Novell Certified Linux Administrator 11 Exam Braindumps

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Novell Certified Linux Administrator 11
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050-720
Novell Certified Linux Administrator 11
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A. cp /tmp/data /data-old
B. cp /tmp/data/. /data-old
C. cp /tmp/data/* /data-old
D. cp /tmp/data/? /data-old
Answer: C
Question: 126
You entered the following as a boot option in the GRUB boot screen: nit=/bin/bash What
does the option mean?
A. The bash is used as the default shell.
B. Linux starts without a graphical environment.
C. The system is started directly in a bash shell. You are automatically logged in as root
without being asked for a password.
D. The system is started directly in a bash shell. You are automatically logged in as default
user without being asked for a password.
E. The system is started directly in a bash shell. You are automatically asked for the root
password before you are logged in as root.
F. The system is started directly in a bash shell. You are automatically asked for the default
user's password before you are logged in.
Answer: C
Question: 127
You want to view the last 20 lines of the /var/log/messages file and any new lines that are
subsequently added by syslog to this file. Which command would you use?
A. tail -20f /var/log/messages
B. end -20f /var/log/messages
C. less -20f /var/log/messages
D. follow -20 /var/log/messages
Answer: A
42
Question: 128
Which RAID level is described by the following sentence? This level improves the
performance of your data access; however, it does not provide redundancy.
A. RAID 0
B. RAID 1
C. RAID 4
D. RAID 5
E. RAID 6
Answer: A
Question: 129
To which process does the process ID 1 always belong?
A. init
B. boot
C. cron
D. X server
E. kernel (vmlinuz)
Answer: A
Question: 130
Which command would you use to start the xeyes program in the background?
A. xeyes &
B. xeyes &&
C. bg | xeyes
D. xeyes -bg
E. xeyes | bg
F. xeyes > bg
Answer: A
43
Question: 131
Which command creates the .depend.boot, .depend.start, and .depend.stop files in /etc/init.d/?
A. init
B. insserv
C. mkinitrd
D. mkreiserfs
Answer: B
Question: 132
Which command can you use to check an ext2/ext3 file system for a correct superblock,
faulty data blocks, or faulty allocation of data blocks?
A. df
B. du
C. fdisk
D. e2fsck
E. reiserfsck
Answer: D
Question: 133
Which statements about the LVM components are correct? (Choose 2.)
A. A volume group is part of a logical volume.
B. Logical volumes are grouped in a master group.
C. A volume group always consists of one physical volume.
D. A physical volume can be a partition or an entire hard disk.
E. A volume group can be reduced in size by removing physical volumes.
F. The operating system accesses the volume groups like conventional physical partitions.
Answer: D, E
Question: 134
44
When SUSE Linux Enterprise Server 10 starts, some boot messages scroll by on the screen
quickly. What is the name of the file in /var/log/ where these messages are stored?
Answer: /var/log/boot.msg
45
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Novell Administrator student - BingNews https://killexams.com/pass4sure/exam-detail/050-720 Search results Novell Administrator student - BingNews https://killexams.com/pass4sure/exam-detail/050-720 https://killexams.com/exam_list/Novell Division of Student Affairs

The Senior Vice President for Student Affairs & Public Safety and her staff provide a broad range of services to the students of William & Mary. The Senior Vice President oversees departments and offices responsible for student counseling, multicultural student services, services for disabled and commuting students, student rights and responsibilities, organizations and activities, student government, the student conduct system, the Sadler & Campus Centers, student residences, and student health needs.

The staff members work closely with the faculty and administration of the university to represent student concerns to them; this office also presents academic and administrative policies to the students.

SUPPORT Student Affairs

Quick Reference Guide

Good News!

For four out of the last six years, W&M's Division of Student Affairs has been recognized as one of the "Most Promising Places to Work" by Diverse: Issues in Higher Education magazine and the American College Personnel Association (ACPA).

Sun, 26 Jul 2020 17:39:00 -0500 en text/html https://www.wm.edu/about/administration/senioradmin/studentaffairs/?svr=web Bill Ackman wants more college presidents to be business people. But that's not the way it works. No result found, try new keyword!Billionaire Bill Ackman has suggested Harvard consider a business person for its next president. But that's not the way it usually works in academia. Thu, 04 Jan 2024 20:00:01 -0600 en-us text/html https://www.msn.com/ Nearly $5 billion in additional student loan forgiveness approved by Biden administration

Nearly $5 billion in additional student loan debt forgiveness for over 80,000 student borrowers has been approved, the White House announced Wednesday. The relief is made possible by fixes to the Public Service Loan Forgiveness program.

This latest $4.8 billion in relief brings the grand total of approved debt cancellation by the administration to $132 billion for over 3.6 million Americans, according to the White House.

Borrowers are eligible for relief through the Public Service Loan Forgiveness program, which allows certain public-sector employees to have their remaining debt forgiven after they have made 10 years' worth or payments, or if they "have been in repayment for at least 20 years – but didn't accurately get credit for student loan payment," the White House said.

"From Day One of my Administration, I vowed to Strengthen the student loan system so that a higher education provides Americans with opportunity and prosperity — not unmanageable burdens of student loan debt," said Biden.

U.S. President Joe Biden speaks as Education Secretary Miguel Cardona listens. Bonnie Cash/UPI/Bloomberg via Getty Images

"I won't back down from using every tool at our disposal to get student loan borrowers the relief they need to reach their dreams."

In October, the Biden administration announced that it would be forgiving $9 billion in student debt for 125,000 borrowers, a move that coincided with the resuming of student loan repayments after a more than three-year hiatus.

This most exact debt cancellation is the latest push by the Biden administration to erase some student loan debt following a June ruling by the Supreme Court that invalidated the administration's plan for broad-based student loan forgiveness. The plan would have helped more than 40 million borrowers erase up to $20,000 each in debt.

"In the wake of the Supreme Court's decision on our student debt relief plan, we are continuing to pursue an alternative path to deliver student debt relief to as many borrowers as possible as quickly as possible," said Biden.

Borrowers can visit studentaid.gov to apply for this latest round of forgiveness.

C Mandler

C Mandler is a social media producer and trending subjects writer for CBS News, focusing on American politics and LGBTQ+ issues.

Wed, 06 Dec 2023 06:43:00 -0600 en-US text/html https://www.cbsnews.com/news/student-loan-debt-relief-biden-administration-approves-4-8-billion/ Biden Administration Announces Huge Bankruptcy Changes For Student Loans

President Joe Biden speaks about student loan debt relief at Delaware State University, Friday, Oct. ... [+] 21, 2022, in Dover, Del. (AP Photo/Evan Vucci)

The Biden administration on Thursday unveiled unprecedented policy changes designed to make it easier for federal student loan borrowers to discharge their student debt in bankruptcy.

Here are the details.

It Is Very Difficult to Discharge Student Loans In Bankruptcy

While it is by no means impossible for borrowers to discharge their student loans in bankruptcy, it can be quite difficult.

Student loans are treated differently in bankruptcy from other consumer debts, like medical bills and credit card debts. Under the bankruptcy code, student loan borrowers generally have to show that they have an “undue hardship” which is a challenging legal standard to meet. Federal statute does not expressly define in detail “undue hardship” actually means, so bankruptcy courts have established standards, rules and tests (which can vary by jurisdiction) to allow judges to make a determination. In many states, student loan borrowers must demonstrate that there is a “certainty of hopelessness” — an extremely difficult hurdle.

Furthermore, even the process of trying to prove that a borrower meets the undue hardship standard an be a huge obstacle. A borrower must initiate an “adversary proceeding” — which basically involves suing your student loan lender in bankruptcy court. In most cases, student loan lenders, including the federal government (if it is a lender) will oppose the borrower. Adversary proceedings can be a lengthy and draining experiences for borrowers, as well as expensive if the borrower hires private counsel. The government and private lenders, meanwhile, have significant resources that can be utilized against the borrower. The result is that many undue hardship claims fail, and more don’t even get started because of the challenges.

Biden Administration Announces Changes to Federal Student Loan Bankruptcy Policies

This week, the Education Department and Justice Department announced new policy guidance that would alter how the Biden administration handles undue hardship bankruptcy discharge requests by federal student loan borrowers.

“The new process will leverage Department of Education data and a new borrower-completed attestation form to assist the government in assessing a borrower’s discharge request,” according to the U.S. Department of Justice in a press release on Thursday. “The Justice Department, in consultation with the Department of Education, will review the information provided, apply the factors that courts consider relevant to the undue-hardship inquiry and determine whether to recommend that the bankruptcy judge discharge the borrower’s student loan debt.” In other words, there may be some cases — specific to a borrower’s overall circumstances — in which the federal government may decide not to oppose a federal student loan bankruptcy discharge, clearing the way for a borrower to eliminate their federal student loan debt without having to complete a full adversary proceeding.

“The new guidelines advise Department of Justice attorneys to stipulate to the facts demonstrating that a debt would impose an undue hardship and recommend to the court that a debtor’s student loan be discharged under certain circumstances,” according to a statement by the National Consumer Law Center (NCLC), which has been advocating for bankruptcy reform for student loan borrowers for years. “The guidance provides a framework for Justice [Department] attorneys to apply in evaluating the factors that courts typically consider in determining undue hardship.”

Advocacy groups praised the administration’s reform.

“The current undue hardship method of student loan discharge is random, arbitrary and unfair,” said NCLC Staff Attorney John Rao in a statement. “Even though a borrower is in such desperate financial circumstances as to need to file bankruptcy, the government would typically argue that the borrower is not suffering ‘undue hardship’—a requirement for discharging student loans. This additional barrier to debt relief for student loan borrowers was put in place by Congress and was not the result of careful analysis and thoughtful policy debate. Instead it was based on the false premise that student borrowers were more likely to abuse the bankruptcy system, even compared to other consumers with debts owed to the government. The government's prior approach of fighting borrowers' claims of hardship indiscriminately exacerbated the problem.”

“For years, federal student loan borrowers in financial distress have sought relief from crushing debt loads through bankruptcy courts, only to be defeated by the Departments’ policies and litigation choices,” said Student Borrower Protection Center (SBPC) Deputy Executive Director Persis Yu in a statement. “Borrowers deserve a consistent and predictable pathway towards relief. Relief should not depend on the whim of individual judges and attorneys.”

Student Loan Bankruptcy Reform Legislation Would Provide More Permanent Changes

While the Biden administration’s policy reforms regarding the treatment of undue hardship bankruptcy cases for federal student loan borrowers is significant, it would take an act of Congress to change the bankruptcy code on a broader and more permanent basis.

Last year, a bipartisan group of senators unveiled the Fresh Start Through Bankruptcy Act. The bill, sponsored by Senator Richard Durbin (D-IL) and Senator John Cornyn (R-TX), would more easily permit federal student loan bankruptcy loan discharges. However, the bill has not advanced, and it would not have addressed the dischargeability of private student loans in bankruptcy.

“This is a great interim step,” said Yu regarding the Biden administration’s new bankruptcy guidelines. “But Congress must act to provide complete bankruptcy reform.”

Further Student Loan Reading

8 Signs Biden May Actually Extend The Student Loan Pause Again

Court Approves $6 Billion In Student Loan Forgiveness For 200,000 Borrowers To Resolve Lawsuit

Student Loan Forgiveness Status: 6 Updates After Multiple Courts Block Relief

Can You Apply For Multiple Student Loan Forgiveness Programs? Yes — With Some Caveats

Thu, 17 Nov 2022 04:01:00 -0600 Adam S. Minsky en text/html https://www.forbes.com/sites/adamminsky/2022/11/17/biden-administration-announces-huge-bankruptcy-changes-for-student-loans/ Biden Admin Announces New Student Loan Forgiveness: Here's Who Qualifies No result found, try new keyword!The Biden administration said on Wednesday it has approved close to $5 billion worth of student loan forgiveness for tens of thousands of borrowers, the U.S. Department of Education (DOE ... Tue, 05 Dec 2023 10:00:00 -0600 en-us text/html https://www.msn.com/ How CT students work with and around their admin to demonstrate

Young people have spent the past two months organizing walk-outs to die-ins and candlelight vigils to share their sorrow, grief, and hope. These demonstrations come as a reaction to the Oct. 7 Hamas attack on Israeli cities outside Gaza and the following near-daily attacks from Israeli forces on Gaza and other parts of Palestine.

And they’re happening nearly every day on college campuses across Connecticut. Events have varied from the participation of a few students, to hundreds marching across campuses.

For many of the events, colleges and universities in Connecticut have kept from interfering and even aided student groups in their efforts.

According to Terrence Cheng, chancellor of the Connecticut State Colleges & Universities, who oversees a system of six public colleges and universities in the state, those protests and demonstrations are some of the most important events a school can uphold.

“Our job as higher education leaders and institutions is to make sure that there is a protection of academic freedom and of free speech,” Cheng said. “And that the free flow of ideas, which is the crux and core of our existence in higher education, is protected.”

But there are times when students aren’t sure of what they can or can’t do on campus – either from anxieties of academic repercussions, or from fear of personal safety.

Free speech on college campuses, basically

According to legal experts, free speech on campus shouldn’t vary much from what free speech looks like in the First Amendment.

“We should endeavor to treat campuses as like any other public space in America,” said Richard Wilson, the founding director of the Human Rights Institute at the University of Connecticut.

The U.S. Supreme Court upheld that sentiment in the decision on the 1972 case Healy v. James, which took place on the campus of Central Connecticut State University (CCSU) in New Britain.

The case first arose in 1969, when CCSU’s president had denied official recognition of Students for a Democratic Society, a left-leaning organization known at the time for violence on other campuses. He said the group’s philosophy was “antithetical to the school’s policies,” and that he was convinced the group would be disruptful of education at the college.

The case was decided, 8-1, in favor of the students. In the concurring opinion, Justice Lewis F. Powell Jr. said, "state colleges and universities are not enclaves immune from the sweep of the First Amendment,” and that neither students nor staff and faculty “shed their constitutional rights of freedom of speech or expression at the schoolhouse gate."

Wilson, the chair of human rights and professor of law and anthropology at UConn, said, however, that private universities have more flexibility than public schools to determine what can and can’t happen on their campuses.

“Private universities have more leeway in terms of the type of speech restrictions they may pursue,” he said of the decision 50 years ago. But, “By and large, private universities have stayed somewhat similar to state universities in terms of their approach to speech.”

So, students’ rights to demonstrate on private campuses are slightly less clear-cut than public institutions. But many schools consider themselves bastions of free speech, and lay out their own codes of conduct to uphold free speech and expression on their campuses.

In practice, it should be accessible for students to organize, demonstrate, and share their voices. The landmark 1974 Woodward Report from Yale University that first established the school’s free speech principles dictates the following in its closing statement:

“If the university's overriding commitment to free expression is to be sustained, secondary social and ethical responsibilities must be left to the informal processes of suasion, example, and argument.”

But it isn’t always as easy as just making the sign – complications with school authorities can make students doubt what they can and can’t do.

Facing college administrations

Across the country, major players in the higher education arena have sanctioned students from protesting. This includes private schools like Columbia University in New York and Brandeis University in Massachusetts.

Cases like these haven’t taken place in Connecticut, but activist students like Chi say there are heavy tensions between them and their respective administrations.

Chi, a student who is a pro-Palestinian organizer on campus, said she also thinks the administration is cautious to make any moves as outward-facing as those of Columbia or Brandeis. She’s using a pseudonym to protect her identity as an undergraduate student. We met after she had finished participating in a die-in on campus with more than 100 of her peers.

“I think the one thing that Yale cares the most about is their optics,” she said. But she doesn’t think they’re putting as much effort into actually working with students.

“The administration is not explicitly, or even implicitly on our side when it comes to the neutral equal enforcement of security measures that people are given during protests on campus.”

According to Chi, that includes student property. She explained that during a demonstration held in early December, a counter-demonstrator arrived, Israeli flag in hand.

“Do what you [gotta] do,” Chi said. “But as someone was giving a speech, one of them shoved passed a student marshal into the circle....”

Chi said the Yale Police Department, the New Haven Police Department, and university administrators were present, in accordance with school guidelines.

Chi also explained that their property – a 60 foot-long banner with the names of up to 7,000 Palestinians who had been killed in bombings in the past two months – had been taken down by a counter-demonstrator while the rally was underway nearby.

WSHU received a video of Pilar Montalvo, assistant vice president for university life, talking with a counter-demonstrator about the banner.

“Is there anything that prohibits me from taking down the poster?” asked the student.
“I don’t think that we encourage students to take down other students’ posters. We would prefer students to put up their own posters as opposed to taking [them] down,” Montalvo responded.
The student asked if they were explicitly required not to take it down, and cited Yale’s student code of conduct. Students aren’t allowed to take other students’ posters down if they were on designated billboards, but this banner was taped to a door. Montalvo then changed her earlier response.
“I think if you’d like to take it down, that would be fine.” she concluded.

Chi said she was frustrated because she and other students had already made the effort to communicate with the college about the banner. And they had received explicit permission to put it up on that door.

“It's exemplary of how the onus of safety and the logistics of the escalation are always placed on pro-Palestinian organizers. We always have to consider plan A through plan Z,” Chi said.

“Even when taking these extra measures ourselves, the administration disregards these things.”

John remains anonymous because he is that counter-demonstrator. He said he believed the banner violated school policies, and that the school failing to take the poster down showed a bias against pro-Israel efforts.

“The administration has torn down hostage posters that conformed to Yale's policy, which was for absolutely no reason,” he said. “And yet, different posters [have been] strung across bulletin boards across campus that were in violation of Yale's policy… [It’s] a double standard compared to what they had done with Jewish posters that were in line with Yale policy.”

When reached for comment, Pilar Montalvo provided the following statement:

“There were administrative errors in allowing the poster to go up and in its removal. Yale College Undergraduate Regulations state that, ‘Posters must be confined to the bulletin boards, kiosks, display cases, and other spaces that Yale College has specifically designated for postering. The students did ask officials if they could put it up and were given the incorrect information about where it could be posted. I should have removed the poster myself rather than allowing a student to do so.”

The banner has since been returned to the students who put it up.

Eda Uzunlar

A 60 foot-long banner made by students at Yale bearing the names of approximately 7,000 names of Palestinians who have been killed in the past two months by Israeli forces.

Even at public institutions, where students’ rights are validated through the courts, those attempting to use their freedom of speech and expression fear repercussions.

Jane is part-Palestinian, and an organizer for the University of Connecticut’s Students for Justice in Palestine student group. She’s using a pseudonym to protect her identity as an undergraduate student. Jane has been wearing a keffiyeh around campus to not only show her support for Palestine, but also to express herself in her identity and culture.

But since dawning the scarf around school, she said she’s received comments from other students calling her a ‘terrorist’ and ‘baby-killer'.” She said she doesn’t feel adequate acknowledgement and support from her school’s administration on the subject.

“[Administration] sends emails regarding this conflict and saying how Islamophobia and anti-semitism are not allowed and shouldn't be, which is amazing,” she said. “But I think it's also disregarding the Palestinian hate that's on campus. [They’re] disregarding the fact that I'm not only being called terrorists because I'm Muslim, I'm being called a terrorist because I’m wearing a keffiyeh.”

Jane underscored that not all the hate students are facing on campus can be categorized as Islamophobia; rather, she wishes that UConn President Radenka Maric’s messages to the community would explicitly name anti-Palestinian rhetoric.

The student said the example adds to feelings shared by her peers that the president’s office has shown bias towards pro-Israel sentiments. She said the lack of acknowledgement of Palestinian students’ pain makes her feel like showcasing her identity, risky.

“It's something that I shouldn't feel unsafe about – expressing my identity. My identity shouldn’t be controversial on campus,” Jane said.

“It's something that I shouldn't feel unsafe about – expressing my identity. My identity shouldn’t be controversial on campus."

Students have protested Maric’s involvement with Israel in the past, including her 2022 trip there alongside Gov. Ned Lamont.

Jessica Baden is the president of UConn Hillel, a campus chapter of the largest international Jewish campus organization.

In late November, Baden helped organize a walk in solidarity with hostages being held in Gaza. She invited senior administrators to walk alongside them —and they showed up.

“[Maric] was able to join us for the beginning, and some other senior administrators, including Fany Hannon, who's the dean of students, and Anne D'Alleva, the provost,” she said. “We were definitely able to work with them in terms of having their support and having them be present to show support for their students.”

Baden said she does feel continued support from the president’s office through the emails that have been sent out, but that more can be done. “I do think a lot of it has kind of been performative in a sense of sending out emails and not necessarily seeing the action.”

The University of Connecticut declined an interview, but said:

“UConn supports the free-speech rights of its students and all others, and abides by protections of the U.S. Constitution. At the same time, we abhor hate and bias and will enforce our discrimination and harassment policies to the fullest extent possible. We urge everyone in the University community to treat each other with civility, respect, and empathy.”

Legal experts say combatting free speech with free speech is the most effective tool for students and administrators.

The action Baden referenced includes the implementation of a school-wide policy to remove posters that Baden said, “call for violence,” and “the killing of Jews.”

Part two of this series addresses hate speech on campus: what it really is, and what it legally is not.

Tue, 12 Dec 2023 06:48:00 -0600 en text/html https://www.wshu.org/connecticut-news/2023-12-12/how-ct-college-students-express-free-speech-on-campus Online Master's of Science Degree in Educational Administration

Drexel University School of Education

WHAT IS A MASTER'S OF SCIENCE IN EDUCATIONAL ADMINISTRATION?

Increasingly challenging educational environments, coupled with evolving accountability standards, makes today’s schools complex organizations that require strong leadership. Based on national and state standards, Drexel's Master of Science in Educational Administration prepares elementary and secondary teachers and counselors to become effective and successful school administrators.

Using 21st-century learning tools, rigorous academic preparation, and invaluable internship experiences, the MS in Educational Administration degree program offers graduate students an enduring model for successful school leadership in rural, urban, and suburban settings.

LEARNING OUTCOMES FOR A MS IN EDUCATIONAL ADMINISTRATION

The MS in Educational Administration degree program is a performance-based credential designed as a path to career advancement for elementary and secondary teachers and counselors in K-12 schools. Eligible students may pursue school principal positions and/or supervisor of special education positions. Graduates become school leaders with the strategic vision and tools necessary to initiate change.

Specifically, the MS in Education Administration’s learning outcomes specifically address and respond to the Pennsylvania Inspired Leadership (PIL) Program.

All curriculum for the MS in Educational Administration is developed and vetted with PIL's standards* in consideration:

Core

The leader has the knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
The leader has an understanding of standards-based systems theory and design and the ability to transfer that knowledge to the leader's job as the architect of standards-based reform in the school.
The leader has the ability to access and use appropriate data to inform decision-making at all levels of the system.

Corollary

The leader knows how to create a culture of teaching and learning with an emphasis on learning.
The leader knows how to manage resources for effective results.
The leader knows how to collaborate, communicate, engage and empower others inside and outside of the organization to pursue excellence in learning.
The leader knows how to operate in a fair and equitable manner with personal and professional integrity.
The leader knows how to advocate for children and public education in the larger political, social, economic, legal and cultural context.
The leader knows how to support professional growth of self and others through practice and inquiry.

What can you do with a Master’s in Education Administration?

There are many career paths that an individual can pursue after completing a master's in educational administration. Job titles can vary from one school district to another, but a person with an MS in Education Administration can take on many K-12 administrative roles including:

School Principal
Dean of Students
Director of Special Education programs
Athletics Director
Director of Curriculum

Is a Master’s Degree in Education Administration Worth It?

A master’s degree in Education Administration is a great way to gain the knowledge and education credentials needed to be a great school leader. Individuals in administrative leadership positions have the potential to make a tremendous impact on their school, school district, or system. Education leaders are also in demand, especially school principals. According to the Bureau of Labor Statistics, the need for School Principals is expected to rise 5% between 2021 and 2031.

MS in Educational Administration - Program Options

In Drexel University’s MS in Educational Administration degree program, future school leaders participate in rigorous academics and authentic internship experiences while enjoying the flexibility of an online degree experience.

There are five unique online program options offered in the educational administration degree that are designed to fit your specific career goals:

Option 1: MS in Educational Administration
Option 2: MS in Educational Administration with school principal certification*
Option 3: MS in Educational Administration with school principal certification & special education leadership concentration**
Option 4: MS in Educational Administration with special education leadership concentration**
Option 5: Pennsylvania administrative certificate, principal K–12 only.*

* Requires a state-issued teacher certificate prior to enrollment. Certification may be issued from any U.S. state or territory.

** Requires a state-issued special education certificate prior to enrollment

All our programs are ideal for certified teachers and counselors who aspire to support 21st-century students and make a difference in the field of education.

As a leading provider of online learning, we understand the dedication it takes to include advanced study in your work and family life and we make every effort to assist you with your studies. Every student is assigned a graduate academic advisor to map out a personalized plan of study. Advisors develop personal relationships with their students, helping them select courses and counseling them in reaching their academic and career goals.

Blackboard serves as an online support center. Through Blackboard students can:

Access course information
Network with classmates, faculty, and program advisors
Join discussion boards and share news
Check job postings
Access archived presentations
Access online tutorials

During the course of study, students benefit from activities such as lecture series by national speakers, dynamic workshops and internship orientations. After graduation, students continue to receive support through our mentorship program.

MS in Educational Administration Program Eligibility

A bachelor's degree from a regionally accredited institution
Undergraduate GPA of 3.0 or higher (graduate degree GPAs will be considered along with the undergraduate GPA)
For the Principal Certification option: A state-issued teaching or counseling certificate
For the Supervisor of Special Education concentration: A state-issued special education teacher certificate

Required Documents

With multiple ways to submit documents, Drexel makes it easy to complete your application. Learn more by visiting Drexel Online's "Completing Your Application Guide."

A completed application
Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended
Two letters of recommendation, professional or academic
PA Administrative Certificate, Principal K-12: One letter of recommendation must come from the principal of a school where you've worked, and discuss your presentation skills and experiences in leadership roles in a K-12 school setting as well as skills that would have a strong bearing on your success as a school leader and administrator
An essay describing why you're interested in pursuing graduate study in this field
- Include two paragraphs briefly describing your educational philosophy
PA Administrative Certificate, Principal K-12: Also explain how principals shape learning in K-12 schools
Additional requirements for International Students

Educational Administration Courses and Curriculum

The degree in education administration offered by Drexel University's School of Education was created using a framework of national standards to train individuals with elementary and secondary teaching experience to become transformational school leaders for a new generation.

Education administration master's degree graduates learn a proven skill set that can be applied to the following six standards:

Identifying a personal school vision
Establishing a school culture based on learning
Managing finances, facilities, and resources
Collaborating and communicating with the school, parents and community
Operating with integrity and fairness in an equitable manner
Functioning as a student advocate within political, legal, social, economic and cultural contexts

To gain real-world experience in the duties of a school administrator, students pursue activities such as facilitating workshops for teachers, working with parents and community, observing in principal meetings, attending school board meetings, working on new curriculum or program initiatives and directing school-wide activities.

In the internship phase, the student works with a state-certified school principal or an assistant principal in their school district. The student accumulates 15 hours each week for a total of 600 hours over four terms.

Course descriptions may be found in the Drexel University Course Catalog.

Capstone Courses

Students in the MS in Educational Administration program complete a research capstone course where they are introduced to various types of research designs and learn to be both consumers and producers of research. Following completion of the research course, students will complete a capstone experience by selecting one of the two-course multidisciplinary sequence options below:

Thesis (Part I and II) - Students who select this option will be required to complete a master’s thesis which consists of a well-written research paper, comprised of five chapters that posits a research question and uses logical arguments & data to address/answer a gap in research
Lesson Study (Part I and II) - Students who select this option will be required to complete a research-based lesson design and analysis project
Practitioner Course (Part I and II) - Students who select this option will be required to complete a master’s project. Examples include: A reform initiative narrative, program or grant proposal, white paper or policy analysis, or program evaluation

How to Apply for the Master's of Science in Educational Administration

The MS in Educational Administration is offered 100% online. You can get started by filling out the Drexel Online application.

Wed, 09 Oct 2013 14:30:00 -0500 en text/html https://drexel.edu/soe/academics/graduate/educational-administration/ Biden administration to forgive nearly $5B in additional student loan debt

Based Politics co-founder Brad Polumbo discusses how much Biden's latest student loan bailout is costing taxpayers on 'Varney & Co.'

The Biden administration on Wednesday announced an additional $4.8 billion in student loan debt relief, affecting more than 80,000 borrowers.

The announcement brings the total approved debt cancelation by the Biden administration to nearly $132 billion for more than 3.6 million Americans.

President Biden speaks at a groundbreaking for an Arcosa Wind Towers Inc. manufacturing facility in Albuquerque, New Mexico, on Aug. 9. (Ramsay de Give/Bloomberg via Getty Images / Getty Images)

AUTO LOAN DEBT SURGING AND SO ARE MISSED PAYMENTS

"Before President Biden took office, it was virtually impossible for eligible borrowers to access the student debt relief they rightfully earned," U.S. Secretary of Education Miguel Cardona said in a statement.

"The data released today once again make clear that the Biden-Harris Administration’s relentless efforts to fix the broken student loan system are paying off in a big way… This level of debt relief is unparalleled and we have no intention of slowing down."

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Wed, 06 Dec 2023 07:27:00 -0600 Bradford Betz en-US text/html https://www.foxbusiness.com/politics/biden-administration-forgive-nearly-five-billion-dollars-additional-student-loan-debt Student Domestic Travel Policy

Purpose

Wilkes University encourages and supports travel opportunities that enhance the student experience and advance our mission, vision, and core values. The ensuing policy is designed to promote safe travel and provide guidance for planning and implementing off campus student excursions.

Scope

This policy applies to undergraduate student domestic travel to events or activities that:

Are beyond 50 miles of Wilkes University’s campus
Include an overnight stay.
Are organized, sponsored, or subsidized in any part by a University club, organization, academic program, department, or staff and faculty members working in their official University capacities.

This policy does not apply to athletic trips regulated under NCAA rules.

Definitions

Student - For the purpose of this policy, the term student refers to undergraduates who are enrolled in classes at the University either online or in person. The policy applies to both full-time and part-time undergraduate students.
Student Travel - Refers to domestic travel as defined in the preceding section.
Student Club or Organization - Refers to any student organization on campus that has been formally recognized or subsidized by Student Government, an academic department, or an administrative unit on campus.
Overnight Stay - Refers to trips where students stay overnight in accommodations that are not owned by Wilkes University.
Appropriate Administrator - May include the Provost (or designee), Academic Dean, Department Chair, Vice President, Student Affairs Dean, or Director of Student Development.

General Requirements

All requests for essential student domestic travel that falls under the scope of this policy must be submitted at least one week prior to the requested date of departure. Students, faculty, and staff members can submit a request by completing the Student Domestic Travel form available below under resources.
All student travel of more than 50 miles (or including an overnight stay) requires the completion of an Off-Campus Travel Waiver, which is available below under resources.
Unless there is an exception approved by an appropriate administrator, student travel that is beyond 50 miles of Wilkes University’s campus or includes an overnight stay, must be chaperoned by a Wilkes University staff or faculty member.
Chaperones shall exchange cell phone numbers and carry emergency contact information for all participants.
Chaperones are expected to hold a pre-trip meeting with participants to discuss the itinerary, transportation details, budget, and behavioral expectations.
Friends and family who are not currently enrolled students of Wilkes University are not eligible to participate in travel opportunities unless they receive special permission from an appropriate administrator.
While traveling, students are responsible for complying with all standards and codes of conduct delineated in Wilkes University’s Student Handbook. Violations of the University’s code of conduct may be referred to the Student Affairs Council for disciplinary action. The severity of the sanctions will depend on the circumstances surrounding the violation.
In order to use University vehicles, staff, faculty, and students must meet the criteria and follow the regulations specified in the University’s Vehicle Use Policy.
The use of private vehicles is allowed, however, the university will not assume responsibility for accidents, damage or injury resulting from such travel.
Students, along with faculty and staff who are acting in their official capacities with the University, are strongly discouraged from consuming alcohol during student travel events/activities. No alcohol is permitted on bus or mode of transportation as well as in housing.

Lodging

Students must submit a Lodging Consent Form to the chaperone at least one week prior to departure for trips that include an overnight stay. (See resources below). In lieu of a chaperone, the form may be submitted to an appropriate administrator.
The University does not encourage or condone students sharing a bed, however, spouses, partners, and friends may be excluded if they so choose.
Faculty and staff are prohibited from sharing hotel rooms with students.

Incident Reporting

All injuries and accidents that occur during travel must be promptly reported to the University Police (570-408-4999). For emergency situations, participants should first call 911 and then the University Police.

Health Insurance

It is the responsibility of participant to verify their own insurance status and ensure they have appropriate coverage for all travel-related activities. Wilkes University does not provide any Accident or Medical Insurance for travel participants.

Sexual Misconduct

Title IX of the Education Amendments of 1972 (“Title IX”) prohibits discrimination based on sex in any educational programs, which includes sexual harassment and sexual violence. Title IX requires the University, upon becoming aware of any incident of sexual misconduct to respond appropriately to protect and maintain the safety of the University community, including students, faculty and staff. This protection extends to students, faculty and staff who are traveling for a University-sponsored event. Any incidents of sexual misconduct should immediately be reported to the Title IX Coordinator (570-408-3842). For emergency situations, participants should first call 911.

Noncompliance

Failure to comply with this policy may result in the denial of University sponsored travel privileges, denial of future travel funding, and/or referral to student discipline.

Resources

Wed, 01 Jan 2020 15:38:00 -0600 en text/html https://www.wilkes.edu/about-wilkes/offices-and-administration/office-of-risk-management-and-compliance/student-domestic-travel-policy.aspx Division of Student Affairs

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