Higher education degrees online capella university

Gain the Skills to Advance Your Career

Capella’s degree programs are closely aligned to professional standards to ensure you gain the same skills and knowledge as the top performers in your field. We continually review and adapt our programs to deliver the competencies you can immediately use today.

More than 80% of current Capella students say their education has had a direct impact on their career. CULES, 2010

We Stay in Touch with Your Profession

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Capella: An Accredited University

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Capella University is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools (NCA), www.ncahlc.org. Capella University, Capella Tower, 225 South Sixth Street, Ninth Floor, Minneapolis, MN 55402, 1-888-CAPELLA (227-3552), www.capella.edu .

Mindplay educational software for reading instruction

We Teach Reading

The ComputED Gazette  recently announced the winners  of its 20th Annual Best Educational Software Awards.  The Awards target innovative and content-rich programs and websites that provide parents and teachers with the technology to foster educational excellence. Our favorite reading program, MindPlay Virtual Reading Coach. is among the 2014 award winners. Congratulations to theVirtual Reading Coach!

MindPlay Education Software has three solutions to help every student become a fluent, grade-level reader: RAPS 360 Diagnostic Assessment, MindPlay Virtual Reading Coach  (MVRC), and FLRT – a fluent reading trainer.

RAPS 360  is a series of adaptive tests that are used to identify the specific skill gaps for every student. It takes less than thirty minutes to assess an entire class and reports are immediately available to help target instruction. In addition to screening, the RAPS 360 assessment is used for progress monitoring. For more information on RAPS 360 , click here .

MVRC  teaches fluent reading to everyone, from early learners to adults. MVRC  is especially effective for struggling students and students who have failed other methods. MVRC  begins with an assessment to identify each student’s instructional needs, it then automatically builds a Prescriptive Reading Plan (PRP). The PRP contains direct, explicit, differentiated instruction and activities that fill those gaps in the areas of Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. MVRC also contains lessons in Grammar for Meaning to provide the initial link between simply reading words and reading text for meaning – all of which will ensure that users will exit the program reading at grade level or better. Most students experience improvement within ten hours and become fluent readers at their full potential between 40 and 60 hours. For more information on MVRC , click here  or take a quick Virtual Tour of MVRC .

FLRT – a fluent reading trainer  helps average and above average students with good phonics skills to read more fluently. Students quickly increase their reading level, speed, and comprehension by practicing with over a thousand authentic reading passages. For more information on FLRT , click here .

MindPlay’s mission is to develop, publish, and distribute cost effective, technology-based programs that promote accelerated student learning, individual growth, and skill development. We guarantee student results when used with fidelity. MindPlay solutions use clear objectives, inviting graphics, and modern technological innovations, so the programs appeal to multiple learning styles. Student interest level remains high because they receive only the lessons required to fill in the gaps in their overall skills.

Aice home

Welcome to AICE online

We offer Professional Development and Graduate* Courses for Teachers, Administrators & Educational Technicians

AICE courses are designed around current educational trends and the needs of educators. We are continually offering new courses which include: Bullying and Gender, Applied Behavior Therapy for Autistic Children, Technology in the Classroom, ADD/ADHD and many others. Our online courses are user friendly and include a “call time” where you can talk with the instructor.

When AICE was founded in 1974, our goal was to hire instructors who had actual classroom experience and would bring practical and creative ideas to the classroom. We are proud to continue that tradition. AICE instructors are highly qualified, have actual classroom experience and knowledge of the common core state and federal standards. AICE course ideas and strategies can be immediately implemented and assignments are individualized and relevant to your educational needs.

Ies internships ies abroad study abroad

IES Internships

Add Global Brilliance to your Resume

IES Internships offers an exhilarating challenge of real-world experience combined with professional skill building and cultural immersion. Whether you want to spend eight weeks over the summer interning full-time in the field of your choice, or partake in a part-time internship as part of our study abroad program to supplement semester or summer coursework abroad, we have a program that will suit your needs.

Today, employers are seeking to hire employees with:

  • Relevant, global experience
  • Foreign language proficiency
  • Intercultural communication skills
  • Confidence and adaptability
  • Workplace knowledge and experience

When you have completed an internship, you will have the job experience, the professional skills training, and the confidence to help you and your resume stand out.

What are you waiting for? Get started .

Education grants courses cash to help with your education

Education Grants & Courses Cash to help with your education

Whether you’re a teenager thinking of going to university or an adult wanting to retrain, there may be a grant or a loan to help you fund your learning.

Free short courses

What is a grant?

Students moving onto higher education can get Government grants to help with the cost of studying. These can go towards study materials, accommodation, food, or anything you want since it’s paid directly to your bank account.

Eligibility can depend on a student’s household income, location, or background, while universities who charge over the basic fee level of Ј6,000 must provide bursaries for those from low-income backgrounds.

Unlike a maintenance loan or tuition fees, you don’t have to pay back bursaries or maintenance grants, so double-check to see if you’re entitled to anything.

The top education grants

Check the following ways to see if you might be eligible for a financial boost.

Hidden scholarship and funding

If you’re going to uni, there are loads of hidden pots of cash available. They’re often less about academic ability and more about factors such as religion, where you live or what your parents do for a living.

Educational Grants Service: This service offers students, especially disadvantaged ones, guidance and advice to help them secure funding for education and training. You can search its database of over 30 educational trusts .

Postgraduate funding: There’s less help available for people wanting to do a second or third degree as normal student loans aren’t available. Postgrad Solutions’ Ultimate Postgraduate Student Funding Guide lists sources of funding, but better yet is the quirky Alternative Guide to Postgraduate Funding. It’s a paid-for service, so you’ll need to ask your current university to give you access, but it’s highly recommended by career advisors.

  • Scholarships and bursaries: There are nifty search tools on the Scholarship Search and Studentcashpoint websites – you’ll be surprised at what’s available. Some are very specific and are aimed at students from various backgrounds.

    Study in Europe: If you want to study abroad for a year at one of 33 participating European universities, grants are available from the British Council as part of the Erasmus scheme.

    Here are some examples of grants to give you inspiration.

    I managed to get a journalism course funded through a New Deal advisor at the jobcentre after I was turned down for another grant. It was a long process and I had to prove that the course would lead to gainful employment, but I was persistent and got a grant for Ј3,000. It’s worth asking the jobcentre “is there any way I can get help to pay for this course?

    I was sponsored Ј1,000 towards the cost of a legal studies course by a small charity. Just need to find the rest now.

    Who can apply? Varies What’s the maximum award? Varies What does it cover? Help towards tuition fees and/or general funding to help you be able to study

  • Federal bureau of investigation

    The FBI is in search of diverse, highly motivated, and talented candidates who are interested in joining the FBI. If you are a college student, recent graduate, veteran, or professional interested in an entry-level position with the FBI, please visit www.fbijobs.gov/FY14Hiring for more information on how to submit your resume.

    FBI INTERNSHIPS

    FBI employees are responsible for protecting and defending the United States against terrorists and spies; upholding and enforcing the criminal laws of the United States; and providing leadership and criminal justice services to our international, federal, state, and local partners. If these missions appeal to you, then you should consider joining the FBI team.

    The FBI recruits at all levels (undergraduate, graduate, experienced professionals) and hires individuals with a wide variety of educational and professional backgrounds. In addition to our current job postings for full-time positions, we offer a paid Honors Internship Program as well as a non-paid Volunteer Internship Program .

    Other student internship opportunities include the Laboratory Division’s Visiting Science Program. Students with backgrounds in science, engineering, or technology disciplines are invited to apply.

    The FBI often participates in career fairs and other recruiting events where interested candidates have a chance to meet an FBI employee and learn more about job opportunities at the FBI. Please see our Recruiting Events page to find out if we are coming soon to a location near you.

    Education 2020 features

    Professional Development Conference

    If you are a teacher or professional belonging to any level within the education spectrum, the Education 2020 Conference will provide you with adaptable ideas on the new technology paradigm and hands-on teaching practices that will help you excel within the teaching discipline.

    Teachers, educators, programme managers and curriculum designers from all levels of education can expect to participate in sessions providing opportunities to hear about new ideas and to develop successful teaching practices and uses of technology that they will be able to incorporate into their own teaching context to improve the quality of teaching and learning.

    Participants will be able to select from a choice of both theoretical and practical conference breakout sessions led by specialists in their fields familiar with the educational context of the Middle East, participate in plenaries delivered by top educational experts and network with like-minded peers.

    Digital education a corporate venture capital investor and incubator

    Finance Director

    Sebastian Peck joined Digital Education in early 2012 as Finance Director.  Sebastian is responsible for the financial management of the group and its investment portfolio, and also oversees institutional sales and the organizational development of this fast-growing business. He and his team manage all aspects of the execution of investments and offer strategic and financial analysis to the senior management teams of the portfolio businesses. Sebastian sits on the boards of Symplectic Ltd, Figshare LLP and Altmetric LLP.

    Sebastian has an extensive background in corporate finance and the media sector. He previously worked in the TMT advisory team of UBS Investment Bank, for German broadcaster ProSiebenSat.1 Media AG and the Boston Consulting Group.

    He holds a BA in History from the University of Cambridge, an MSc in Philosophy and Public Policy with Distinction from the London School of Economics, and an MBA from London Business School.

    In his spare time, he’s an avid reader, enjoys good food and wine, and likes to play golf and squash.

    Timothy Farnell

    Investment Manager

    Timothy joined Digital Education in early 2012.  He focuses on driving early stage technology investments and business development for the division.

    Prior to Digital Education, he worked on a number of transactions in the TMT sector with Quayle Munro and held roles in business development, marketing and finance with Mazars in both London and Singapore.

    He holds a BSc in Natural Sciences (Physics & Economics) from the University of Durham. He is a passionate athlete, representing the UK at the Triathlon World Championships.

    Malcolm Brading-Miles

    Head of Finance Operations & Reporting

    Malcolm joined Digital Education in November 2012, as Senior UK Finance and Operations Manager, a role he also performs for Digital Science.

    He is a Chartered Accountant, obtaining that status officially in March 2002 after training with Deloitte & Touche for three years in their Assurance and Advisory team.  He subsequently worked in supply chain for seven years within Hays Logistics, ACR Logistics and Kuehne & Nagel working in varying roles from Financial Accountant, Internal Auditor to Financial Controller.  After that he moved into manufacturing and from there catering; in both occasions as head of finance.

    When Malcolm was much younger he studied at Southampton University, obtaining first class degrees in both Chemistry and Biochemistry in 1998.

    When not at work, and not spending time with his two young daughters, Malcolm enjoys reading, being outdoors and the occasional run.

    Marko Radosavlevici

    Head of Development Centre

    Marko heads Digital Education Development Centre in Romania.

    He has broad experience in different technical areas (web, mobile, enterprise) and worked with different technologies and programming methodologies (waterfall, scrum, kanban).

    Marko joined Digital Education in 2012 and was responsible for setting up our office in Romania, Timisoara where we now have 4 cross-functional Scrum teams helping our portfolio companies develop their businesses. He previously worked for Oce a Cannon Company and Microsoft.

    Outside of work Marko is passionate about Serbian folk dances, movies and last but not least photography.

    Dave Mutton

    Marketing Director

    Dave joined Digital Education in September, 2013 as Marketing Director, a joint role which also covers our other division Digital Science.

    With an extensive career in online marketing stretching back to the mid 90’s, Dave has worked for major brands including Amazon, Yahoo and Stepstone. More recently he worked for a social games start-up Zattikka, before joining Digital Education. In addition to the in-house roles – Dave ran his own ecommerce and marketing consultancy for many years and worked on a diverse range of projects including online travel, fashion, finance and education.

    Outside of work he loves football (Liverpool), books (is writing a novel), movies, especially science fiction and is an aspiring amateur photographer, (www.westkeyphotography.com). But most of his time is taken up with family life and his partner with five children between them (part-time taxi driver).

    Alexandra MacLeod

    Alex is Matthias Ick’s PA, ensuring the smooth running of the office. She also supports Dave Mutton, Prashant Raizada and Simon Walsh.

    Outside of work Alex spends her time studying for her marketing degree, playing drums and reading Neil Gaiman books.

    Sophie Buigues

    Investment Analyst

    Sophie joined Digital Education in November 2013 as an investment analyst, a role she also performs for Digital Science.

    She just graduated from Pantheon-Assas-Sorbonne Universites with a masters in finance, after doing internships in M&A advisory, financial analysis and management accounting. She is no stranger to the world of technology, having taken part in the creation of a mobile application while studying abroad in California.

    She is also up for new adventures, the most recent including learning snowboarding in London and preparing for a mud run.

    Michelle Moss

    Management Accountant

    Michelle joined the Digital Education team in March 2013 as a Management Accountant. She is from Cape Town, South Africa and has lived in London for almost 5 years.

    She holds a BCom degree, and is finalising her studies to become a Chartered Management Accountant. She has previously worked in the Publishing industry for Euromoney Institutional Investor; in FMCG for Fullers, Smith & Turner and in the Telecommunications Industry for TATA Communications.

    She loves the sunshine, outdoors, BBQ’s and red wine. Apart from studying, in her free time Michelle enjoys running, hiking and mountain biking.

    Ssegawa-Ssekintu Kiwanuka

    Investment Analyst

    Ssegawa joins Digital Education having just completed his PhD in Chemical Engineering and Biotechnology at Cambridge University. Specifically, he was working on Laser Analytics, developing new optical spectroscopic techniques for medical through to environmental applications.   Before his PhD he obtained an MEng in Chemical Engineering from Cambridge, with a year spent studying at MIT.

    He has also worked at the MIT Development Lab in Haiti, is a fellow of the RSA, has performed at the Royal Albert Hall and captained the Cambridge University Blues Boxing team.

    Volunteer and paid internship opportunities with the fbi

    FBI Internships

    The Federal Bureau of Investigation (FBI) recruits students at both the undergraduate and graduate level and fosters the next generation of FBI professionals through a number of programs:

    • Volunteer Internship Program
    • Honors Internship Program
    • Cyber Internship Program
    • Visiting Science Program

    FBI Volunteer Internship Program

    The FBI Volunteer Internship Program is an unpaid internship program for undergraduates in their junior or senior year, as well as graduate and post-graduate students. This internship opportunity allows students to gain a deeper understanding of FBI operations and the careers available through the Bureau while working alongside FBI employees.

    The FBI Volunteer Internship program, which takes place for ten weeks during the summer months (The 2013 program runs from June 3 to August 9.), occurs at select FBI Field Offices throughout the country, as well as the FBI Headquarters in Washington, D.C. and the Criminal Justice Information Services in West Virginia.

    Upon completion of this summer internship program, volunteer internship programs may then be available at other points throughout the year and at select Field Offices.

    To qualify for the FBI Volunteer Internship Program, interns must be: a U.S. citizen; enrolled in an accredited college or university; and classified as a full-time undergraduate Junior or Senior, graduate, or post-doctorate student. The FBI also requires that students have a cumulative grade point average of 3.0 or above and be in good standing with their academic institution.

    Further, students must meet all FBI employment standard entry requirements to qualify for the FBI Volunteer Internship Program regarding illegal drugs and must be able to pass an FBI background check, a drug test, a polygraph test, and a personnel security interview.

    The FBI recruits interns from a wide variety of educational backgrounds, including (but not limited to):

  • Finance/ Accounting
  • Music education areas of study college of music fsu college of music

    Music Education

    Selection and preparation in music education at Florida State University is based upon an important yet extremely simple premise–it is, that every person involved as a learner ought to have the best instruction possible.

    This premise implies that every teacher ought to be committed to the subject of music and its use with people. The strength of this commitment is evidenced by the academic and social behaviors of the prospective teacher in life, both in and out of the university environment, and is characterized by diligence in the pursuit of musical and academic excellence and active dedication to the improvement of the quality of life.

    For those who value knowledge, the learning process is perpetual throughout life’s time. To be an effective music educator, one must develop:

    1. the ability to think, and therefore, value and discriminate,
    2. the ability to feel, and therefore, become sensitive to aesthetic qualities in music and life, and
    3. the courage to act, and therefore, translate those abilities to think and feel into overt behaviors.

    Successful music educators evidence personal qualities of leadership, intellectual curiosity, and social commitment. They approach life, music, and the teaching profession in a positive, imaginative, and enthusiastic way.

    The music teacher attempts to create a respect and desire for musical experiences, teaching people to react positively, listen responsively, and participate in a musically sensitive manner by providing a variety of musical experiences for those who will be consumers of music and those who will be music professionals.

    Toward this goal, music educators are stimulated by current research in music to seek, evaluate, and appropriately implement current ideas and developments in teaching music. They promote positive relationships with students, colleagues, and others. They are empathetic with people of differing social and ethnic backgrounds, and demonstrate mature attitudes and values in the operation of the instructional program.

    They consistently maximize student opportunities and accomplishments, and minimize self-aggrandizement and teacher dominance. Their public performances are part of instructional programs geared to helping students become sensitive to aesthetic elements in music.

    Music specialists must be prepared and eager to teach music to every child: the poor, ethnic minorities, children of the inner cities, persons with disabilities, and the highly gifted.

    In addition to personal competencies in music performance, improvisation, conducting, applied music, composing, arranging, analysis, history, repertoire, and other musical skills, they must have competencies in the teaching of music on all levels, nursery school through adult and continuing education programs. They must be exposed to techniques of teaching in the humanities, related arts, and general music areas, as well as, directing performance groups, studio teaching and group applied music lessons.

    Musicians are most successful as teachers if they understand current structures, systems, and practices in education. Concurrently, the music educator in this age of educational change and accountability must be able to express knowledge of teaching and learning, through verbal communication (oral and written) and through overt, demonstrable music and teaching behaviors.

    A general knowledge and understanding of history, science, art, philosophy, and communication serves to enhance one’s ability to function effectively in contemporary society and facilitates greater understanding of the human condition. The final report of the Music Educators’ National Conference on "Teacher Education in Music" states that general education should:

    1. help the student understand him/herself as a person,
    2. assist in the development of positive attitudes and penetrating insights toward others and the world,
    3. encourage acceptance of change and enable the student to approach new ideas with an open mind,
    4. provide the ability to apply appropriate evaluative techniques and establish an attitude of curiosity, and
    5. provide another dimension for the pre-service music educator by helping the student relate his/her own art to other related disciplines.

    The task of structuring and managing a musical environment in which individuals, regardless of ability level, may positively experience, successfully achieve, and hence, come to value the art of music, demands a breadth of knowledge and skills, as well as high levels of perception and sensitivity on the part of the music educator.

    The acquisition and development of these abilities requires an intellectual commitment that is realized in daily living and is maintained and strengthened during the years of training and throughout the professional career.

    The music education faculty at the Florida State University College of Music is dedicated to the pursuit of these goals, both for themselves and for their students.