Develop beginning through intermediate word processing skills in Microsoft Word and associated technologies. Create, edit, format documents and tables; use themes and building blocks, illustrate documents with graphics, merge data sources and documents. Interactive training and skill-based assessments are completed in a virtual environment; projects are based on real-world business situations. Integration with cloud computing. Touch keyboarding skills is recommended. This class may include students from multiple sections.
Develop beginning through intermediate spreadsheet skills in Microsoft Excel and associated technologies. Create, edit, and format spreadsheets; analyze data using formulas, manage workbook data, create and analyze table data. Interactive training and skill-based assessments are completed in a virtual environment; projects are based on real-world business situations. Integration with cloud computing. Touch keyboarding skills is recommended. This class may include students from multiple sections.
Develop beginning through intermediate relational database management skills in Microsoft Access and associated technologies. Create tables, relationships, forms, and reports. Interactive training and skill-based assessments are completed in a virtual environment; projects are based on real-world business situations. Integration with cloud computing. Touch keyboarding skills is recommended. This class may include students from multiple sections.
This course provides an overview of information technology (IT) with emphasis on making technical and business decisions. The course will introduce students to a variety of IT areas and identify their connections. Course topics include: office productivity applications, basic computer hardware, networking and security, and webpage creation and programming. Problem-based learning will be used to stress employability skills such as teamwork, written and oral communication, problem solving, trouble shooting, and project management. Students will also research an IT career path and describe the opportunities and the requirements needed for employment. Course maps to CTCITC 110 course. This class may include students from multiple sections.
Facilitating the process of reading for second or foreign language learners is of high priority for language researchers, teachers, and, of course, language learners. The question of how to make the reading process easier and more effective has resulted in the creation of a wide variety of theories, approaches and texts (Esfandiari Asl & Zoghi, 2016). Recent research on input modification addresses the relative effectiveness of two different types of modification: simplification and elaboration (Oh, 2001). It is claimed that if elaborated textual material is provided, EFL learners' reading comprehension will improve. This study addressed the effect of this type of modification on reading comprehension of pre-intermediate EFL students. It also investigated the effect of gender on EFL students' reading comprehension after modifying the texts to which they were exposed. Generally, a brief look at the related literature reveals that the findings are mixed and we are still in need of further research to confirm or disconfirm the effectiveness of elaborative text modification and its interaction with gender of the participants. This study was carried out to answer the following research questions:
On the one hand, China has a huge stake and self-interest in maintaining an open multilateral trading system. Its rise to prosperity has depended on an open world trading system to generate growth and demand. Assuming it becomes the largest trading country (both goods and services) and largest economy in the world in the decades ahead, its need for stable rules, open markets for its exports, and access to raw materials and intermediate inputs that are not produced domestically will only grow. China's large state-owned companies also want opportunities to invest abroad. These stakes in an open world trading system ought to provide an incentive for China to provide more active leadership in strengthening the rules of the trading system, especially if it is threatened by protectionism. Moreover, its regime's claim to legitimacy hinges on the country's continuing welfare and prosperity.94
Major shifts in the structure of the world economy have taken place. The REPs now account for significant shares of global GDP and trade. As a result, they also have increased their economic influence and bargaining leverage. This reconfigured global economy coincides with very different conditions than those that prevailed in the second half of the last century.97 Most notably, the traditional structure of postwar multilateralism has weakened; bilateral and regional preferential trade agreements have proliferated; and priorities for trade liberalization and economic reforms are in flux during a period of heightened economic uncertainty. In this environment, questions arise over how the world trade order will be kept, how new rules can be established to discipline foreign trade-distorting practices, and how the United States can best respond to the challenges and opportunities posed by the REPs.98
One reason may be that these countries have not been prepared or have shown little interest in negotiating an FTA with the United States. Brazil, for example, wants openings for its agricultural exports and India wants greater labor mobility and new opportunities for its service providers, but neither country may be willing to liberalize in other areas of interest to the United States. Nor would they likely accept inclusion of labor and environmental provisions that are now part of the U.S. FTA template. In this changed world, the United States may need to consider deviating from its FTA template, as well as putting remaining U.S. trade barriers, particularly agriculture, on the negotiating table, if it is to secure the strategic and economic advantages of agreements with these larger countries.129
At the same time, the Obama Administration has made considerable progress on negotiating the complex free trade agreement known as the Trans-Pacific Partnership (TPP). Currently, the United States is negotiating this regional trade agreement with Australia, Brunei, Canada, Chile, Malaysia, Mexico, New Zealand, Peru, Singapore, and Vietnam. U.S. negotiators envision the proposed TPP as a "comprehensive and high-standard" FTA that will liberalize trade in nearly all goods and services and include commitments beyond current WTO obligations. For example, the negotiation aims to improve the environment for the operation of regional supply chains and establish disciplines on issues such as the role of state-owned or state-controlled enterprises, and foreign investment that could serve as a model for future negotiations. A successful conclusion to these negotiations could encourage China and other non-participating countries to offer similar rules and opportunities, especially if it also attracts additional countries to join.130
Citibank analysts in 2011 identified Bangladesh, China, Egypt, India, Indonesia, Iraq, Mongolia, Nigeria, Philippines, Sri Lanka, and Vietnam as the countries with the most promising growth prospects and investment opportunities. Dubbed 3G or Global Growth Generators, these 11 countries were identified base on a weighted average of factors such as savings rates, demographic prospects, health, education, quality of institutions and policies, and trade openness.151
In 2017, the System hosted the 10th conference of this biennial event, "Strong Foundations: The Economic Futures of Kids and Communities," which was based on evidence that shows kids with strong cognitive and social foundations are better-equipped to succeed in life and contribute to society at large.1 Recognizing that not all children have the same opportunities to grow and develop, the conference organizers sought to create a forum to spark a dialogue among researchers, policymakers, and community practitioners on how to set young people on a strong course.2
The event explored the interplay between the development of kids and their communities, with an understanding that factors such as safe, affordable housing; community facilities; and job opportunities profoundly affect key economic and social aspects of kids' lives and their future economic success. In dialogue with policymakers and community practitioners, researchers from around the country presented their work on early childhood development and community conditions that influence social and economic outcomes later in life, including educational and workforce outcomes. Discussions delved into the relationship between the development of children and community conditions and the effect of investments in early childhood education and other key community development areas on the economy. The research shared expanded the base of studies intending to inform questions about key drivers to success, differences across subpopulations, scalable intervention strategies, and policy considerations.
Art educators inspire students around the world, playing a vital role in the lives of children and adults who are interested in art. The art education program at Valdosta State University equips students with the knowledge, skills and experience to become professional art educators or to enter a variety of other professions. Students majoring in art education at Valdosta State take many of the same core classes as students in the general art program but have additional opportunities to gain invaluable teaching experience that will shape their future careers.
The B.F.A. with a major in Theatre prepares students for a broad range of opportunities including performance, teaching, arts administration, and many non-arts based careers such as sales, training and development, and management.
The B.F.A. with a major in Theatre prepares students for a broad range of opportunities including performance, teaching, arts administration, and many non-arts based careers such as sales, training and development, and management. The Theatre program at VSU offers numerous productions throughout the year, providing students with significant performance experience. Theatre graduates learn a host of life skills including collaboration, working to deadlines, self-discipline, patience, perseverance, analytical skills, and critical thinking. 1e1e36bf2d