Courses – Derby Adult Learning Service #basic #skills, #esol, #return #to #work #and #learning, #learning #difficulties, #maths #gcse, #business, #book-keeping, #teacher #training, #computers, #clait, #ecdl, #word #processing, #it #courses, #hospitality, #sports #and #leisure, #aromatherapy, #mendhi, #sugarcraft, #aerobics, #fitness, #keep #fit, #badminton, #wine #appreciation, #yoga, #pilates, #tv #repairs, #health, #social #care #and #public #service, #counselling, #deaf #awareness, #early #years #education, #pre-retirement, #visual, #performing #arts, #art, #dancing, #woodwork, #pottery, #singing, #song #writing, #embroidery, #craft #and #jewellery, #guitar, #painting, #rug #making, #sewing, #languages, #communication, #english #as #a #foreign #language, #english #gcse, #creative #writing, #french, #german, #italian, #spanish, #greek, #sign #language


Derby Adult Learning Service provides hundreds of courses in Derby for you to choose from in a whole range of subjects. Select one of the learning areas below for a list of related courses available:

Computing for beginners, Internet and Email, European Computer Driving License (ECDL), Digital Photography, Various entry level courses

Cookery and Baking
Introduction to Cookery, Italian, Indian Cookery, All about Chocolate, Wine Appreciation

Education Training
Supporting Teaching and Learning in Schools
City and Guilds – Train the Trainer Level 3 Award in Education and Training and Level 4 Certificate in Education and Training

English and Maths
Brush up on your English, Improve your maths skills, English GCSE, Maths GCSE

Hospitality, Sports and Leisure
Wine Appreciation including WSET (Wines, Spirits, Educational Trust) Level 2 and 3 Qualifications, Italian Cookery, Indian Cookery, Yoga, Tai Chi for Health and Relaxation, Keep Fit – Mature Movers, Keep Fit – Seated Exercise

Jobseeker’s Learning Programmes
Improving your skills for gaining employment, Adult Learning Service Work Club, Creating and updating your CV, Building up your confidence, interview skills and techniques, presentation skills, job applications

Languages and Communication
Arabic, French, German, Greek, Italian, Russian and Spanish. Also includes British Sign Language (BSL)

Psychology GCSE

Skills for Life (Foundation)
Basic Skills, ESOL (English for Speakers of Other Languages), Return to work and learning, Programmes for those with learning difficulties

Visual and Performing Arts
Life Drawing, Watercolour Drawing, Painting and Drawing, Pottery, Woodwork, Silversmithing, Embroidery, Textiles, Jewellery, Mixed Crafts, Singing, Guitar, Banjo, Ukulele

Basics of essay writing #flirt #dating



Basics of essay writing – Introduction

The introduction should start with a general discussion of your subject and lead to a very specific statement of your main point, or thesis. Sometimes an essay begins with a “grabber,” such as a challenging claim, or surprising story to catch a reader’s attention. The thesis should tell in one (or at most two) sentence(s), what your overall point or argument is, and briefly, what your main body paragraphs will be about.

For example, in an essay about the importance of airbags in cars, the introduction might start with some information about car accidents and survival rates. It might also have a grabber about someone who survived a terrible accident because of an airbag. The thesis would briefly state the main reasons for recommending airbags, and each reason would be discussed in the main body of the essay.

The introduction should be designed to attract the reader’s attention and give him/her an idea of the essay’s focus.

  1. Begin with an attention grabber. The attention grabber you use is up to you, but here are some ideas:
    • Startling information
      This information must be true and verifiable, and it doesn’t need to be totally new to your readers. It could simply be a pertinent fact that explicitly illustrates the point you wish to make.
      If you use a piece of startling information, follow it with a sentence or two of elaboration.
    • Anecdote
      An anecdote is a story that illustrates a point. Be sure your anecdote is short, to the point, and relevant to your topic. This can be a very effective opener for your essay, but use it carefully.
    • Dialogue
      An appropriate dialogue does not have to identify the speakers, but the reader must understand the point you are trying to convey. Use only two or three exchanges between speakers to make your point.
      Follow dialogue with a sentence or two of elaboration.
    • Summary Information
      A few sentences explaining your topic in general terms can lead the reader gently to your thesis. Each sentence should become gradually more specific, until you reach your thesis.
  2. If the attention grabber was only a sentence or two, add one or two more sentences that will lead the reader from your opening to your thesis statement.
  3. Finish the paragraph with your thesis statement.

Useful links

Writing an Introduction- CRLS Research Guide #free #christian #dating



Ask these questions:

An introduction is the first paragraph of a written research paper, or the first thing you say in an oral presentation, or the first thing people see, hear, or experience about your project.

It has two parts:

1. A general introduction to the topic you will be discussing

2. Your Thesis Statement

Without an introduction it is sometimes very difficult for your audience to figure out what you are trying to say. There needs to be a thread of an idea that they will follow through your paper or presentation. The introduction gives the reader the beginning of the piece of thread so they can follow it.

When do I do it?

Many books recommend writing your introduction last. after you finish your project. This is to make sure that you introduce what you are actually going to say.
If your project changes in the creating process, it is important to make sure that your introduction accurately reflects what you will be saying. If, however, you have written a good outline and stick to it, then it is fine to start writing your introduction first. Just make sure in your proofreading that you have kept the thread consistent throughout the paper.

Start with a couple of sentences that introduce your topic to your reader. You do not have to give too much detailed information; save that for the body of your paper. Make these sentences as interesting as you can. Through them, you can hook a reader and get them very interested in the line of thinking you are going to develop in your project.

Then state your thesis, which may be done in one or more sentences. The length of your introduction depends on the length and complexity of your project, but generally it should not exceed one page unless it is a very long project or a book. The average length of an introduction is one half a page.

For the example, the regular text is the general introduction to the topic. The BOLD text is the writer’s Thesis Statement.

Teenagers in many American cities have been involved in more gangs in the last five years than ever before. These gangs of teens have been committing a lot of violent crimes. The victims of these crimes are both gang members and people outside of gangs. Many people do not want to travel to areas in our cities because of the danger from this problem. For this terrible situation to stop, it is going to take a combined effort on the part of many people. Excellent, supervised after-school programs, more jobs available for teens, and healthy family relationships will go a long way towards ending this crisis in our society.

During the Middle Ages in Europe and the Middle East there was much armed conflict between Christians and Muslims. Christians called these conflicts the Crusades because they were fighting under the sign of the cross to save the holy lands of the Bible from being desecrated by non-Christians. However, the true reason for fighting for these lands was less than holy. It was mainly a desire for economic gain that prompted the Christian leaders to send soldiers to fight in the Holy Land.

An introduction gives the reader an idea of where you are going in your project so they can follow along. You can give them more background details and supporting evidence for your thesis in the body of the paper itself.


Tip Sheet 13: Writing a Thesis Statement

Your thesis statement will be the central part of your introduction. Put it in front of you while you write the introduction. If you haven’t spent a lot of time on it, do it now!

Tip Sheet 14: Making an Outline

Take out your outline and use it as a guide for how to put in order the brief information and examples you will use in your introduction. Remember, your introduction is a map for your reader to prepare them for where you will take them in your project. Make sure the intro and the project follow the same course.

Tip Sheet 15: Creating the Body of your Project

Before or after you write the introduction, read through your most recent draft. This will help you to make your introduction an accurate preview of what is to come.

You’re almost there! Click here to wrap it up.

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Writing to heal #monitor #on #psychology,therapy #relationships,journal #of #consulting #and #clinical #psychology,,negative #experiences, #writing #strengthens, #immune #systems, #minds, #therapy, #expressive #writing,therapy,


Writing to heal

June 2002, Vol 33, No. 6

Print version: page 54

Writing is no stranger to therapy. For years, practitioners have used logs, questionnaires, journals and other writing forms to help people heal from stresses and traumas.

Now, new research suggests expressive writing may also offer physical benefits to people battling terminal or life-threatening diseases. Studies by those in the forefront of this research–psychologists James Pennebaker, PhD, of the University of Texas at Austin, and Joshua Smyth, PhD, of Syracuse University–suggest that writing about emotions and stress can boost immune functioning in patients with such illnesses as HIV/AIDS, asthma and arthritis.

Skeptics argue that other factors, such as changes in social support, or simply time, could instead be the real health aids. But an intensive research review by Smyth, published in 1998 in the Journal of Consulting and Clinical Psychology (Vol. 66, No. 1), suggests that writing does make a difference, though the degree of difference depends on the population being studied and the form that writing takes.

Researchers are only beginning to get at how and why writing may benefit the immune system, and why some people appear to benefit more than others. There is emerging agreement, however, that the key to writing’s effectiveness is in the way people use it to interpret their experiences, right down to the words they choose. Venting emotions alone–whether through writing or talking–is not enough to relieve stress, and thereby improve health, Smyth emphasizes. To tap writing’s healing power, people must use it to better understand and learn from their emotions, he says.

In all likelihood, the enlightenment that can occur through such writing compares with the benefits of verbal guided exploration in psychodynamic psychotherapies, notes Pennebaker. He notes, for example, that talking into a tape recorder has also shown positive health effects. The curative mechanism appears to be relief of the stress that exacerbates disease, researchers believe.

A groundbreaking study of writing’s physical effects appeared in the Journal of the American Medical Association (Vol. 281, No. 14) three years ago. In the study, led by Smyth, 107 asthma and rheumatoid arthritis patients wrote for 20 minutes on each of three consecutive days–71 of them about the most stressful event of their lives and the rest about the emotionally neutral subject of their daily plans.

Four months after the writing exercise, 70 patients in the stressful-writing group showed improvement on objective, clinical evaluations compared with 37 of the control patients. In addition, those who wrote about stress improved more, and deteriorated less, than controls for both diseases. “So writing helped patients get better, and also kept them from getting worse,” says Smyth.

In a more recent study, presented in a conference paper and submitted for publication, Pennebaker, Keith Petrie, PhD, and others at the University of Auckland in New Zealand found a similar pattern among HIV/AIDS patients. The researchers asked 37 patients in four 30-minute sessions to write about negative life experiences or about their daily schedules. Afterward, patients who wrote about life experiences measured higher on CD4 lymphocyte counts–a gauge of immune functioning–than did controls, though the boost to CD4 lymphocytes had disappeared three months later.

Regardless, the fact that they at first showed improved immune functioning suggests that it reduced their stress through a release of HIV-related anxiety, says Pennebaker. “By writing, you put some structure and organization to those anxious feelings,” he explains. “It helps you to get past them.”

Other research by Pennebaker indicates that suppressing negative, trauma-related thoughts compromises immune functioning, and that those who write visit the doctor less often. Also, Petrie’s colleague Roger Booth, PhD, has linked writing with a stronger antibody response to the Hepatitis B vaccine.

Not everyone agrees, though, that the mere act of writing is necessarily beneficial. In fact, initial writing about trauma triggers distress and physical and emotional arousal, researchers have found. And not all people will work through that distress therapeutically or through continued writing, says psychologist Helen Marlo, PhD, of Notre Dame de Namur University and a private practitioner in Burlingame, Calif. In past research, she found that, contrary to Pennebaker’s results, writing about negative and positive life events produced no physical health benefits in undergraduate students.

“I get concerned that if people just write about traumatic events, they get raw and opened up and aren’t able to work through it on their own,” says Marlo. Her study did not, however, provide evidence that writing poses any long-term risk to people.

But there is evidence that the nature of a person’s writing is key to its health effects, notes health psychology researcher Susan Lutgendorf, PhD, of the University of Iowa. An intensive journaling study (in press, Annals of Behavioral Medicine ) she conducted recently with her doctoral student Phil Ullrich suggests that people who relive upsetting events without focusing on meaning report poorer health than those who derive meaning from the writing. They even fare worse than people who write about neutral events. Also, those who focus on meaning develop greater awareness of positive aspects of a stressful event.

“You need focused thought as well as emotions,” says Lutgendorf. “An individual needs to find meaning in a traumatic memory as well as to feel the related emotions to reap positive benefits from the writing exercise.”

In explaining this phenomenon, Pennebaker draws a parallel with therapy. “People who talk about things over and over in the same ways aren’t getting any better,” he says. “There has to be growth or change in the way they view their experiences.”

Evidence of a changed perspective can be found in the language people use, Pennebaker has found. For example, the more they use such cause-and-effect words as “because,” “realize” and “understand,” the more they appear to benefit.

Pennebaker also acknowledges that some personality types likely respond better to writing than others. Tentative evidence suggests that more reticent people benefit most. A host of other individual differences–including handling of stress, ability to self-regulate and interpersonal relations–also mediate writing’s effectiveness.

A place in practice?

After all, writing’s power to heal lies not in pen and paper, but in the mind of the writer, say a number of psychologists who use it with their patients. That’s where clinicians come in, helping clients tap that healing power, they say. Private practitioner Marlo, for example, employs writing cautiously–using it only with patients who take to it, and closely integrating it into the therapeutic process.

“The cornerstone of therapy is engagement in the therapeutic relationship that addresses the individual’s process–especially the intrapersonal, interpersonal, affective and symbolic dimensions of experience,” says Marlo.

Another practitioner, Judith Ruskay Rabinor, PhD, author of “A Starving Madness: Tales of Hunger, Hope and Healing in Psychotherapy” (Gurze Books, 2002), has her patients explore their anxieties in writings between sessions, e-mailing her as the anxiety strikes them. Rabinor offers feedback on their writing and helps them track progress in their thinking.

Though more studies are needed, many behavioral researchers believe such approaches could also work with treating chronically ill people. “Writing is another potential tool in the armatorium of the clinical professional,” says Smyth.


6 Tips For Writing The Perfect Online Dating Profile #dating #men

#online dating tips


6 Tips For Writing The Perfect Online Dating Profile

If you are looking for love online, a great profile is key. Of course you need compelling photos, but those who are looking for a real relationship will look beyond a pretty face to find out what you are about. It would be nice if everyone could give you the benefit of the doubt and magically see what a fascinating, unique, loving person you are, but that’s not how online dating works.

A generic profile that doesn’t say much or says the wrong things will be overlooked by the very people you truly hope to connect with. There are lots of quality singles online. If you hope to meet one of them, speak to them, not the masses!

Imagine that your ideal partner is going to read your profile. How will he or she recognize you as their perfect match?

Follow these crucial tips to make sure you are attracting the right people online!

1. Give a snapshot of who you are, how you live your life and the relationship you are seeking.

Your profile should start out by describing your most prominent and positive character traits. Are you funny? Outgoing? Creative? Loyal? Affectionate? Intellectually curious? Choose 3 or 4 adjectives that best describe your personality. If you’re at a loss, ask your friends for help describing you. How would they describe you to someone they were setting you up with?

Be sure to also include what you care about. Don’t use the crutch of describing your job and moving on. It’s not a resume, and your job should get little focus. If you love your job, say so. But more importantly, what are you passionate about?Do you care most about making music? Helping others? Winning a pro surfing competition or rescuing stray dogs? If you care about learning new languages and taking trips to test your skills, say so! The right people are going to think that’s awesome.

Lastly, be honest about what you are seeking. Don’t hedge and downplay you desire to be in a committed relationship, or your desire for the opposite! Remember – you want to attract the people who are looking for what you are looking for. If you want a relationship, say so!

2. Who you want to meet – the character, not the characteristics.

I can’t emphasize this enough. Please be sure to say who you want to meet in your profile, without sounding overly specific as to their characteristics. Avoid listing your ideal partner’s hobbies, height, body type, education and interests.

When you focus on character, you are being specific as to your values, which will resonate with like-minded people. If you focus on characteristics you risk sounding superficial, rigid, or overly picky. These are not attractive qualities!

For example, rather than specifying the characteristic of “having a fit body,” you should state the character trait of “active” or “valuing health and fitness.” The first example is about an outcome (fit body), the latter is about a way of life (being active and taking care of yourself). The former excludes people who don’t want someone who is overly concerned with appearances (even if they themselves are fit), and the latter includes those fit people who care about more than the superficial.

Remember – you have already started your profile by saying who you are and what you’re into – if someone is still reading, they’re already intrigued by you and what you care about. If you really want to meet someone who loves sailing because sailing is your passion, that person who also loves sailing is already hooked as soon as they read that sailing is your passion! If they hate sailing, hate the water and hate sailors, they’re already gone.

When you are writing about who you are and how your live your life, be sure to show the reader what that looks like in action. You are trying to attract the right people to you, and to do that you need to be specific.

For example, many people say in their profiles they like to travel. “Travel” could mean anything from a trip to Disneyworld to hiking the Appalachian Trail to a Mediterranean cruise to a luxury safari in Kenya. Don’t assume that the reader is going to know which of these you’d be into!

Talk about your favorite travel destinations, your dream vacation or the best trip you ever took – the person who loves your kind of travel – or is intrigued by it – will take note!

Rather than saying “I love to have fun” say “I love having fun – my ideal weekend includes bowling, a Netflix binge and a pancake brunch.” That’s not everyone’s idea of fun, but if it’s yours – own it!

If one of your defining values is loyalty, show what that looks like in your life. When you are in love, are you your partner’s biggest cheerleader? Have you stood by your beloved losing baseball team? Or your childhood best friends? Look to your life for actual examples!

The added bonus of specificity is it gives people who want to reach out to you a “hook” to mention in a message to you.

4. Leave out the negative and the snarky.

It amazes me how many people use their precious profile real estate to talk about what they don’t want or about their cynicism, bitterness or pessimism.

Negativity is so not sexy!

Not only do you come across as negative, but you also give the impression that you are the very thing you claim not to want. If you say “drama queens need not apply” I will assume that you have tons of relationship drama, which means you don’t have the self-awareness to see how much of it you create!

The better you are at attracting the right people, the more the wrong ones won’t be attracted to you. Besides – you can’t avoid being contacted online by some people you don’t want to date – that’s par for the course. Your focus instead should be on being contacted by those you do want to date!

It is more effective to focus on attracting the right people than repelling the wrong ones.

Another common pitfall is sarcasm in the profile. You might be sarcastic, and that might be what people who know you love about you. But sarcasm doesn’t translate well in an online profile, especially if you are a woman! Women might be more forgiving, but very few men will be instantly drawn to a woman who leads with sarcasm.

5. Decide the story you want to tell.

Your profile tells a story. It shouldn’t be a novel (consider this a bonus tip!), but a short story that captures your personality. It might tell the story of an athletic, ambitious world traveler, or a geeky, sincere introvert. Or it could tell the story of a bitter, demanding perfectionist. Review your profile, photos and text together and ask yourself:

Who am I showing up as? What story am I telling of my life?

Your story is dictating who is attracted to you, so make sure you are grabbing the attention of the right people. If you aren’t able to be objective about your profile, ask someone you trust to read it for you. Is it highlighting your best qualities? What are you saying between the lines? Is it what your ideal partner wants to hear?

Are you expressing what is both unique to you and what is attractive to who you want to date? If you can do that, you are winning! And you just might meet the perfect person for you online.

6. Check your spelling and grammar.

Since we’re talking about writing a profile, I have to mention spelling and grammar. There is a lot of bad spelling and grammar out there. And there are a lot of online profiles that list spelling mistakes and bad grammar as a pet peeve. And some of those same people have spelling mistakes and bad grammar in their profiles!

Plenty of people will be forgiving of typos, but don’t risk turning off someone just because you didn’t use spellcheck.

The thoughtfulness and care you put into your profile will show and be appreciated by others. So make the effort to clean up your mistakes!

Francesca is a professional dating coach and matchmaker. You can catch her as a regular expert guest on NBC’s The Today Show, and on The Hoda Kotb Show on SIriusXM. Get more free dating advice, including a guide to your perfect online photos at !


TESOL Certificate (Teaching English to Speakers of Other Languages) – Vancouver Community College #vcc, #vancouver, #college, #education, #study, #learning, #community, #colleges, #vancouver #community #college, #canada, #international, #british #columbia, #vancouver #schools, #international #education, #canada, #arts, #sciences, #programs,courses, #learn #english, #language #schools, #esl #programs, #esl #canada, #english #language #schools,language #schools #canada, #disabilities, #homestay #vancouver, #vancouver #bc, #english #language #training #courses, #esl #programs #in #vancouver, #canada #esl, #vancouver #esl, #academic #upgrading #and #high #school, #apprenticeship #training, #business, #design, #health #sciences #and #human #services, #high #school #plus, #hospitality, #instructor #and #teacher #training,languages #and #writing, #music, #sign #language #studies, #students #with #disabilities, #technology, #transportation #trades, #university #transfer, #first #year #courses, #full-time #programs, #part-time #programs, #continuing #studies, #culinary, #culinary #arts


TESOL Certificate (Teaching English to Speakers of Other Languages)

Vancouver Community College’s TESOL Certificate program is an intensive program consisting of a balanced curriculum of both the theoretical and practical aspects of teaching English, as well as a supervised teaching practicum. This program is recognized for professional certification (Level 1) by TESL Canada..

Program Status.
Accepting applications

Program one-pager

Part- or Full-time

February, May, October

Fees and Other Costs

Contact Us / Request Info

If you’re ready and know the program you want, apply now.

After you apply, you can check application status to see if all of the requirements have been met or to update contact information. Please use the temporary login ID and Personal Identification Number (PIN) that you used to complete your original online application.

This intensive 6.5-week program has been designed to involve the student in a variety of learning environments and instructional delivery methods. Students participate in lectures, demonstrations, group work, micro-teaching sessions and lesson presentations. There is a supervised practicum.

English requirements for this program indicate the need for demonstrated proficiency in the English language with excellent oral and written communication skills.

This program is recognized for professional certification (Level 1) by TESL Canada.

For additional information, please contact:

English as an Additional Language (EAL) Department
School of Access
Vancouver Community College
1155 East Broadway
Vancouver, B.C.
V5T 4V5
Phone: 604.871.7000, ext. 7258


VCC welcomes applications from Canadian citizens and permanent residents.

As Vancouver Community College is a post-secondary institution committed to educating adult learners, applicants should be 18 years of age or older or a graduate of a secondary school.

Please note that you must submit official transcripts and educational documents to support your application; unfortunately, we cannot accept photocopies or fax versions.

Program Specific

Missing prerequisites? VCC offers courses in Adult Upgrading and English as an Additional Language to help you meet your goals.

  • Bachelor degree or equivalent
  • 1st Year University English with a minimum ‘C+’ or equivalent
  • Applicants whose first language is other than English, who are presenting foreign documents, must achieve the following scores on one of the following English language proficiency tests:
    • A minimum score of 88 on the internet based TOEFL with no score lower than 22, or
    • A Band 6.5 or higher on the International English Language Testing System (IELTS – academic stream) with no band score less than 6.0 with a minimum score of 6.5 on the speaking and listening band, or
    • A minimum score of 145/200 on the VCC English Language Assessment Test with minimum scores as follows: Listening: 27/30; Speaking: 27/30; Essay: 17/20; Reading: 50/70. The ELA score must be free of a pronunciation recommendation.

    Recommended Characteristics:

    • Solid academic background with an excellent standard of spoken and written English
    • An awareness of the English language and approaches to teaching
    • An understanding of cross-cultural values and beliefs
    • Experience in working or volunteering with people of other cultures
    • Experience in learning a second language or volunteering in an ESOL (English to Speakers of Other Languages) class
    • Warmth, empathy and a desire to teach and help others learn English
    • Self-disciplined and motivated

    Note: Applicants who present a degree from a recognized post-secondary institution without an English course may be considered for admission by approval from the Department/Program area.

20 Accredited Creative Writing Schools in Pennsylvania #writing #schools #online


Find Your Degree

Creative Writing Schools In Pennsylvania

Creative Writing classes faculty can choose to work at one of 20 accredited creative writing schools in Pennsylvania. Below are statistics and other relevant data to help analyze the state of creative writing and creative writing training in Pennsylvania, which includes creative writing training at the following levels:

  • Creative Writing Certificate
  • Bachelors degree in Creative Writing
  • Masters degree in Creative Writing


Arrange By

450 S Easton Rd, Glenside, Pennsylvania 19038-3295

N/A U.S. News National University Ranking

101 N Merion Avenue, Bryn Mawr, Pennsylvania 19010

N/A U.S. News National University Ranking

Dent Drive, Lewisburg, Pennsylvania 17837

N/A U.S. News National University Ranking

3333 Fifth Ave, Pittsburgh, Pennsylvania 15213-3165

N/A U.S. News National University Ranking

5000 Forbes Ave, Pittsburgh, Pennsylvania 15213-3890

23 U.S. News National University Ranking

Woodland Rd, Pittsburgh, Pennsylvania 15232

N/A U.S. News National University Ranking

College Ave, Lancaster, Pennsylvania 17604-3003

N/A U.S. News National University Ranking

5091 Station Rd, Erie, Pennsylvania 16563-0002

N/A U.S. News National University Ranking

1700 Spring Garden St, Philadelphia, Pennsylvania 19130-3991

N/A U.S. News National University Ranking

300 Campus Drive, Bradford, Pennsylvania 16701

N/A U.S. News National University Ranking

150 Finoli Drive, Greensburg, Pennsylvania 15601

N/A U.S. News National University Ranking

450 Schoolhouse Road, Johnstown, Pennsylvania 15904

N/A U.S. News National University Ranking

4200 Fifth Avenue, Pittsburgh, Pennsylvania 15260

58 U.S. News National University Ranking

1400 Montgomery Ave, Rosemont, Pennsylvania 19010-1699

N/A U.S. News National University Ranking

5600 City Avenue, Philadelphia, Pennsylvania 19131-1395

N/A U.S. News National University Ranking

1 Seton Hill Dr, Greensburg, Pennsylvania 15601

N/A U.S. News National University Ranking

514 University Ave, Selinsgrove, Pennsylvania 17870-1025

N/A U.S. News National University Ranking

1801 North Broad Street, Philadelphia, Pennsylvania 19122-6096

132 U.S. News National University Ranking

One University Place, Chester, Pennsylvania 19013-5792

181 U.S. News National University Ranking

84 West South Street, Wilkes-Barre, Pennsylvania 18766

N/A U.S. News National University Ranking




Professional Trends

Pennsylvania Vs. National Creative Writing Employment

Of all of the creative writing professionals that work in the US, approximately 3% work in Pennsylvania state.

Employment Growth for Creative writing professionals In Pennsylvania

Educational Trends

The number of students graduating from the 20 accredited creative writing schools in Pennsylvania is decreasing. In 2006, 355 students graduated from creative writing courses in Pennsylvania. And in 2010, 304 students graduated.

This represents a 14% decrease in the number of creative writing degree or certificate school graduates in Pennsylvania state. A majority of these graduates, or 65%, graduated with an bachelor’s degree in creative writing.

Creative Writing Faculty Salaries in Pennsylvania

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Enter your salary to gain access to our continually growing higher education faculty salary database. Don’t worry! This is 100% secure and anonymous.

The number of creative writing faculty, growth in the field of creative writing academia and creative writing faculty salaries in Pennsylvania, is all data we are currently in the process of collecting. Please enter your information in the form below if you are involved in teaching creative writing courses to students at the certificate in creative writing, bachelors degree in creative writing, and masters degree in creative writing levels This will help us build a valuable free database resource for the benefit of current and future faculty in the field of creative writing in Pennsylvania. All information you submit will be anonymous. Once you submit your information, you will get a chance to see the data we have collected thus far.

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Free | This free tutorial is designed for those who have no previous knowledge of APA Style. It shows users how to structure and format their work, recommends ways to reduce bias in language, identifies how to avoid charges of plagiarism, shows how to cite references in text, and provides selected reference examples.

Basics of APA Style: In-Depth Online Course
$80 ($60 for APA members) | Learn to apply the basic rules of APA Style in writing term papers, research reports, and journal articles. The course provides a comprehensive overview of the elements of manuscript preparation; each section is followed by two to three review questions.

What’s New in the Sixth Edition: Tutorial
Free | This 14-minute tutorial provides an overview of key changes in the sixth edition of the Publication Manual, beginning with three overarching goals that guided the revision and ending with a detailed chapter-by-chapter list of new and expanded content.

Frequently Asked Questions About APA Style

APA’s Publication Manual, 6th Edition . provides complete style guidelines and should be consulted first in all matters concerning APA Style ®. but these FAQs will help clarify frequent areas of confusion. You might also want to search the APA Style blog .

I can’t find the example reference I need in the Publication Manual. What should I do?

How does the APA Style ® Guide to Electronic References, Sixth Edition. differ from the chapters on references in the sixth edition of the Publication Manual of the American Psychological Association ?

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The Classical world expertly taught live online.

We are the world leader in live online education on the Classical world. Our focus is Latin Greek plus Classical literature, history, philosophy, and archaeology. We have been online education providers since 2005. Learners attend high school level, college preparatory courses from anywhere on globe.

Course of Study

The Lukeion Project offers middle and high school level courses plus a variety of 4-session workshops appropriate for students age 10 and up. Semester classes meet for one hour, once per week. Summer workshops meet four consecutive days. Public registration for the each new academic year opens on March 1. If you are new to The Lukeion Project, start by visiting our recommended course of study page to navigate the catalog of courses that would best fit your learner’s needs. You can also view our digital catalog now, visit our course availability page. or read on for more details.

Not all online programs are the same

Lukeion courses are interactive synchronous (live) online programs. Typical classes meet once a week for an hour with additional assignments due throughout the week. Students are given a full schedule and all expectations are published at the start of the course. Semester courses are fully instructor-graded. Check out our Frequently Asked Questions page and our Technology page for details.
Our courses feature :

  • Strong visuals featuring our extensive photo library from decades of travel in the Classical world
  • Sessions are recorded for easy student review
  • Lively (dare we say, even funny) interactive sessions
  • Class size is normally limited to 25 or fewer
  • Review games and activities geared toward each course and each class
  • An emphasis on college and career readiness through:
    • Strong time management expectations
    • Research writing
    • True language mastery (Latin Greek)
    • Note-taking
    • A broad range of readings from both primary and scholarly secondary assignments
  • A place for multiple learning styles and levels of giftedness
    • We welcome all skills and levels, including young gifted students to join our high school level courses and allow them to advance to the highest levels of mastery
    • We offer 6 years of high school level Latin and Greek
    • Multiple year approach to Classical literature and history with an emphasis on research writing
    • Strong visuals paired with onscreen print and audio appeal to all types of learners
    • Unique topics and levels of proficiency seldom found below the college or even graduate level

Lukeion Course Offerings

The Lukeion Project offers a variety of workshops on Classical archaeology, history, literature, and art. Most 4-session classes are geared toward those working at a 6th grade level and above . Gifted students, adults and older students thoroughly enjoy the topics we feature in these programs. Most workshops are scheduled during the summer.

Semester Courses
Most semester courses are la carte. Many programs require you to pay for a year of study at a time. Our literature, history, and grammar programs, for example, may be taken independent of prerequisites in most cases. Language programs are two semesters per level. Many new students wait until the second or third week of class to register for second semester. Caution: many of our classes fill quickly. Click here to discover our recommended course of study.
Find out more.

  • Latin
  • Greek
  • History
  • Literature
  • Language Arts
  • Philosophy (*new*)

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Paralegal Certificate Program

The Paralegal Certificate Program is designed and taught by local, practicing attorneys to prepare participants to be knowledgeable, ethical, and effective while emphasizing legal areas where paralegals are most in demand. Paralegals, also called legal assistants, perform many tasks under attorney supervision, such as legal research, document drafting, fact investigation, case management, and preparation for trial.

The program is comprised of three phases/semesters: Paralegal 1, Paralegal 2, and Paralegal 3. The program builds skills from the ground up at an accelerated rate (approximately 13 weeks long per phase). The entire program can be completed in 11 months. Although participants will receive a broad-based education developing the knowledge needed to work in any jurisdiction/state, the program prepares participants to work in a Texas law office. Upon completion of the program, you will receive a UTSA Paralegal Certificate of Completion.

The UTSA’s Paralegal Certificate Program does not offer college credit. Therefore, program participants do not qualify for federal aid or grants, but you may seek private continuing education/career training loans. Military educational benefits, such as the G.I. Bill, may apply.

Paralegals/Legal Assistants are “certified” by private organizations. The National Association of Legal Assistants (NALA) and the National Federation of Paralegal Associations (NFPA) are two of the major national private organizations that offer professional certification to Paralegals/Legal Assistants. The UTSA Paralegal Certificate of Completion is not associated with these certifications.

Attend an Information Session and receive a 10% discount!

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