In The Curriculum,  the first textbook published on the subject, inJohn Franklin Bobbitt said that curriculum, as an ideahas its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school ; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society. To Bobbitt, the curriculum is a social engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features:
The electronic version issued November contains several factual corrections; several informational footnotes which were not included in the paper version; and a few additions to the bibliography.
The Regents were a corporation empowered to act as trustees of Columbia College originally chartered as King's College in and closed during the Revolutionary War and of every other college and academy incorporated in the state thereafter. The Regents originally consisted of the governor, other state officers, and the mayors of New York and Albany, ex officio, plus twenty-four persons appointed for life.
This unwieldy body soon got involved in the day-to-day administration of Columbia. In a Regents' committee recommended that colleges and academies have their own trustees, and that the Regents be given broader responsibilities for overseeing education in New York.
A compromise bill became law. The act empowered the Regents to "visit and inspect all the colleges, academies, and schools" in the state, award higher academic degrees, hold and distribute funds, and exercise other powers of a corporation. Until the board was reorganized under the unification act ofnineteen Regents were elected for life terms by joint ballot of the Legislature; in addition, the governor and lieutenant governor served as Regents.
Since the University of the State of New York has been continued by the Constitution, which states that its corporate powers "may be increased, modified, or diminished" by the Legislature.
The Regents' protean power to "visit and inspect" member institutions of the University has taken various forms. During the nineteenth century the Regents exercised oversight by reviewing statistical reports from academies and colleges; only occasionally did Regents actually visit an institution.
The Regents adopted standards for incorporating private academies and collegesand required academies to offer acceptable programs in order to receive aid from the Literature Fund, established in The Legislature made the Regents trustees of the State Library and the collections of the State Museum in andrespectively.
During the later nineteenth century the Regents developed educational standards for academies and high schools statewide, through use of the Regents examinations and syllabi. These innovations were discussed and promoted by the University convocations, meetings of educators held annually starting The scope of the University expanded significantly in andwhen the Regents obtained legislation giving them the right to incorporate and supervise libraries, museums, correspondence schools, and other educational institutions.
The Secretary to the Board of Regents had long administered the affairs of the University. Starting in the Secretary then the redoubtable Melvil Dewey, also head of the State Library supervised full-time inspectors of secondary schools, libraries, colleges, and other institutions reporting to the Regents.
Unification of the University and Department of Public Instruction. New York State also developed a statewide system of public schools, under the common school law of Gideon Hawley, the first Superintendent of Common Schools, organized the system, distributed school aid from the Common School Fund, and prodded local officials to set up school districts and submit reports.
Hawley was dismissed in for political reasons, and thereafter the Secretary of State served as the Superintendent of Common Schools. In the Legislature created a Department of Public Instruction, headed by a Superintendent elected jointly by the Senate and Assembly for a three-year renewable term.
The new Department had a small staff which carried on the work of advising local school authorities, allocating state aid, and preparing reports to the Legislature. The responsibilities of the Regents and the state officials in charge of the common schools overlapped.
The Regents had a vague statutory authority to oversee all education in the state. The latter official shared with the Regents the responsibility to inspect and report on academies.
The rapid development of public high schools after the s caused administrative confusion. The high schools were operated by union free or city school districts, which the law made subject to visitation and inspection by the Superintendent of Public Instruction.
However, the academic programs of all secondary schools were under general supervision of the Regents. Unification of elementary, secondary, and higher education under one administration was considered and rejected by the constitutional conventions of andand proposed in legislative bills from time to time.
Outright competition between the Regents and the Department of Public Instruction became intense and public during the s, when the Superintendents of Public Instruction lobbied to have all secondary education placed under their control. But during the same decade the University's activist program under Secretary Melvil Dewey won the Regents many new supporters.
In the annual University convocation requested Governor Theodore Roosevelt to name a special commission to study unification. The commission's report proposed that a new department of education succeed the Department of Public Instruction and include the University, and that the Regents be appointed for fixed terms by the Governor with consent of the Senate.The Purdue Writing Lab Purdue University students, faculty, and staff at our West Lafayette, IN campus may access this area for information on the award-winning Purdue Writing Lab.
This area includes Writing Lab hours, services, and contact information. May 10, · How to Write a Basic Business Plan.
In this Article: Article Summary Determining Your Goals Writing a Business Plan Getting Help Community Q&A. No matter your business idea, whether it’s selling jewelry, landscaping or grooming animals, a business plan is a good way to demonstrate the idea’s potential for success%(19).
Accommodations are changes to materials or procedures that enable students with disabilities or English language learners (ELLs) to participate meaningfully in learning and testing. It is important to keep in mind that while some accommodations may be appropriate for instructional use, they may not be .
Virtual High School is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society.
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In this first lesson of the unit Creating a Business Plan, students are introduced to the concepts of entrepreneurship and what it takes to create a business plan.
In this lesson students will work in groups and construct ideas for which they will eventually create business plans.