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Remember that Walden's Title IV Code is 025042.
Doctoral programs in education produce outstanding professionals who can address the nation's most pressing educational challenges.
Each of the specializations in Walden's education Ph.D. is designed to match your professional interests and meet the needs of your organization. In fact, we ask you to come to the program with defined learning goals and challenge you to design your own program of study so that you can make an impact—changing your world and the world of those around you.
Find information about Walden programs and licensure requirements specific to your state.
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
In Walden's Ph.D. in Education program, you can choose the General Program or from a range of specializations. This program also offers two formats to match your learning style.
The historical roots of social change are grounded in adult education. This specialization is designed for educators who want to think broadly about the field of adult education, whether in community-based settings, schools, government, or the private sector. The specialization guides you in understanding the interdisciplinary nature of adult education as a field of study, principles of adult learning and development, and the impact of adult educators on organizations and communities in which they work.
Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
Building on the Carnegie Foundation's metaphor of "stewards of the discipline," education professionals in this course explore the role of the scholar-practitioner and the expectations and responsibilities inherent in obtaining a Ph.D. in Education. Using this understanding, education professionals develop a professional development plan to guide their progress through the program. They assess the relationship of mission and vision to professional goals and develop strategies for online success. They also explore resources used throughout the program and engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.
Consistent with the mission of Walden University, this course is a foundation for the remainder of the program by providing education professionals with a framework for their work as scholar-practitioners and as agents of positive social change in education. Education professionals examine foundational theories of education while considering their future role in the discipline. Through an integrative process of developing an essay comparing theories of social change, they also begin to hone their skills as scholarly writers.
The choice to effect positive social change in education demands that scholar-practitioners have the requisite skills and abilities to take responsibility for generating new knowledge, conserving the values of education, and communicating information to others. In this course, education professionals examine these key principles of disciplinary stewardship while building strategies to effect positive social change. Demonstrating their understanding of course concepts, they develop a social change proposal that fills an area of need in their organization, workplace, or community. Through this proposal, they analyze prospective requirements, challenges, and effects of their proposed plan of action.
Educational scholars recognize the important role of human development in the educational process. In this course, education professionals gain an understanding of the theories and frameworks relevant to the development and experiences of individuals from birth through old age. They engage in coursework that emphasizes application of this knowledge to educational settings, and they discuss a range of topics, such as personal teaching experiences, theory-based approaches to a contemporary problem, influences of moral development, and intergenerational relationships, among others. Education professionals also explore different strands of development across the lifespan as well as how they relate to the individual as a learner. (Prerequisites: EDUC 8112.)
The processes of teaching and learning are central to the educational enterprise. In this course, education professionals examine learning from a variety of perspectives, focusing on supporting academic and co-curricular success in education. They explore curriculum theory and design, with emphasis on the theoretical, practical, and political aspects of curricula. Through a variety of written and applied assignments, they investigate learned societies; make connections to research; develop a course proposal, including a course outline that identifies learning objectives; analyze the influence of technology on education; review and reflect on the importance of the curriculum development process and the role of curriculum to guide instruction and assessment; and develop their own approach to instruction and learning. (Prerequisites: EDUC 8112.)
Increasingly, schools and educational committees ask educators at all levels to account for the influence of the educational process on learners and to make research-based decisions. In this course, education professionals build on their knowledge of theories of development and learning as they gain foundational skills in assessing and evaluating student learning, developmental outcomes, and educational programs. Acquiring key evaluation concepts, they also examine the purposes for collecting student data as well as the distinctions among various approaches to assessing learning. (Prerequisites: EDUC 8113 and EDUC 8114.)
Leadership roles in education take a wide range of forms, from the teacher in the kindergarten classroom to the president of a university. Academic leaders recognize the interplay between local challenges and national and global influences as well as the unique societal pressures on the educational process. Education professionals in this course explore these challenges and influences to gain an understanding of the skills and sensibilities needed to lead in a global society. They examine leadership theories and research as well as the principles of leadership within educational communities. They also have the opportunity to analyze their own leadership skills in the context of these theories and principles. (Prerequisites: EDUC 8112).
Research efforts to support the educational process and effective leadership demand an understanding of schools and academic institutions as complex systems and units of change. In this course, education professionals examine theories of organizational functioning and apply these insights to the behaviors of individuals and groups within educational systems. They also explore systems thinking and organizational effectiveness that supports teaching and learning. Education professionals engage in assignments designed to provide practical application of course content through which they analyze ethical behavior in organizational development; summarize, test, and evaluate theories; construct an organizational development scenario; evaluate a case study related to organizational development; and assess their own educational organization. (Prerequisites: EDUC 8115.)
Understanding the impact of new innovations and change has emerged as a field of theory and research in education. Education professionals in this course build on the principles of social change as well as research and theories of leadership and organizational functioning as they focus on the challenges inherent in initiating and managing change in educational organizations. They explore the role of change agents as well as the influences of technological innovations on the academic process. Applying course concepts, education professionals design plans to implement and evaluate new programs to support change. (Prerequisites: EDUC 8116 and EDUC 8117 OR EDUC 8841.)
This course for doctoral students has no specific course description due to the flexibility inherent in the Knowledge Area Module (KAM) learning model, which allows students to develop expertise in their area of interest through an individualized program. The number of KAMs required varies by program, but each KAM culminates in a scholarly paper comprising three segments: Breadth, Depth, and Application. Through the KAM process, students will apply what they have learned to meet a need in their profession.
Students in this research course are provided with the opportunity to develop core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. The course also introduces students to the quantitative, qualitative, and mixed-method research designs and methods. Students devote special attention to understanding the ethical and social change implications of conducting research and engaging in scholarship. They apply their knowledge and skills by developing elements of simple research plans for quantitative, qualitative, and mixed-methods studies. (Prerequisites: A Foundations course or first course in a program.)
This research course provides students with the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisites: RSCH 8100D.)
Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8100D.)
Students in this research course build upon their established qualitative research proficiencies and provides them with practical experience in application. Students are also provided with the opportunity to develop specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. They apply their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8300P)
Students in this research course build upon their established qualitative and quantitative research proficiencies. Students are also provided with the opportunity to develop specialized knowledge and skills for designing mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question. Students engage in assignments that emphasize the integration of quantitative and qualitative elements into true mixed-methods studies, focusing on reliability and validity in mixed-methods approaches. They also practice data analysis and integration of qualitative and quantitative data within a research write up leading to proposal development. Students apply their knowledge and skills by developing a mixed-methods research plan that appropriately incorporates qualitative and quantitative elements. (Prerequisites: RSCH 8200P and RSCH 8300P.)
The demand for accountability and the need to invest resources more effectively are growing across all industries. With this specialization, you can acquire the expertise to assess and evaluate program effectiveness, design evaluation and accountability systems, and implement processes for continual improvements. Position yourself as a leader in the field, operating with a strong ethical approach that integrates sociopolitical awareness and a commitment to positive social change through best practice. This specialization is applicable across a range of sectors, including education, healthcare, government, corporate, and nonprofit settings.
Information for prospective Alabama and Washington state students.
The role of assessment and evaluation as a vehicle for positive change is recast in this course. The notion of accountability is supported by the concepts of social and ethical responsibility, and informs continual improvement efforts for individuals and organizations. Theory, trends, and systemic perspectives of the field are connected to changes required for enhancing performance and increasing effectiveness. Topics include evaluator credibility, national and international assessments and comparisons, and facilitation with individual and cultural values underpinning evaluation purposes, processes, and judgments. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
At the thought-leadership level, the context of sociological, political, and economic demands are primary to understanding the purpose of assessment and evaluation. This course will focus on the decision-making models that influence assessment, evaluation, and accountability systems. Topics include political astuteness, knowledge of sociological structures including roles, status, power, rewards, and sanctions, as well as cost-benefit analyses, responsiveness to federal/state mandates, and organizational goals and objectives. (Prerequisites: EDUC 8118, RSCH 8200D, RSCH 8300D, and RSCH 8250D.)
The value of performance assessment coupled with accountability systems can vary widely, depending on how resulting data are used to enhance learning. Students in this course examine the nature of personnel evaluation in multiple contexts including education, reward and acknowledgment systems, hiring, and dismissal case studies. Supporting technical skills are integrated into the course, including quantitative, qualitative, and mixed-methods of data-gathering and analysis. (Prerequisites: EDUC 8350 and RSCH 8250D.
Determining comprehensive value and worth of a curriculum, project, instructional method, institution, or policy is a complex endeavor. This course examines the process of determining the value, purpose, efficacy, and social implications for programs, organizations, and systems within a framework for continuous improvement. Supporting technical skills are integrated into the course, including quantitative, qualitative, and mixed-methods of data-gathering and analysis. (Prerequisites: EDUC 8351.)
Finesse and skill are needed to communicate complex information and findings from data analysis to particular stakeholders in ways that convey understanding, impart meaning, and stimulate a call to action. Students in this course focus on how to report results, consequences, options, and recommendations in compelling ways for multiple audiences. A wide variety of communication methods are explored that include presentation technology, Internet communications, technical writing, writing for publication, press releases, grant writing, and collaborative communication. Data compression is practiced as part of the communication and recommendation process. (Prerequisites: EDUC 8351.)
Continuous improvement is a phrase that is applied in both business and educational settings. Operationalized, the term crosses fields that include leadership, organizational development, change theory, and evaluation and assessment. This course connects continuous improvement as referenced in these fields and moves beyond to include organizational culture, professionalism, social justice, and codes of ethics that support the formation and sustainability of this type of culture. The culminating project provides a platform for individualizing a plan with a self-chosen organization that incorporates evaluation, assessment, and a vision for social responsibility as part of creating a culture of continuous improvement. (Prerequisites: EDUC 8353.)
This research course builds upon knowledge and skills acquired in RSCH 8200Z Quantitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and ethical considerations and social change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisites: RSCH 8200D or SBSF 7100.)
This research course builds upon knowledge and skills acquired in RSCH 8300Z Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write-up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8200D or SBSF 7100.)
This research course builds upon knowledge and skills acquired in RSCH 8200 Quantitative Reasoning and Analysis and RSCH 8300 Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies; practice in data analysis; and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed-methods research plan that appropriately incorporates qualitative and quantitative elements. (Prerequisites: RSCH 8200D or SBSF 7100.)
The purpose of this dissertation companion course is to assist education professionals in making steady progress toward completing their degree. The companion provides a forum for ongoing exchange of ideas, input, and feedback between education professionals and the dissertation chair as education professionals complete coursework for their Ph.D. in Education and prepare to begin their dissertation. The instructor of record for a section of the companion is the chair of the dissertation committee. Section participants are education professionals working with the faculty mentor at the early stages of their dissertation.
During the first quarter in which they have active dissertation committees, doctoral students are automatically enrolled in this dissertation status course. It affords students the opportunity to integrate their program of study by conducting an in-depth exploration of a topic of interest and by completing an original research study, called a dissertation, on that topic. With the guidance of a chair and committee members, students develop an approved prospectus, an approved proposal (the first three dissertation chapters), and an application for Institutional Review Board approval. They then collect and analyze data and, afterward, finalize their approved dissertation. During the final quarter, students prepare their dissertations for final review by the university and conclude with an oral defense of their dissertation. (Prerequisites: EDUC 8110, EDUC 8111, EDUC 8112, EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, EDUC 8118, EDUC 8210, EDUC 8211, EDUC 8212, EDUC 8213, EDUC 8214, RSCH 8100D, RSCH 8200D, and RSCH 8300D.)
"Community colleges are facing an impending crisis in leadership." This statement echoes throughout the community college literature of the last decade and is the opening sentence of an executive summary of a recent report from the American Association of Community Colleges (AACC). A number of national studies confirm that over two-thirds of the presidents and other key administrators will be retiring in the next seven to eight years; 62,000 new full-time faculty members will also be needed in the same time period.*
Concurrently, America's community colleges are undergoing profound changes as the student population shifts predominantly to mature, working adults and as the methods of teaching and learning change to electronic modes and other distance approaches. Students in the Community College Leadership specialization (whether from the perspective of president, academic leader, student services staff member, technology specialist, specific area program officer, or other leadership position within the community college) can develop proficiency in knowing how individuals, particularly adults, learn most effectively, what tools and strategies best promote learning, and how educational systems and policies can be changed to promote the mission of the community college in today's society.
In this specialization, you can acquire the expertise required to align curriculum, instruction, and assessment proficiencies to maximize student learning. You can gain the knowledge and skills needed to move your career forward by meeting the demand for the most current research and best instructional practices in the field. This specialization provides in-depth, individualized research opportunities tailored to your academic discipline and student grade level and provides one-on-one mentoring from professionals in your area of interest. The program also offers research methods courses that will help you grow as a researcher-practitioner, both today and in the future.
As the demographics of the family and workforce change, the nation is increasingly turning its attention to the critical need for early childhood development and education. At Walden, you can gain the expertise needed to lead the creation and implementation of new program practices, to apply emerging research on development in the early years, and to conceptualize new paradigms for early learning. Graduates can attain key positions in college teaching, research endeavors, leadership positions, and advocacy roles addressing the young child (birth through age 8). Other positions include director of kindergarten, curriculum specialist, and director of a Head Start program.
Rapid advances in educational technology are changing the way we learn at school, work, and home. By integrating the latest technologies and instructional design principles, the Educational Technology specialization prepares you to develop and lead technology-supported solutions to learning challenges in a wide range of settings—from the K–12 or university classroom to the corporate training room.
With program outcomes informed by Association for Educational Communications and Technology (AECT) standards, this specialization prepares you to conduct original research, be a thought leader, and lead innovation in an exciting, rapidly changing field. As a Walden doctoral student, you can also experience firsthand how educational technology is transforming when, where, and how today's students learn.
Designed to advance your career quickly and affordably, this Ph. D. in Education specialization features an embedded post-master's certificate that can be earned upon completion of seven quarters.
As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, that will allow you to collaborate with others, and that will guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.
Using new technologies in new ways sparks learning, creativity, and innovation. Trends and issues in educational technology are examined to discover how they influence learning and creativity in the workplace. Learners collaborate to demonstrate the evolution of a current technological trend, analyze its impact on learning and society, and evaluate the societal issues and problems caused by that trend.
Conceive of a world where emerging and future technologies are a seamless facet of learning and work. Learners explore this world through social networking, mobile technologies, gaming and simulations, collaborative tools and strategies, and more to become thought leaders in their field. Critical thinking and decision-making skills are developed to analyze obsolete technologies, assess new technologies, and predict future technological movements. Insights are examined from the view of a futurist, guiding learners as they become experts in the evaluation and use of emerging and future technologies.
The effective use of digital media in learning environments requires a shift in paradigms from being a consumer to being a creator. Learners become knowledgeable developers of learning media, applying design concepts based on Richard Mayer's triarchic model of cognitive load and using media as an integral component of instructional design and pedagogy. Learners design and create digital and interactive media for the workplace based on sound visual and instructional design principles.
Thought leaders instigate change in the workplace. Learners explore Rogers's diffusion of innovations theory, research effective practices for integrating technology and overcoming resistance to change, and apply methods for being a catalyst for change. Playing a diffusion simulation game enables learners to analyze the power of gaming in instructional environments. Learners analyze the needs of an organization and demonstrate their skills of persuasion to convince key stakeholders to adopt a technological innovation in their workplace.
Effective leaders direct the vision and goals for sustainable change initiatives in organizations. Based on the Human Performance and Training Model, learners explore strategies and tactics needed to bring about positive social change through an analysis of leadership, strategic planning, motivation, communication, and learning technologies. Problem solving skills are developed as learners effect change in the workplace focusing on a human performance issue. Components for successful grant writing are developed.
The field of educational technology is constantly changing, requiring scholar-practitioners to transform their thinking about research. Learners develop research skills to become critical consumers and contributors of new knowledge to the field. Analytical skills are used to develop an ethical research study in educational technology that contributes to positive social change.
The General Program is intended for students whose professional practice and career goals cover a range of educational topics or are interdisciplinary, combining specific education subjects with complementary subjects from the humanities and natural or social and behavioral sciences.
For assistance in deciding which online degree specialization fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.
From preschool to college and beyond, education and culture are being impacted by globalization at unprecedented levels. Explore the practices, policies, and conditions that influence educators and shape societies on an international scale with a specialization in Global and Comparative Education. Multidisciplinary and cross-cultural, this mixed-model online education doctoral program offers a solid foundation for solutions-oriented educators interested in analyzing, developing, and championing educational policies in developing and developed nations.
This course for doctoral students has no specific course description due to the flexibility inherent in the Knowledge Area Module (KAM) learning model, which allows students to develop expertise in their area of interest through an individualized program. The number of KAMs required varies by program, but each KAM culminates in a scholarly paper comprising three segments: Breadth, Depth, and Application . Through the KAM process, students will apply what they have learned to meet a need in their profession.
During the 21st century, colleges and universities will undergo profound transformations as the student population becomes older and more diverse and as educational methods incorporate more technological solutions and distance approaches. Building on the foundational core KAMs in the social and behavioral sciences, the Higher Education curriculum emphasizes proficiency in understanding the needs of a changing clientele and academic community, analyzing and implementing strategies to promote learning and to support development in higher education, and learning how systems and policies can be used to ensure organizational effectiveness and social change in postsecondary settings. Contexts for the study and practice of higher education include community colleges; private and public liberal arts colleges; distance-learning institutions; regional and state universities; proprietary, technical, and trade schools; state and federal agencies; and national professional associations.
The creation and implementation of education policy is critical to advancing change in the field. This specialization is designed for school, district, and other educational leaders across the education spectrum, from preschool through higher education, who want to continue to enhance their leadership abilities and influence policy at the local, national, and institutional levels. You can gain the skills you need to provide informed leadership, affect policy, and guide the change process at all levels of the education system. This specialization is offered in a course-based format that allows you to follow a structured timeline to degree completion.
In this course, education professionals develop an understanding of the political forces that shape the educational process. They engage in coursework that emphasizes governance structures and the influences of federal, state, and local policies and decisions. They also discuss contemporary research on political power in decision making and the role of educational leaders. (Prerequisites: Core courses EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, and EDUC 8118.)
Education is a critical component of individual economic success and the education sector is a key contributor to the stability of local, state, national, and global economies. Addressing challenges related to these key ideas, education professionals in this course explore the financing and provision of education. They apply economic principles and econometrics to their understanding of educational practices and policies. They also identify research to create opportunities for improved efficiency and quality of education. (Prerequisites: Core courses EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, and EDUC 8118.)
In this course, education professionals examine legal and ethical issues within the context of an educational setting. Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that inform the operation of educational organizations. They also engage in assignments that emphasize the ways ethics affect decision making, professional conduct, and educational policies when analyzing critical issues in educational leadership. (Prerequisites: Core courses EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, and EDUC 8118.)
Education policy is crucial to educational improvement and renewal throughout the P–20-plus system of education. In this course, education professionals develop the skills for critical analysis of education policy at the local, state, national, and international levels. They discuss the definition and formulation of policies and they explore a wide range of topics, including the identification of and work with policy advocates, the processes of policy implementation and evaluation, and the use of logic models in the policy process. (Prerequisites: Core courses EDUC 8113, EDUC 8114, EDUC 8115, EDUC 8116, EDUC 8117, and EDUC 8118.)
Building on the core knowledge from earlier courses, students will engage the emerging theories of leadership that reflect the current challenges in culturally responsive education, and the research on motivation and performance. The focus is on entrepreneurial and creative solutions, which reach across learning organizations and other consistencies, to effect positive social change in education. (Prerequisites: EDUC 8118, RSCH 8200, and RSCH 8300.)
Students explore strategies to build capacity and commitment in the education process, within the context of their role as scholar-practitioners. The focus is on leadership for sustainable practices and policies that renew and re-energize the educational process. Included are topics that focus on group processes, grant-writing, planning models, readiness factors, implementation concerns and policies, and institutionalization issues. (Prerequisites: EDUC 8118, RSCH 8200, and RSCH 8300.)
The landscape of education is constantly changing, and the nature of instruction is evolving to meet emerging demands. Explore creative and innovative approaches to learning that integrate technology with the needs of learners in a global community. Gain a comprehensive understanding of learning theory and research the cognitive, psychosocial, and environmental dimensions that support learning across the lifespan. The Learning, Instruction, and Innovation specialization can position you to become a learning leader across the learning environment—from preschool through higher education—as well as in government, nonprofit, or corporate settings.
A complicated relationship exists between cognition, culture, and learning that is inextricably linked to language and sense-making. This course explores these relationships and examines research on educational neuroscience and the role of social-cultural influences in human development, teaching, and learning. Theories of learning are applied to the construction of knowledge within the context of emerging technologies that facilitate the learning process. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
Learning rarely happens in a vacuum. As learning evolves over the lifespan, it will likely happen in environments that no longer are restricted by space and time. This course explores a range of learning environments and structures, including the role of the teacher or instructor, supportive of individual, group, and organizational learning. Strategies are explored for implementing innovative learning and organizational transformation that facilitate the design of communities of practice for collaboration from both a local as well as global perspective. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
Learning takes place when people are motivated and engaged in the process. The role of teacher or instructor is as an educational guide, helping ignite the intellectual curiosity necessary for the learner to reach both personal and curricular goals. This course delves into research, theory, and strategies that facilitate both motivation and engagement. The nature of bounded and boundless learning is examined as it relates to motivation, mindset, achievement, and intelligence. Students will apply current research and theory to inform instruction as well as the development and transformation of learning across settings and from the individual, group, and organizational levels. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
Reflective inquiry, critical thinking, and questioning are key components for cognitive learning. Combining these components with creative, innovative, conceptual, and entrepreneurial thinking provides a strong foundation for learning that generates and synthesizes knowledge for effective problem-solving. Research and theory related to building learner capacity for cognitive flexibility, self-regulated learning, as well as managing cognitive dissonance and ambiguity, will be explored in the overall context of facilitating thinkers for tomorrow's challenges. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
Innovative learning requires innovative assessment strategies. Learning and assessment will be viewed through the lens of individual, group, and organizational development at the macro and micro levels. A focus will be placed on how learning is assessed in a learning culture that emphasizes creativity and critical thinking as well as how to use assessment data for change. Methods of inquiry designed to inform instruction and improve development of cognitive, social, and emotional competencies will be explored. New trends, including the latest tools and technology designed to move learning assessment into the 21st century, are included. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
Responsive curriculum evolves and changes to meet learner needs. This course will focus on a variety of models that educators can use to design responsive curriculum that supports learning across the lifespan and within diverse contexts. Research-based processes will be investigated for creating authentic curriculum and assessment. Strategies for aligning strong content with formalized standards and goals within the learning environment will be explored. The contributing roles of instruction, technology, and globalization will set the context for this course of study. (Prerequisites: EDUC 8118, RSCH 8200D, and RSCH 8300D.)
Educators who are interested in pursuing an area that is not among the specializations currently offered may develop their own specialization with the approval of the faculty chair. Current students have developed self-designed specializations in curriculum areas, such as math education, science education, art or music education, and literacy, as well as in discipline areas, such as English-language learning and urban education.
Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
A Self-Designed specialization must fit within the existing mixed-model curriculum structure of the General Program. Students develop the Self-Designed specialization in consultation with their faculty mentor and with approval of the faculty chair of the doctoral programs in education.
Most K–12 educators are strong advocates for improved services for exceptional/disabled individuals. Unfortunately, resources for the delivery of these services are often far less than schools and school districts desire. At Walden, you can acquire the knowledge and skills necessary to provide leadership in the special education field and to better assist your own students in the self-actualization process. Emphasis is on services to exceptional/disabled individuals and to the related areas of special education administration, including law, finance, and ethics. Graduates hold leadership, administrative, and teaching positions in schools and school districts and research and teaching positions at colleges and universities throughout the United States. Other positions include director of special education and director of disability services.
*Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
*For the mixed-model format: a student is charged the above noted flat rate per quarter until they complete all of their foundations, core and research courses, KAMs, and their first dissertation course, EDUC 9001. Students will then be charged 50% of the above flat rate per quarter for the remainder of their dissertation courses, EDUC 9001, until completing their program.
†Maximum transfer credit total includes reduction in technology fee as related to reduced number of courses over time.
*Books and materials are not included and may cost up to an additional $3,500-$4,000.
*Tuition and fees are subject to change.
Call 1-866-492-5336 for information about a full range of options for:
When you choose to earn your Ph.D. in Education online at Walden, you can benefit from the flexibility of online learning and from MobileLearn®. Offered exclusively at Walden, MobileLearn not only enables you to choose where and when you learn, it also gives you the ability to choose how you learn. Learn more.
Find out more about what defines Walden's Ph.D. in Education program:
With 109 two-year colleges scattered throughout 72 community college districts, California boasts the largest number of community colleges of any state in the country. It also holds claim to a critical shortage of community college leaders at a time of unprecedented demand for higher education in the state.
In summer 2007, nearly half of California community colleges were without presidents. By that fall, 28 community colleges began the semester with a new president, while 22 colleges continue to fill their presidential vacancies. The leadership crisis in California is just one example of the looming leadership challenge facing the nation's community college system.
Enter Walden University. Through its doctoral program in Community College Leadership, Walden is giving community college administrators and senior faculty nationwide the knowledge, insight, and perspective needed to lead community colleges and their students into the future. Created by a panel of eight nationally recognized community college leaders, the Community College Leadership program offers a curriculum and a distance-learning model that enable students to continue to manage their responsibilities in full-time administrative or teaching positions while pursuing their degrees.
More than 130 students from more than 75 community and technical colleges around the nation are currently enrolled in the program. The faculty includes some 20 community college leaders and experts who serve as mentors for individual doctoral students. "Other programs are lucky if one person on staff has a community college background," notes Terry O'Banion, director of Walden's Community College Leadership program and former president of the League for Innovation in the Community College.
Walden's Community College Leadership students focus on how individuals, particularly adults, learn most effectively; the best tools and strategies to promote learning; and how educational systems and policies can better promote the academic mission of the community college. Five Knowledge Area Modules (KAMs) allow students to explore professional or academic topics that relate to their own interests.
"This approach is totally different from any kind of model; it is what makes the program different, substantive and creative," says John Cooper, who brings more than 25 years of experience in executive and administrative positions in higher education to his role as a faculty mentor. Cooper sees the program's online and interactive format as one of its biggest assets as Walden doctoral students experience new learning strategies that will be particularly appealing and applicable to community college students.
As a mentor, Cooper says, "I never tell a student what to research or write, but how their work can be woven together in a better way. Ultimately, a big part of my role is to keep students moving forward. As independent learners, it can be challenging to stay on track with family and community demands."
Still, Cooper believes the program will tap hidden potential in many current community college faculty and staff members. "One of the most important elements of the program is to develop leaders who have long-term vision and have the practical sense to implement that vision."
Within 10 years, O'Banion attests, Walden will be graduating the largest number of leaders annually of any community college leadership program in the country and those graduates will have a major presence in the community college world. Already, the program's first five graduates are moving up the administrative ladder.
A stronger leadership presence cannot come soon enough as the community college role expands and the leadership pipeline continues to shrink. "Community colleges have been around for more than a century. In the beginning, they struggled for identity and primarily served as vehicles to help people transfer to four-year universities. Now they are comprehensive institutions with multiple missions and growing constituencies," says O'Banion.
He describes community colleges as the last institutions in higher education "that are really serious about remedial and developmental education," particularly for recent high school graduates who are not prepared for college. "Community colleges are repair stations for high schools, and their remedial programs are teaching basic skills for those who have not performed well and are still not at the college level," he says. At the same time, community colleges are the premier purveyors of workforce training in the country—through associate degrees, certificate programs, and creative partnerships with business.
Dorsey Kendrick, who earned a Ph.D. in Higher Education Administration at Walden in 1994 and serves as the current president of Gateway Community College in New Haven, Conn., is all too familiar with the critical role community colleges play in educating the workforce of the future. "Community colleges take people wherever they are and put them on a path to learning for a lifetime," Kendrick says.
She acknowledges the enormity of the community college leadership crisis at all levels from vice presidents to deans and presidents. "We have not done a good job of mentoring and finding staff that have fires in their bellies," she admits, pointing particularly to the lack of women and minorities in the leadership pipeline.
"Higher education is now accessed by children of color, international students, and students with language barriers. Leadership must reflect that changing demography," she says.
Kendrick believes many promising Community College Leadership program candidates may not see leadership positions as viable options for themselves. "We need to role model and help them see these jobs as real possibilities," she says.
O'Banion agrees: "Sometimes it is just a matter of suggesting more opportunities than individuals realized. You have to ask the question, 'Have you thought about a presidency or a vice presidency and how that position can allow you to have greater impact?'"
That is exactly what Walden's Community College Leadership program hopes to do for its students. "The Community College Leadership program can raise awareness of community colleges and help people understand what they mean to the economy at the local, state, and regional level," says Kendrick. She has redefined the role of her own institution by forging links between college and employers, developing partnerships with four-year schools, and teaming with high schools on new initiatives.
"The Community College Leadership program fits beautifully with Walden's mission to educate students who can make a difference in the world," says O'Banion. "Community colleges give people who never thought they could succeed a second chance. The Community College Leadership program encourages all potential students to go the distance and put their sights on top faculty and administrative positions."
The Ph.D. in Education program provides you with a foundational experience to help you clarify your academic goals and prepare you to pursue them. You will receive instruction and training in the research process throughout your program, as well as the guidance of a faculty committee for your dissertation research. Benchmarks are set throughout the program to help you monitor your progress and organize your program of study.
The Ph.D. in Education program offers you three ways to learn, depending on the specialization you choose:
This option is a structured program of study comprising online courses and residencies and culminating in a dissertation. As a student, you will work with a faculty mentor and follow a specific plan for completion of your degree. You will have the opportunity to collaborate with peers and faculty members through online discussions and residencies.
The Course-Based Format may be your best choice if you:
This option combines online courses, residencies, and Knowledge Area Modules (KAM) to provide a flexible program of study. KAMs are faculty-guided independent research modules that allow you to study independently while working with a faculty member to complete scholarly papers and study topics that reflect your interests and help you prepare for the dissertation process.
The Mixed-Model Format may be your best choice if you want to:
These two formats offer you the opportunity to reach a significant and highly respected milestone in your professional career—a Ph.D.—while helping you understand the theories, concepts, and techniques that can broaden your skills.
"Career advancement would not have been possible without earning my degree at Walden University. Acquiring the tools I need to be successful while conducting scholarly work has allowed me to see my career in education from a more global viewpoint and approach problems with new and different solutions."
Reagan Ferragamo Romali
Ph.D. in Education Graduate
Walden's Ph.D. in Education degree program incorporates a series of academic requirements, or milestones, designed to ensure that you have acquired the necessary competencies and expertise to be a more effective education professional. At each milestone, progress within the program will be evaluated using assessments that align with national professional standards or overall learning outcomes established by the college. Walden's faculty will help you master core concepts and principles, while student support services can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone helps to ensure that you have the knowledge and skills to make a positive impact in your professional field.
Graduates of this program will be prepared to:
Learning Outcomes for the Assessment, Evaluation, and Accountability Specialization
Graduates of this program will be prepared to:
Complete your doctoral study or dissertation with the added support of a Capstone Intensive Retreat.
Learn More
For assistance in deciding which online degree program fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.
Learn firsthand about the Richard W. Riley College of Education and Leadership's doctoral programs and other topics of interest by viewing these free hour-long web seminars
© 2014 Walden University


text:
A one vehicle wreck in Bullard has FM 344 shut down just east of Bullard Creek Ranch.
Just after 6:30 a.m., a vehicle lost control and struck a utility pole on FM 344 at Lily Lane, knocking the pole and wires into the roadway.
EMS was called to the scene, but there is now word on injuries at this time.
If you are trying to get to the middle school campus this morning, you will need to use an alternate route.
Copyright 2012 KLTV. All rights reserved.
320 Division Street
P.O. Box 1490
Lake Charles, LA 70601/70602
Phone: 337-439-9071
Fax: 337-437-7600
FCC Public File
Closed Captioning

subset: commoncrawl


text:
Updated: Upcoming PS4 games from E3 2014 included
Best Leapfrog Games.
First Impressions: A Wii and Kinect-style games console just for kids
Popular Searches
Games round-ups
Updated: Now including the new Xbox One exclusives from E3 2014
Updated: Upcoming PS4 games from E3 2014 included
From Nintendo 3DS to Xbox One, these are the top rated video games of the year so far.
More Games Round-ups
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Get TrustedReviews' award-winning reviews, opinions and advice delivered to your inbox for free!
Microsoft cancels Chinese Xbox One launch
Sunset Overdrive: "We haven't ripped anyone off" says Insomniac Games
Oculus Rift Crescent Bay prototype lands with integrated audio
White PS4 to be offered in new DriveClub bundle
FIFA 15 on Xbox One available to play early on EA Access
PS Now public beta opens to PS3 owners in North America
Destiny sales top $325 million
PES 2015 demo delayed
Women gamers now outnumber men, says survey
Destiny – What the industry thinks
More information
About us


text:
Welcome to the Walker Course
Play Where the Tigers Play. Practice your swing and experience Clemson golf on the 18-hole championship John E. Walker Sr. Golf Course, one of most prominent golf courses in South Carolina. Designed by DJ DeVictor, the Walker Course serves as home for the Clemson University 2003 NCAA national champion golf team.
Designed to accommodate golfers of all skill levels, the course measures 6,911 yards in length from the tiger tees and a very playable 5,934 yards from the white tees.
Get the Latest News on Clemson Tiger Golf, Events at the Madren Conference Center and More!
The Walker Course has again been honored with the distinction of being named the "Best in the Upstate" on the "Best You Can Play In South Carolina" Public Access Courses, just announced for 2013 by The South Carolina Golf Course Ratings Panel.
The panel is composed of 125 golf enthusiasts representing a diverse range of occupations, handicaps and backgrounds. The panel's objective is to promote excellence in the state's golf course design and operations through competitive ranking, education and public advocacy. The "50 Best" courses (public or private) are selected in even-number years and the "Best Courses You Can Play" are announced in odd-numbered years. Criteria used in the judging include routing, variety, strategy, equity, memorability, aesthetics and experience. A panelist must have played a course to vote for it.
The Walker Course's signature Tiger Paw hole is featured as Hole Number 7 in a list of "The Dream 18 of South Carolina: Hidden Gems" on the Professional Golfers' Association's web site View the write up at http://www.pga.com/golf-travel/sc-tourism/hidden-gems/hole-07.
The Walker Course is rated as the 9th Best Collegiate Golf Course in America on the Professional Golfers' Association's web site. View the write up here.
Seasons Restaurant Specials: For updates on specials at Seasons, please check out our Seasons Facebook page.
Join us for Jazz on the Patio every Thursday night, 6:30 until 8:30 p.m., at Seasons by the Lake Restaurant.
Clemson Conference Center and Inn generates 345 jobs, $14 million for economy
Clemson University's Conference Center and Inn complex has a $14 million average annual impact on the local economy an...
- Clemson launches new Community Supported Art program
- Alliance to strengthen Technology Villages program, S.C. small businesses
- Special education professor wins award for research
82° F Clemson, SC
About the Conference Center and Inn |
Amenities and Area Attractions |
Photo Gallery |
Employment Opportunities
Location and Directions | Contact Us
|The Madren Conference Center
230 Madren Center Drive
Clemson, SC 29634
864-656-7154 (f)
|The James F. Martin Inn
240 Madren Center Drive
Clemson, SC 29634
864-654-9021 (f)
888-654-9020 (Toll free)
E-mail for Inn Reservations and Cancellations: firstname.lastname@example.com
|The Walker Course
210 Madren Center Drive
Clemson, SC 29634
For Tee Times call: 864-656-0236
|Seasons-By-The-Lake Restaurant
230 Madren Center Drive
Clemson, SC 29634
For Reservations call: 864-656-7444


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Table of Contents
Collection Overview
Collection Inventory+/-
Content Description
Collection Use
Administrative Information
Collection Overview +/-
Collection Inventory +/-
Box 1, Folder 1: The Western World, A Book of Poems , original manuscript (1975) by Clinton F. Larson - autographed. (1964-1977)
Box 1, Folder 2: Copies of poems (1964-1977)
Photostate copies of fifteen of Clinton F. Larson's poems:
"Temple of the Dead"
"Hitler's Meat Hooks"
"Stardust Left"
"Coal Towns"
"A Question of Balance"
"Derelict of War"
"Round Fifteen"
"To Coronado Bridge"
"Warm December"
"Jo-Jo at Four"
Box 1, Folder 3: International Biographical Centre (July 10-17, 1977)
Box 1, Folder 4: Supplement for the textbook Modern Poetry of Western America by Clinton F. Larson and William Stafford. (1964-1979)
Box 1, Folder 5: Snow White and the Mirror, a Fairy Tale by Clinton F. Larson - 1968 ditto copy (one item, 34 pp.) bound in folder. (1968)
Box 1, Folder 6: Zerox copy (poor) of "Homestead in Idaho" - original manuscript. BYU print copy of same poem. (1964/1977)
Box 1, Folder 7: "The Conversions of God," a poem by Larson - 1964, Utah Academy Proceedings publication - autographed. (1964)
Box 1, Folder 8: "The Nineteenth Century: An Indiscretion" poem by Larson 1969 Railley Literature Series #1 - autographed. (1969)
Box 1, Folder 9: Brochere of the Rocky Mountain Regional Theatre for the world premiere of Larson's play, "The Prophet" - autographed. (1964-1977)
Chapman edition of Larson's play, "The Prophet."
Box 1, Folder 10: Zerox copy of newspaper clipping announcing Modern Poetry of Western America to be the United States representative in the Books Across the Sea Program. (1846-1926)
(Newspaper photograph of Clinton F. Larson included). BYU Press advertisement of the book.
Box 1, Folder 11: Clinton F. Larson Curriculum Vitae. (1964-1977)
Box 1, Folder 12: Original manuscript of Deirdre and Naisi by Larson. (1964-1977)
Box 1, Folder 13: The first and final handwritten draft of Deirdre and Naisi completed January 1977. (1964-1977)
Xerox copy with handwritten note by Larson (one item - 85 pp.).
Box 1, Folder 14: Copies of poems (1964-1977)
Zerox copies of 46 of Larson's poems: "Boyhood"; "Ballerina"; "Shallows"; "Tornado"; "Lava"; "Monsoon"; "Unicorn";
"Saint"; "The Port of Cobh"; "Whited Sepulchre"; "Lt. Alden Fillmore"; "Public Relations Expert"; "A Waxwing's Harvest Autumn";
"Getting Lost"; "A Solemnity"; "On ZZYZX Road"; "Apocalypse"; "Pericles"; "The Turning Point: General Stonewall Jackson at Chancellorsville";
"Children Selling Flowers"; "Leo's Christmas Trees"; "Figurine"; "TV Special"; "White"; "Beyond Time"; "Hales, Bales and Bell"; "Prayer to Allah"
"Rain on a Roof"; "Two Homes"; "Gardenia in October"; "Black Hole"; "Equal Rights Amendment"; "Columbia River"; "Earthsend Plaque" (autographed);
"Pianist Teaching Doctrine"; "Structuralists"; "Imagination"; "Christ the Mariner"; "Antiquarian"; "Epistemology"; "Southern Belle"; "Rumor"; "Owning Land"
"Jesse"; "Light Globe"; "Big Piney, Wyoming"
Box 1, Folder 15: "Lyrics of Motion," critique of Clinton Larson's poetry by Marden Clark. (1964-1977)
Box 1, Folder 16: Review of Clinton Larson's poetry from Dialogue: A Journal of Mormon Thought ; "A Pilgrimage of Awe" by Karl Keller. (1964-1977)
Box 1, Folder 17: Reviews of book, Modern Poetry of Western America , edited by Clinton Larson and William Stafford. (1964-1977)
Box 1, Folder 18: Newspaper clipping, Deseret News , February 26, 1977; "Y Poet Invited to Royal Jubilee." (Feb. 26, 1977)
Box 1, Folder 19: Poems (1964-1977)
Poem; "Grass Fire" (photocopy)
Poem; "A Solemnity" autographed by Clinton Larson. Includes original manuscript (photocopy)
Poem; "Epistemology" with original manuscript (photocopy)
Poem; "Lt. Alden Fillmore" autographed by Clinton Larson. Includes original manuscript (photocopy)
Poem; "Owning Land" with original manuscript (photocopy)
Poem; "Derelict of War" with original manuscript (photocopy)
Poem; "Public Relations Expert" autographed by Clinton Larson. Includes original manuscript (photocopy)
Content Description +/-
This collection contains poetry from local poet Clinton F. Larson.
Collection Use +/-
Restrictions on Access:
Open for public research.
Administrative Information +/-
This collection is arranged by subject.
Acquisition Information:
Processing Note:
Process date unknown
Larson, Clinton F.
Material in English .
Library Services and Technology Act (LSTA) grant, 2007-2008
19 folders
Language of the Finding Aid:
Finding aid encoded in English .
Author of the Finding Aid:
Sarah Langsdon
EAD Creation Date:
Finding aid based on DACS
Subjects +/-
Subject Terms:
Personal Names:
Larson, Clinton F.
Geographical Names:
Ogden, Utah


text:
Men's adidas
mi Duramo 6 Custom Shoes
Product Information
Ultra-light comfort that's fit to go the distance. The mi Duramo 6 features a breathable mesh upper, a full-length ADIPRENE®+ midsole and ergonomic flex grooves in the forefoot to help keep you connected to your run.
- Choose from a huge range of color combinations to create your own look
- Personalize your shoe with a country flag or team logo
- Add your name with custom laser etching
- Full-length ADIPRENE®+ delivers optimized cushioning and rebound, so you stay comfortable longer
- Flex grooves underfoot provide a more natural movement
- Imported


text:
Supporters who make a gift of $5,000 or more to the Fund for Simon's Rock in a given year are eligible to participate in the Annual Fund Scholars Program. The program enables donors to name a one-year scholarship for a particular student who is recognized on campus at the annual Honors Convocation, and who shares news of their journey at the College with their scholarship sponsor.
The Provost Circle celebrates supporters who make a gift between $1,000 and $4,999 in a given year. Provost Circle members receive a copy of the Book One selection, the book that all first-year students read over the summer, as well as an invitation to the Book One author reading in the late summer.
The Sapling Society recognizes donors who have made a gift for five consecutive years or more. Members receive a different limited edition, Simon's Rock themed collectible lapel pin each year.
Donor of the Day - featured on Simon's Rock social media channels such as Facebook and Twitter - highlights the many different kinds of supporters who elect to contribute to 2014's special 100 Days for Simon's Rock fundraising drive.
May 15 New York City, NY | Evening Social
Refinery Rooftop, 63 W. 38th Street
Tell us you are going at firstname.lastname@example.com
May 22 Northampton, MA | Evening Social
Northampton Brewery, 11 Brewster Court
Tell us you are going at firstname.lastname@example.com
Save these dates:
5.26 Great Barrington, MA | Commencement
Address by alumna Nina Perales '82, Vice President of Litigation, Mexican American Legal Defense and Educational Fund
7.11-7.13 Reunion 2014: All alumni are invited!
Honoring the entering classes of '69, '74, '79, '84, '89, '94, '99, '04, '09
Register here!
Photographs, newspaper clippings, commencement programs and footage from super 8 reels illustrate the evolution of Great Pine Farm as a working farm into the campus of Simon's Rock. The exhibition of over 60 photographs and archival materials is on display at the Hillman-Jackson Gallery at the Daniel Arts Center though October 31, 2012. The photographs begin in the 1940s... | more |
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text:
Halo Miniature Track Lighting
Halo nowadays is among the world most trusted and most used brands producing track lighting, recessed lighting and other different types of surface lighting. It's one of the best and most innovative companies producing lighting. The staff made a really significant contribution to bringing new modern services and effects to the world illumination market.
The objective of the supplier is to provide the widest range of the most modern and stylish lighting and light effects possible. Halo earned its reputation for being trustful and stylish supplier, trying to make the lighting production high quality and energy saving, which is extremely important nowadays. This is achieved by low voltage systems that Halo develops and markets to the clients.
The outstanding feature of the Halo lighting production is their aim to make their systems easy to install. Track lighting systems we offer here at Westside Wholesale will give to our clients the exact lighting effect they need and want. By proposing wide range of the Halo track lighting line we make sure everyone will find something suitable for personal needs and goals.
At Westside Wholesale we offer wide and numerous selections of fixtures and appliances by Halo as well as install supplies.
Halo track lighting for out clients. We offer all the most popular Halo track light fixtures, appliances and install supplies for house and office. The models come mainly in white and black color to make them fit the interior of any space. Some models do not have bulbs included so they hat to be bought separately. The compatibility with the bulbs is stated in the description to every product as well as technical characteristics and specifications. The section provides information as to the color, lamp model, dimensions, maximum extension, voltage and circuit: it's possible to use either single circuit or one of 2 circuits of the dual circuit track.
To display and accentuate the house illumination perfectly and in unusual manner, we offer a Roundback Cylinder Track Head model by Halo. It comes at Westside Wholesale in black color as well to add some unique touch to the décor of the space.
Offering the track light production by Halo we allow our clients to make a really perfect choice and accommodate their houses and business spaces with modern, energy saving and beautiful lighting illumination.
Halo Track Lighting Electronic Transformer 12V Low Voltage - White
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Halo Linea Low Voltage Undercabinet Single Wedge-Base Lampholder - White
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How to Select
How to select Miniature Track Lighting
Miniature track lights can be used for targeting lighting in rooms that already have primary illumination devices. Fixtures like this can help you highlight a certain part of the interior of your home or an object that requires more attention. The guide that Westside Wholesale has prepared for you will help you find the best options for your home.
The first factor that you should pay attention to when looking for miniature track lighting devices is their type and what they are typically used for. Completing this step is really easy—when you know what purpose the fixture will hold and its mounting location, you'll know what type you need. For example, you may want to install miniature lights on the wall near your favorite painting, on the ceiling above the dining room table or on the floor to highlight the stairs.
Now, the power source of miniature track lighting should also be taken into consideration. You may be able to connect the fixtures into the line or install them with low-voltage systems, but this factor also depends on the location of the track lighting.
The track heads, their size and design are factors that require your attention as well. Modern track heads come in various styles and designs, starting with traditional and ending with contemporary options. The best way to select a perfect miniature track head is to look for options that match the existing style/décor of the room. No matter what head you select, it should be compatible with the track section and adapters that you have.
The light combinations of miniature track lights are details that everyone forgets about. For instance, consider the adjustability of the fixtures and whether they offer multiple modes of operation. Since the main purpose of miniature track lighting is to highlight or decorate the space with light, you might want to have the ability to change the illumination depending on your mood and needs.
How to mount miniature track lighting? Usually, such fixtures come equipped with instructions and all necessary mounting accessories. If you know how to handle a screwdriver, you won't have any trouble installing your track lights by yourself. If that's not the case, hire someone to install the lights for you.
Will I be able to adjust the light's direction? If you select miniature track lights with adjustable heads, you will be able to change their location and thus control the direction of light. You need to ensure that the track lights that you select have adjustable heads, otherwise you will break them.


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I realize most of you probably have no idea who I am. I kind of stuck to the December room because I didn't know anyone here.
My due date was on December 3 and I really wanted to have a water birth at home. I had a midwife & a doula, and my pregnancy was progressing perfectly. Unfortunately, I went way past my due date & started having to get checked to make sure everything was okay. I was spending hours in waiting rooms the week before Christmas & I kept hearing the song, "All I want for Christmas is you" on the radio, and I just wanted to hold my baby so badly!! My fluid levels were on the low side, so I got a balloon placed to help induce me. I still didn't go into labor on my own, so I went to the hospital the next evening (December 20th) to be induced.
Pitocin sucked. I hated being hooked up to machines. At least I was able to have all the lights off in my room. It was a very quiet labor, and I was listening to birthing affirmations and meditations to help pass the time. I wound up getting an epidural when I was about 5 or 6 cm dilated & then they ruptured my membranes. I started pushing at either 5:30 or 6 in the morning, got to crowning at 7:50 & when they went to get the doctor, he was on his way in for an emergency c-section. So I had to wait 40 minutes to start pushing again!!! My doula told me to just push anyway if I felt like it, but it didn't make those 40 minutes any less agonizing!
When he finally came back in, I pushed and pushed that little stinker out & was so relieved when she was finally born at 9:02AM on Friday, December 21, the end of the world & beginning of a new world for me. She weighed 7lbs, 3oz and was 20.5" long.
I love being a mommy! She is the most perfect little baby & I wish I could stop time and keep her this tiny and perfect forever! I had sore nips until my milk came in, but she is nursing like a champ and sleeping well, so I have been getting plenty of rest. When she doesn't sleep well, my husband takes her away so I can get a break. I couldn't be happier.
Here are some pictures:
Those last weeks were agony. I felt great physically but I wanted my baby!! My husband the day before I went to the hospital:
Two days old - at her child dedication ceremony at my church:
With a unicorn I made for her while I was anxiously waiting for her to be born:
Best Christmas ever:


text:
Final Score: Indianapolis 21, Oakland 17
Indianapolis, IN (Sports Network) - Andrew Luck tossed two touchdown passes
and ran for the go-ahead score, as the Indianapolis Colts survived with a
21-17 opening day win over the Oakland Raiders.
Trailing 17-14 midway through the final period, Luck scampered 19 yards to the
end zone to give the Colts a lead, which they held thanks to a timely
interception by Antoine Bethea with 31 seconds remaining.
Luck finished 18-of-23 with 178 yards for the Colts (1-0), who surprised many
by grabbing a wild card spot last season with an 11-5 record. Reggie Wayne
caught eight passes for 96 yards and a score and Vick Ballard gained 63 yards
on the ground.
Terrelle Pryor, making his second career start for Oakland (0-1), completed
19-of-29 passes for 217 yards with a touchdown and two interceptions. He also
ran for 112 yards, setting a Raiders record for rushing yards by a
Darren McFadden added 48 yards and a touchdown on the ground for the Raiders,
while Rod Streater reeled in five passes for 70 yards.


text:
Admissions Information
Thomas University Students
The teacher candidate applying for admissions to the Secondary Education program must complete a Division of Education Application, complete all additional requirements outlined on the Admission Requirements Checklist, including signing up for an admissions interview. Interview dates are posted each semester on the Division of Education website. The Admission/Advising Committee interviews the teacher candidate applying to the Secondary Education Program to ensure that the candidate meets all admissions requirements.
Transfer Students
Please refer to the Thomas University Admissions Web Page for admission requirements and application to Thomas University. After you have been accepted to Thomas University follow the above instructions for application to the Division of Education.


text:
Atlanta rapper Gucci Mane was denied bond by a judge on Wednesday following his arrest for aggravated assault. He is accused of hitting a man with a champagne bottle inside a downtown nightclub earlier this month.
According to FOX 5's Darryl Carver, the judge cited Mane's prior record and previous encounters with the law as the reason he was denied bond. Mane turned himself into authorities on Tuesday night.
Mane's attorneys say no witnesses saw Mane strike the alleged victim.Investigators say the alleged assault happened at the Harlem Nights nightclub on March 16. They say Mane, whose real name is Radric Davis, struck another club patron over the head with a bottle."He was arrested because he had the aggravated assault warrant. This stems from an incident that happened at the Harlem Nights club where our victim, who just got home from military duty, asked Gucci Mane's security if he could have a picture with him for his Facebook page. During that exchange, our victim reported that Gucci then took a champagne bottle and hit him in the head," said Lt. Jeff Cantin of the Atlanta Police Department.
Some photos show a gash in the man's scalp, others show his shirt bloodied after the altercation.Davis' attorney, Drew Findling, says authorities only have the word of his accuser to back up their claims. "We have now talked to a half a dozen witnesses who all say, from their perspective, there was a melee that broke out, but nowhere in that melee did they see Radric Davis hit anybody with a bottle," said Findling.
Mane is being held in the Fulton County Jail. His next hearing is set for April 10.
KSAZ-TV & KUTP511 W. Adams St.Phoenix, AZ 85003Phone: (602) 257-1234Fax: (602) 262-0177


text:
Satellite View Selection
16:30 UTC on Wednesday 1 October 2014 | Infrared, greyscale, Australia
Images from Japan Meteorological Agency satellite MTSAT via Bureau of Meteorology.
Australian Government Bureau of Meteorology
Bureau National Operations Centre
Satellite Notes for 0000UTC chart on 2 October 2014
Issued at 12:09 pm EST Thursday on 02 October 2014
The southeast of the mainland is affected by low cloud due to cool southerly winds ahead of the high pressure system. Cloud from a cold front can be seen near and over Tasmania.
In the west a low pressure trough is generating patchy cloud about the southern half of Western Australia.
The remainder of the continent is generally clear apart from some low cloud about the southeast Queensland coast.


text:
LEGO® Creator Highway Speedster (31006)
7- 12 years. Fly down the street in your ultimate Highway Speedster passing every car in sight! The Highway Speedster measures over 1" (5cm) high, 6" (17cm) long and 3" (9cm) wide. 286 pieces.
- Includes opening scissor doors, opening engine bay and detailed engine compartment, sunroof, sleek alloy wheels and tan colored interior
- Rebuilds into a classic racing car or tow truck
LEGO®, the LEGO® logo, DUPLO®, MINDSTORMS, HEROICA and the Minifigure are trademarks and /or copyrights of the LEGO® Group. ©2012 The LEGO® Group. All rights reserved.


text:
New Hairdo
Dear Lauri,
I dreamed I finally got my hair cut with a new stylist and even bought a new brush from her but realized afterward that I'd forgotten to tip her. – Jill, Syracuse, NY
Lauri: Hair in dreams is all about your thoughts, ideas or plans in waking life because – like hair – our thoughts, ideas and plans sprout from the head. Have you changed your mind about anything recently or had a change of plans? Have you been working on changing your mindset? The brush suggests you have sorted out some tangled or confused thoughts. Let's also see if we can figure out the tip in your dream. Did you get a tip in the form of advice recently, perhaps a nugget of advice you had forgotten about but realized it was "worth" it?
Jill replies: Yes! I was trying to buy a house but am realizing it may be better to rent a little while longer. And as far as the tip goes, my current partner reminded me how difficult it may be to sell a tiny/cheap house. Why buy now just for the sake of buying instead of just renting for another year? Makes sense. Thanks so much!
Fascinating Sleep Fact: In 1965, a San Diego high school student named Randy Gardner stayed awake continuously for 264 hours, an eleven-day feat documented by a team of researchers from Stanford University. He soon lost the ability to add simple numbers in his head and became increasingly paranoid, asking those who had promised to help him stay up why they were treating him so badly. When he finally went to bed, he slept for nearly 15 hours straight.


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This full color Jay Cutler ultra cling decal sticks to multiple surfaces and is removable and reusable. This versatile cling can be used indoors or outdoors and will not leave a residue when removed. Measures 5" x 6". Show your support for Chicago's starting quarterback.
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An Interview with Richard Freiberg, Inventor of Ba Gua Fa
by Attilio D'Alberto
Q1. So firstly what is Ba Gua Fa?
Ba Gua Fa is a synergy of two techniques (Gua Sha and Ba Guan - empty cupping). The name was given to this combined technique by Dr. Wu, Boping, OMD, MD, PhD (China) in 1997 after evaluating it during a three year period (1994-1997). Dr. Wu stated that my use of Ba Gua Fa was accomplishing much more than Gua Sha or Ba Guan could do individually.
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Two Harbors Top
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La Jolla Cove Lace brings our Two Harbors Top to life. Gold beading along the v-neckline provides a pop of luxury. Exposed zip finishes the bohemian piece.
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Riverside Bungalow (LR2ZW)
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When receiving Oregon SNAP benefits you are given an Electronic Benefit Transfer card. Your Oregon EBT card acts like a normal debit card, allowing you to purchase food from an approved items list with your Oregon food stamps. Each month you are given an "allowance" that is put on your food stamp card, in order to verify the amount given to you through the Oregon Supplemental Nutrition Assistance Program you can check your Oregon food stamp balance online or by phone. In order to check your EBT card balance online you first need to register your Oregon Trail account through the link provided below.
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On Monday mornings, everyone in the office meets at the water cooler to trash-talk about the last NBA game. If Chicago played, you know they won! Let all your colleagues and clients know you were cheering for your favorite team on game day with this classic wooden pen, pencil and accessories holder. It features a pewter emblem with an enamel Bulls logo and a felt bottom to keep it from scratching your desk. It's a stylish, everyday way to show off your big-time Bulls pride!
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