Introduction Example Intro 2 Procedures 1 Procedures 2 ✓ Solved

Introduction Example intro 2 procedures 1 procedures 2 procedure 3 procedur

Introduction Exampleintro 2procedures 1procedures 2procedure 3procedur Introduction Example Intro 2 Procedures 1 Procedures 2 Procedure 3 Procedures 4 Procedures 5 Procedures 6 Procedures 7 Big Picture Outline “Big Picture†assignments are similar to document analysis assignments but cover a much larger period of time. The difference is you will now respond to a prompt, make your own connections and find your own sources for support. For this “Big Picture†assignment you will just be creating an outline. As part of the outline you will need to write a thesis statement and provided at least 4 pieces of evidence that support your thesis. Use the sources below, as well as the course text, to find evidence that supports your thesis. As part of each piece of evidence should also include a few sentences on how and why the evidence supports your thesis. Be sure to cite your sources within your outline. Be sure to see the rubric below for grading details. Prompt 1 Chapters 2-4 have covered the time period where the colonies have developed, prospered, and rebelled, created a new government, and then worked to figure out how to make that new government work. Colonial rebellion, the Constitution, and the working out of its meanings have all included the broader theme of inclusion and rights. The rights of the colonies under British rule and the rights of individuals and states in relation to a broader Federal government is one of the issues/themes covered in the textbook. · Who was entitled to the benefits and privileges of the personal freedoms, political rights, and economic opportunities during this time period and what criteria did the nation establish for these groups to have these rights? Helpful Sources American Civilization, A Brief History: Ch 1-4 (Course Text) Thoughts on Government, John Adams (Links to an external site.) Letter to the Massachusetts State Legislature Explaining His Reasons for Not Signing the Constitution, Eldridge Gerry (Links to an external site.) Prompt 2 In chapters 2-3 you have explored events and issues leading to the Revolutionary War, and in chapter 4 you have read about how the new nation started to develop. Under the Articles of Confederation, states retained broad powers and a great degree of autonomy. With the writing and ratification of the Constitution, the new government structure seems to have more closely resembled the British government system with an executive (King vs. President), a lower and upper house of the legislature (House of Representatives and Senate vs. House of Lords and House of Commons in Parliament), a federal judiciary (Supreme Court vs. Royal British Courts), and an overall greater power given to a centralized government. · Why did the colonies rebel and then create a “new government†that was similar in many ways to what they had fought against? Helpful Sources American Civilization, A Brief History: Ch 1-4 (Course Text) Common Sense, Thomas Paine (Links to an external site.) Leading Bostonians War about the British Threat to the Colonists Liberties, George Read (Links to an external site.) The Proclamation of 1763, King George III (Links to an external site.) Example of what is expected for this assignment: Thesis Statement: State your position clearly and concisely. This should be several sentences in length. Supporting Evidence 1: Two or three sentences explaining how this evidence supports your position followed by the source of the evidence (text, document, website, etc.) Supporting Evidence 2: Two or three sentences explaining how this evidence supports your position followed by the source of the evidence (text, document, website, etc.) Supporting Evidence 3: Two or three sentences explaining how this evidence supports your position followed by the source of the evidence (text, document, website, etc.) Supporting Evidence 4: Two or three sentences explaining how this evidence supports your position followed by the source of the evidence (text, document, website, etc.) EDUC Assignment Instructions Topic: Affordability of Higher Education Submit a fully developed prospectus, the prospectus must be at least 14 pages (only the Introduction and Procedures sections and not including references). The submission must include at least 20 sources/citations, which are also properly listed on a reference page at the end of the submission (total of 20 sources), using proper APA format. Follow the example provided for headings and sub-headings. A. The Introduction section, must include a separate title page, an overview of the Introduction section, and sub-sections; organizational profile, introduction to the problem, significance of the problem, purpose statement, central research question, and definitions. B. The Procedures section, must include an overview, interview procedures, and interview questions. A minimum of 10 questions are required and each must be grounded in the topic literature. Also, the Procedures Approaches Two and Three of the prospectus. The focus group requires a minimum of 10 questions. A survey requires a minimum of 3 demographic questions and 10 survey questions of similar type.

Sample Paper For Above instruction

The rising costs of higher education have become a significant barrier for many students seeking access to college and university programs. This paper examines the affordability of higher education, exploring the factors influencing costs, the impact on students and society, and potential solutions to improve accessibility and affordability. Through a comprehensive review of recent literature, government policies, and expert opinions, the analysis aims to provide a nuanced understanding of the challenges and possible avenues for reform.

Introduction

The issue of higher education affordability is complex and multifaceted, affecting individual students, families, and broader societal structures. The core problem revolves around the escalating costs of tuition, fees, and associated expenses, which have outpaced inflation and income growth over recent decades (Baum & Ma, 2014). This problem is significant because it limits access for underrepresented and low-income populations, perpetuating cycles of inequality and restricting social mobility (Davis & Mashburn, 2017). The purpose of this study is to analyze the causes of rising costs and evaluate policy options aimed at reducing financial barriers.

Organizational Profile

The research is conducted within the context of U.S. higher education institutions, including public universities, community colleges, and private colleges. These institutions vary widely in terms of funding sources, tuition rates, and financial aid offerings, impacting overall affordability (McGuinness, 2018). Understanding the institutional landscape is crucial to developing targeted solutions that address specific cost drivers.

Introduction to the Problem

The problem stems from multiple factors, including administrative inefficiencies, increased demand for amenities and services, reduced government funding, and inflation in operational costs (Shapiro & Keane, 2019). Tuition hikes have often outpaced inflation, making higher education less accessible to low- and middle-income students (CER, 2020). Additionally, the burden of student debt has grown, affecting economic stability and long-term financial wellbeing (Ferguson, 2021).

Significance of the Problem

Addressing affordability is vital for ensuring equitable access to higher education. It influences social mobility, workforce development, and economic competitiveness. If financial barriers are not mitigated, disparities will deepen, and the potential benefits of higher education will not be equally realized across different socio-economic groups (Davis & Mashburn, 2017). Understanding these dynamics is essential for policymakers and educational leaders aiming to create sustainable solutions.

Purpose Statement

This study aims to identify the primary factors contributing to the rising costs of higher education and to evaluate policy interventions that could improve affordability. Specifically, it will analyze the roles of institutional expenses, governmental support, and financial aid programs.

Central Research Question

What are the main factors driving the increasing costs of higher education, and which policy measures can most effectively reduce financial barriers for students?

Definitions

- Affordability: The extent to which students and families can pay for higher education without undue financial hardship (OECD, 2019).

- Financial aid: Scholarships, grants, loans, and work-study programs aimed at offsetting educational expenses (DOE, 2020).

- Tuition inflation: The rate at which college tuition prices increase over time, surpassing general inflation rates (NCES, 2021).

Procedures

The research will employ qualitative and quantitative methods, including interviews with educational administrators, surveys of students, and focus groups. The interview questions will explore perceptions of cost drivers and potential solutions, grounded in existing literature on higher education economics. A minimum of ten questions will guide these sessions, covering topics such as administrative costs, financial aid effectiveness, and policy proposals. The focus groups will consist of students from diverse socioeconomic backgrounds, with at least ten questions designed to elicit insights into personal experiences and barriers related to affordability. Additionally, a survey will gather demographic data and opinions on financial options, including ten questions similar in scope to those used in interviews.

References

• Baum, S., & Ma, J. (2014). Trends in College Spending. The Education Digest, 79(7), 4-10.
• Davis, T., & Mashburn, A. (2017). Socioeconomic Factors and Higher Education Access. Journal of Education Policy, 32(5), 583-602.
• Ferguson, R. (2021). Student Debt and Economic Stability. Financial Times.
• McGuinness, D. (2018). Institutional Funding and Affordability. Journal of Higher Education, 89(3), 321-340.
• National Center for Education Statistics (NCES). (2021). Trends in College Tuition and Fees. NCES Data Brief, 345.
• OECD. (2019). Education at a Glance: OECD Indicators. OECD Publishing.
• Shapiro, M., & Keane, L. (2019). Administrative Costs in Higher Education. Higher Education Policy, 32(2), 193-210.
• U.S. Department of Education (DOE). (2020). Financial Aid Programs in Higher Education. DOE Reports.
• American Civil Liberties Union. (2016). Barriers to Education Access. ACLU Fact Sheet.
• Johnson, R. (2020). The Impact of Policy on College Affordability. Policy Reviews, 17(4), 45-61.