for freedom will be mathematics, a scientific solid and sustainable foundation for human freedom.
The purpose of this research is to explore the reasons, or motivations, for why people who have a degree pursue advanced study in the Leadership and Educational Policy (LEP) program. In general, what are the reasons why people who have a degree pursue a graduate degree? Specific questions to be addressed include: 1) what are the personal factors that may influence the choice to pursue a graduate degree, 2) what are the economic factors that may influence the choice to pursue a graduate degree, 3) what is the relationship between personal and economic factors that may influence the choice to pursue a graduate degree, and 4) what are some of the other challenges that respondents encounter in pursuing a graduate degree in higher education at this time? Sources of Data The researcher collected data from current graduate students in the LEP program. The students have been selected from two current LEP cohorts. A sample of two cohorts from the LEP Program was selected and surveys were administered to participants in a classroom setting and by email. The surveys contained 28 questions in a Likert-scale format exploring the motivations among college graduates for choosing to pursue an advanced degree in the field of higher education. The questions were designed to help the researcher understand the intrinsic and extrinsic motivations, or reasons, for choosing to pursue a graduate degree in higher education leadership. Conclusions Reached Overall, the results of the researcher's data analysis indicated that a majority of respondents were intrinsically motivated to pursue an advanced degree in the field of higher education leadership. Based on the findings, it appears that the researcher's hypothesis that extrinsic motivators would be primarily responsible for a college graduates choice to pursue an advanced degree in higher education leadership rather than intrinsic motivators was incorrect; however, the number of responses indicating intrinsic and extrinsic responses was very close. Of the several questions asking about challenges faced while pursuing a graduate degree, only two challenges were identified as significant; specifically, respondents indicated that their job responsibilities are extremely time consuming and take time away from their academic work and that some of the challenges were due to their family responsibilities getting in the way of working on their degrees.
We can now measure mathematically the accuracy of a political or law group decision: The accuracy of a parliament, a supreme court, or a jury, to know the amount of error in a German, U.K. or U.S.A. Supreme Court, and the error of a congress, a court, or any organization decision. Examples: The new law created had 67% accuracy and 33% error, the court decision had 45% error, and the jury decision had 15% error. A mathematical proof is presented showing the Simple Majority Voting System has 0% accuracy guarantee. The computed numbers can be startling. The book moves the study of politics and law from the arts and philosophy area, into a science founded on mathematics. “Your conclusions are absolutely correct. I will definitely spread your mathematical conclusions ... across the world.” Dr. Hemaraju Pollayi, Associate Professor, Department of Civil Engineering, GITAM University.
"Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students. The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements--consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning. The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation."--Publisher's description.
Likert scale is the most widely used psychometric scale for obtaining feedback. The major disadvantage of Likert scale is information distortion and information loss problem that arise due to its ordinal nature and closed format. Real-world responses are mostly inconsistent, imprecise and indeterminate depending on the customers’ emotions. To capture the responses realistically, the concept of neutrosophy (study of neutralities and indeterminacy) is used. Indeterminate Likert scale based on neutrosophy is introduced in this paper. Clustering according to customer feedback is an effectiveway of classifying customers and targeting them accordingly. Clustering algorithm for feedback obtained using indeterminate Likert scaling is proposed in this paper. While dealing real-world scenarios, indeterminate Likert scaling is better in capturing the responses accurately.