Abstract
THE impacts of CESIP on the professional development of participants were investigated. Six high school Science teachers attending the CESIP for two years or more identified common benefits including improvement in their ability to implement more organized systems in the classroom, enhance learning through cooperative learning, and improve strategies for individual learning. Other benefits were also identified based on individual perspective.
The Impacts of CESIP on the Professional Development of High School Teachers
Introduction
Teachers play a vital role in the learning and development of their students. In the classroom, they serve as the main instruments of learning, and the most immediate access to knowledge. Without them, books, computer programs and other learning devices will be insufficient as perfect essay and these devices can neither process students’ insights nor assess learning and progress the way teachers do. A classroom without a teacher is thus incomplete and inefficient. Ideally, the teacher should serve as what Vygotsky (1978) calls, the More Knowledgeable Other (MKO) who possesses a wider scope of the subject matter. As teachers construct and design lessons and materials for students, they should be well equipped with efficient skills to monitor student progress and needs, and to guide students to develop appropriate skills using the right approach. The training they received in the undergraduate level is not enough to meet the demands of time and apply effective learning trends. In this view, professional development is necessary. This paper discusses the impacts of professional development for high school teachers in English and Science. In particular, it investigates individual cases of teachers undergoing the Communication in English and Science Inquiry Project (CESIP) professional development which the National Center for Teacher Education provides.
Implementing professional development programs is one key to success in improving the present status of education. O’Connell (2009) claims that as we adopt the needs of a multicultural classroom, several issues arise, including learning difficulty and language proficiency. Given these challenges, it is necessary for teachers to undergo continuing professional development to keep abreast with trends in teaching, measurement, research, and other aspects of the teaching profession.
Professional Development: Background and Significance
Corcoran (1995) reports that most professional development programs for teachers in the 90s involved attending to seminars and lectures despite irrelevance to their field or curriculum. The earlier practice was to have the principal order an early dismissal of classes then have all the teachers attend a seminar, workshop, or a talk on a hot topic to be delivered by a well-informed speaker. These efforts were geared towards professional development yet were sometimes irrelevant to the needs of some teaching professionals. For instance, master papers, gathering all teachers into one seminar despite differences in their field of expertise is a sign that such efforts are inconsiderate of teachers’ level of knowledge and experience. In this regard, attendance sometimes seemed to be the motivating factor to these professional development programs.
In the current practice, professional development programs have adopted important changes, making them more relevant to the practice. Unlike before when school administrators usually took initiatives and decided on the programs for teachers, several teacher organizations have taken initiatives to improve professional development for teachers. With organizations initiating programs for teacher development, changes have finally taken place. These include providing relevant further learning and experience, giving financial support or incentives, and helping teachers establish network or collaborate with other professionals in the field. Many workshops and seminars are conducted outside the school, allowing teachers with similar expertise and experience to receive further professional development based on their needs.
Focused on students’ benefits, professional development programs for teachers may be evaluated based on student achievement. This is to say that professional development is directly related to students’ progress. The American Educational Research Education (2005) reports its observation that students’ benefits vary according to changes in professional development programs. In particular, since the 60s focused on developing good classroom and behavior management skills, such resulted in manageable classroom behavior but “moderate positive effects on students’ decoding and arithmetic skills” (Ibid., 1). Later, as professional programs provided in-depth training on teaching specific subject matter, students were found to display higher academic learning. In this regard, professional development programs must be in line with curriculum requirements, materials, and assessment measures. This means targeting needs based on specific levels, and if possible, on individual levels.
Watts, Baker, Semken & Lang report the need of Science high school teachers in Arizona to receive further knowledge on energy systems lessons. In response, the investigators provided them a 23-hour professional development program, and learned that students’ knowledge increased as teachers received training in relation to their field. Considering this, it is significant to discover other impacts of continuing professional development for teachers.
Implementing CESIP for the Professional Development of Science Teachers
Among organizations that invest efforts in professional development for teachers is the National Center for Teacher Education, a private organization located in Arizona, which coordinates with pre-K-12 and four-year institutions, school districts, community leaders, and education officials in order to develop programs that support community colleges. At present, the organization hosts professional development programs for both teachers and students. These programs include the CESIP, a five-year program intended to widen content knowledge of teachers in Science, and improve their capacity to teach students to learn science concepts, organize ideas using science notebooks, and increase ability for structured communication (National Center for Teacher Education, 2010).
Impacts of CESIP
Six teachers were interviewed to determine the individual impacts of CESIP on their professional practice. These teachers with varied age and experience came from different high schools in Arizona. With a common motive of improving the quality of education in their field, the participants applied for the CESIP program. For the purpose of this study, they provided with best essay insights on the progress or improvements they observed in their own classrooms.
Composed of five female teachers and one male teacher, the participants shared their insights during the interview. Jan O’Malley, one of the participants, noted three things she has employed in the classroom based on the CESIP program. These things have helped her improve student learning and performance. First is implementing the use of advance organizers. Advance organizers help students focus on their study, and prepare for future lessons. They likewise help O’Malley to design lessons ahead of time, giving way to a more carefully designed lesson and set of activities. Second is implementing protocols. Although this is not a new idea, implementing protocols in the classroom is still related to organization. Protocols are necessary to manage behavior and avoid disruption of learning. Third, O’Malley also mentions explanation as an important aspect of teaching. Giving lucid explanations to students helps them learn more easily. To allow students to formulate their own explanation of learned concepts, O’Malley incorporates writing activities, thus promoting integration of English into the Science lesson.
According to Jennifer Smith, the CESIP has taught her to prioritize three important things: taking time for learning, talking about learning, and targeting what was missed. Devoting enough time for each of the said activities reflects Smith’s ability for organization. Moreover, her insights also promote proper scaffolding and transition from one phase of the lesson to another.
The male respondent, Gary Feldman, noted some strategies he has employed in the classroom. These strategies include reasoning, questioning, and using language for instruction. In sum, these strategies reflect student-centered instruction. Student-centeredness allows the teacher to monitor student progress. A student-centered instruction allows the students to conduct discussions, make inquiries, and perform hands-on exercises for effective learning. Although this term is not new, student-centeredness has been proven effective for it allows maximum participation of students in the learning process.
Another participant named Michele Stanley, a Biology teacher, emphasizes student responsibility, organization through the use of notebooks, and student-directed learning strategies such as brainstorming and writing reflections. She also adds collaboration or interaction with other teachers in the field in order to come up with effective lessons.
Brandy Walker identifies three things she associates with CESIP. These are education, notebooks, and goals. For her, attending CESIP promotes education for both the teachers and the students. In addition, CESIP requires the use of notebooks to keep one organized. Third, CESIP means setting up goals and targeting them.
Discussion and Conclusion
Notably, the five female participants agreed on organization as one of the impacts of CESIP on their professional development as teachers. Attending CESIP has taught them to be more organized in their lessons and to teach students to be highly organized by using notebooks. The participants specifically identified notebooks as the main tool used in teaching and organizing activities for students. Notebooks are an important tool in the classroom for they can be used to contain reflections and monitor language ability in explaining science concepts.
Another notable impact of CESIP based on teacher responses is the improvement of classroom strategies. Four out of six respondents specified the importance of implementing cooperative learning in the classroom, while one mentioned student-centered instruction. Implementing cooperative learning allows students to work independently and interact with others at the same time. Cooperative learning adheres closely to the CESIP goal of promoting language proficiency as it allows students to interact with one another in order to learn.
In addition, the respondents also cited the importance of integrating English into the Science subject. Learning Science will not be complete without engaging in activities that require explanation of concepts and individual reflection. In this view, Science teachers should pay particular attention to the students’ ability to use the custom writing language to discuss their thoughts and reflect on the learning they get out of each lesson.
Notably, the progress that the six participants were making relate closely to the goals of the program. However, they do not present innovation in the field of teaching. For instance, emphasizing organization is part of classroom management while cooperative learning is already a well-known teaching strategy. Nevertheless, integrating English into Science is a relatively new idea, and may be a subject for further investigation.
To add, the impacts of CESIP as a program for professional development should be determined not only based on teacher responses. As illustrated in this study, teacher responses to CESIP were all positive, thus neglecting room for improvement in the professional development program. Therefore, to generate a more credible finding, future studies regarding the impact of CESIP should include improvement of student performance and attitude of students regarding study.
Sunday, September 26, 2010
Tuesday, September 7, 2010
Distance Education and rush essay delivery of superior quality
There are various connotations about education. Others say that it is the way to prosperity; others believed that it is a matter of recognition; still others revealed that education is what makes a person worthy to be emulated by others; and still others signified that education is reaching one’s ambition in life.
Whatever is the meaning of education, the most important is that ignorance is away from it. It is a tool for economic survival, a ridge to know and understand the strengths and weaknesses of one’s ideas, opinions, and knowledge. It is also the road to success in every endeavor in life, and a pathway where light is shining for our destiny.
People are the greatest resource of every country and the most effective agents and managers of change. However, unless the people are equipped with essential knowledge, skills and the right attitudes, these capabilities can never become reality. To become agents and managers of change, the people must be prepared for educated. They must be equipped with critical knowledge and skills, and the right attitudes and values not only to function and live well in society, but also to be creative, productive and useful citizens of the country. These capabilities and many more are most effectively developed through education.
Man has always tried to find ways to make his work easier. As the population of the earth grew, man realized that his fingers and toes were no longer enough to count his different transactions.
The computer has invaded all aspects of human activities: from science laboratories, technological fields, banks, supermarkets, medial laboratories to different industrial offices. Now it has also gained acceptance in the classrooms. The presence of the computer will not be a threat to a teacher; instead it will be an aid to enrich the learning situation. The computer is an interactive-delivery mechanism in the learning process. One need not have to know anything about computers to avail of computer assisted instruction (Brownridge, 1993).
The computer is just a tool or medium of instruction. Different subject matters can be prepared and delivered through it. With the advent of microcomputers, the potential application of computer technology in the classroom has increased significantly.
Nowadays, a student can earn a college or master’s degree or a doctorate even if he or she does not attend classes. One can also earn a degree in the country while the student is working abroad. This has been made possible by distance education, which has been facilitated by the availability of Internet services in many parts of the country.
Distance education offers several advantages. Unlike traditional education in which one goes to school regularly to meet teachers and classmates, a student availing himself or herself of distance learning can “attend” classes while at home or in the workplace with the use of e-mail, chat and video conference. Assignments and announcements are posted online (Czbuai, 2001).
Like the mainstream learning experience, distance education follows a curriculum. Deadlines are set but studying can be done at one’s pace Distance education is unlike the usual classroom setup where students and teachers are supposed to be present regularly for education to take place.
Distance education is the new, global technology based education to facilitate easy, immediate learning and interaction for all communicators who are the teachers and students that involve the education program. Distance education can provide wide-mass education for everyone, it leads people to learn individually and let responsibility of learning to the people. In addition to this; it is obvious to select courses and content that reflect the concerning needs and motivation of students (Czubai, 2001). It provides creative and qualified ideas atmosphere and information that will be presented should be update and interesting for all different kinds of students according to their backgrounds information. For the effective distance education programs out of the communicational or any kind of barriers, there should be consciousness on the definable roles of the teachers and students in learning-teaching process.
Distance education or earning a degree online is rapidly growing industry already slated to be worth billions. While many people waste countless hours surfing on the net looking more than garbage, many people are investing their time into new ways of improving their education (Balkin, 2005). Many people and institutes of higher education are embracing this new revolution. When the aim of the research considered, it can be noticed that roles of teacher and students are really defined and effectiveness on learning and training. Distance education also requires professionalism on any subject training to individualism. Therefore; it supports individual learning by dealing the education with different subjects, fields to qualified people or to do qualified people (Dwyer, 2000).
Distance education is the new revolution of education that eliminates distance, time and financial accounts on education. This subject requires considering on exchanging information arguing, commending, expanding data between student and teacher for reaching stable learning. What it means that like discovery, research based education, best essay, distance learning empowers individual to act credible, useful on their self, career development. In other words, teachers should acts as consulters, advisors that share wide range of knowledge, direct properly, instantly; on the other hand; students feel self-responsibility, being with the comfort of home study and easy search through internet immediately through their learning (Hellman, 2003). Distance education requires self-realization and responsibility roles of communicators in learning process (Dwyer, 2000). There are a lot of researches or an article that reflect the importance of the distance education and provides alternative implementations, reflections on the roles of communicators in learning process.
Education involves more than the provision of information-it is an interactive process. Successful learning is embedded in teach communities which support students through collaboration and shared experience; ultimately resulting in socialization into the broader professional community. In higher education this has traditionally taken the form of student organizations, student-faculty research projects, mentor relationships, guest lecturers, and shared space. As distance education has proliferated, the space where students learn and create community has changed (Holmberg, 1995).
The traditional college experience in contrast to distance education, had included on-campus activities such as joining student organizations, campus intramurals, research projects and building long-lasting relationships with fellow students and faculty mentors. However, as the conception of “traditional” education changes, so must the conception of the “traditional college experience.” While it is generally accepted in higher education that distance education is no longer an aberration, it is not yet widely accepted that these programs offer the same opportunities for the creation of a community of learners as on-campus programs do.
Critics of distance education programs often emphasize that students who do not visit the physical campus are denied the ancillary elements that have traditionally defined the college experience and they are therefore isolated. The assumption is that community can only exist in one type of space: the physical campus. Distance education rejects this assumption (Holmberg, 2000).
Distance education may actually have a greater capacity for building an inclusive community of learners. On the physical campus, the creation of a community of learners is time and space dependent, therefore including only those learners who are not restricted by time and distance (Klinger, 1992). Distance education, on the other hand, is able to provide community independent of time and space (Klinger, 1992).
Traditional Distance
Meetings on the physical campus; time specified Meetings by email and discussion boards; time independent.
Meeting with professors during their office hours on the physical campus. Meetings with professors by email and discussion boards; time independent.
Building of relationships with fellow students limited to time on the physical campus; usually limited to small groups of people. Building of relationships with fellow students by email and discussion boards; potential to include more students.
Research initiatives available to students who are able to work with the professor on campus. Research initiatives available to all students who are interested.
Student government takes place on campus. Student government takes place online.
Guest lectures on campus; limited time to ask questions. Guest lectures online; question period extended; archived for those students unable to attend at specified time.
It is presumed that conventional instruction by the professor is the ideal, so any alternative must bear scrutiny. Despite criticism (Hoague, 1998) that distance education lacks sound educational practice and theory, research shows that distance education programs produce learning outcomes equal to face-to-face instruction. The evidence is overwhelming that distance education, regardless of the medium, is equivalent to traditional instruction. Such results are difficult for many to accept. A new wrinkle is the suggestion that the subsequent performance of distance education students should be examined in other classes (Dominguez & Ridley, 1999), the presumption being that students who do well in distance courses may be suspect and their performance may not hold up in other courses. Concerns about the quality of distance education or, any particular course, should be no different than concerns about the quality of any individual course, textbook or instructor in conventional college instruction. The medium is not the problem. Quality is the responsibility of the professor online or in front of a lecture hall.
With the number of distance learners growing rapidly with superior paper, some observers hold the idea that this number may become larger than the number of students in the classroom. If there is a significant difference between the needs of the distance learner and the classroom learner, then the instructor must adjust their teaching approach accordingly. Adjusting the educational approach means more than changing the delivery method of education, it implies a different emphasis and a different manner of presenting the material (Yellen, 1997-98).
The Department of Independent Study and Distance Education at the University of Florida at Gainesville had 4, 965 registrations and 2,728 completions in 1993/94. 55% of the students completed their courses. The content of each course was essentially the same as the course taught on campus. No grade point averages were given (Keegan, 1996).
In a summary of research on learning outcomes and attitudes for students in higher education, Moore and Thompson (1997) reviewed comparisons of distance learning instructional technology (two-way audio and video and teleconferencing vs. traditional face-to-face teaching). Studies that compare cognitive factors such as amount of learning; academic performance, achievement, and assignment of grades in distance learning and campus courses were summarized (Dwyer, 2000). In general, the outcomes of that body of research reflected no differences in cognitive factors between the distance and traditional classes. Means, standard deviations, and obtained statistics for distance education and on-campus course evaluations were presented with no differences in overall ratings (Spooner, Jordan, Algozzine, & Spooner, 1999).
According to Jaimie Merisotas, president of the Institute for Higher Learning, many of the studies suggest the grades of distance learners are higher or comparable to traditional learners. However, we do not know if the poorer performers are dropping out at a higher rate (McQueen, 1999).
In the majority of research in which instructional factors were studied, opportunities for interaction between students and instruction seemed to be negatively affected in the distance condition (Davis, 1984; Purong & Lather, 1990). If distance education is of the same quality, quantity, and content as classroom education, then there should be no significant difference between the final grades of distance learners and classroom learners.
There was no significant difference between the grade points of the distance learners and the classroom learners. It was found that in semesters one and two, the mean grade point of the distance learners was slightly higher (Hutcher, 1990). When looking at the total mean grade point for three semesters, the distance learners mean was slightly higher. It is important to note, however, that the analysis of difference between the means demonstrates that there is no significant difference between the final grades of distance learners when compared to classroom learners.
The institutions of higher learning should continue to monitor the methods of teaching, quality of the curriculum content, and the final grades of distance learners when compared with classroom learners.
As online education has grown, so too, unfortunately, has the concern over academic honesty in this new environment. Academic honesty is a topic that keeps coming up over and over again in online education circles. These concerns are not new, nor are they limited to the online realm. However, when there is relative anonymity and a separation between instructor and student, these concerns seem to increase. Considering the many reasons given, online education does not presumably give students a new reason to cheat though. The actual reasons for cheating appear to be mostly the same between traditional education and online education. So while honesty is a problem facing all modes of education, the reasons for cheating should not be more prevalent in one medium over the other, but is there anything specific to the online education environment that might enable or encourage particular students to cheat any more or less than in a face-to-face classroom (Hutcher, 1990).
Begin by considering that the internet is still relatively new. As such, a standard code of ethics is still evolving in this modality. With the ethical beliefs of students already in question, the online environment places them in a situation where uncertainty over the rules in this new terrain may confound the already fuzzy realm of academic honesty. This argument may be losing its weight today; however, as the web continues to grow in use and pervasiveness, moral ethos and codes of conduct have begun to be accepted.
Next, consider time issues. A recurring sentiment in ongoing surveys of graduate-level distance students shows that time-management issues are one of the primary concerns of never online students. The discourse nature of many online courses can quickly lend itself to a student to falling behind (Hutcher, 1990). Pressure to catch-up might contribute to a student cheating. With proper measures as described later in this paper, time issues can effectively be reduced so that such pressures present themselves less to the students.
This pressure may be compounded based on a student’s technical competency. Online education is technology intensive, requiring some degree of knowledge of both hardware and software by the students. When an error does occur, a participant can quickly be set back without quick assistance. The end effect is an increase in any time pressure as noted above along with possible anxiety created by the technical failures. Once again though, proper design of an online course van limits such failure and anxieties.
Despite the recent success and growth of online distance education, one resistance factor to online education continues to be that many believe that cheating online is simply too easy. Interestingly, the most often cited factor in online education dealing with academic honesty is also one of its strengths, anonymity. Because of anonymity, an instructor cannot know what the students are bringing to the assessment table. Students may bring books, notes, and the entire internet along with friends or even paid helpers. All online assessments essentially become open book in nature. But life itself is open book. As a result perhaps of necessity, online education can shift instruction away from the multiple choice exams and towards more authentic assessments. Knowledge can be explored in a discussion where every student has the opportunity to participate (Spooner, 1999).
One conception of online education is that it provides a haven for cheaters to coalesce. Unfortunately, we know that cheating overall is increasing for all modes of delivery. There is no evidence that cheating in one mode of education is increasing more than the other (Spooner, 1999). Furthermore, such a theory would require a concerted movement within which a cheating community had built awareness of something special in one modality allowing cheating at a safety level different enough from traditional education to offset any costs of shifting the student delivery preferences or needs. Such a situation is highly unlikely.
Taking these ideas in mind, one might think that students are simply bound to cheat online, but a more realistic conception about online education is that the potential for cheating online is probably no different than that in face-to-face education (Carnavale, 1999, 1999, Grijalva, 2003; & Kacsmarczyk, 2001). In fact, some anecdotal evidence suggests that students may cheat less in online courses. Similarly, Kaczmarczyk (2001) found that students and faculty overwhelmingly believed that it was easier to cheat through distance education; however, after having experienced online education, they were equally divided. The ease of cheating online teaching and learning paradigm may actually reduce cheating.
We have seen that a key to successful online programs has been a shift away from traditional teaching methods towards an interactive, student-centered paradigm. Successful courses develop a sense of community among the students, with everyone contributing to the learning process. A sharing communal atmosphere may help to reduce both the desire and the need to cheat (Spooner, 1999).
Also, the fact that online students are separated by distance may reduce peer-to-peer cheating from a practical standpoint. Sharing answers with other students requires more than a glance ever one’s shoulder. Students may be unwilling to question another student whom they do not know personally. They may fear being reported to the instructor by other students, especially in the presence of a modified honor code. It can slow take time to determine who the good and the bad students are when there is no prior knowledge of classmates (Yellen, 1997-1998). Students do not know who to cheat from in the beginning and by the time that they do know, they have already worked hard enough to keep up and complete previous assignment that they may no longer feel an academic need to cheat in the rest of the course (Moore, 2003).
One self-imposed factor that may reduce cheating online has been the push for the “ideal” online student. Numerous successful online student surveys exist where prospective students are able to check their readiness or success prediction in an online classroom. By using such quizzes, some students not fitting the mold of independent, self-directed, and technologies themselves may be attracting or limiting enrollment to a more savvy and motivated student to begin with. In such a way, a potential need or cause for cheating has been removed from the scenario (Yellen, 1997-98).
No matter what precautions we take, how we chose our students, or how we design our courses, some students are going to cheat. One key to preventing is to actively acknowledge it as described above, but you must also make some effort to actually detect it when it occurs at rushessay, and furthermore, to punish it once it is found (Harry, 1993). In the absence of proctors, it is unlikely that you will catch a student ‘red-handed’ in an online course, but that doesn’t mean that it is difficult to catch them by other means.
There are reasons and ways that students will cheat in our society today. We strive to do our best not just to catch students cheating, but give them reasons and perhaps incentives not to do so. Learning is important, and hopefully the students will see what they are learning as important enough to actually learn. In the end, fear not though. By taking the necessary precautions and through effective course design, online education can be both conducive to learning and to academic honesty among students (Spooner, 1999).
The recent growth of distance education reflects not only the diffusion on internet usage, but also the changing demographics of higher education. Distance education clearly offers the potential to make higher education more accessible to lifelong learners. However, many people also believe that distance education poses a risk to the quality and integrity of higher education. Demonstrating the effectiveness of distance learning is even more difficult than demonstrating the effectiveness of traditional resident instruction, because distance education is a relatively recent phenomenon (Spooner, 1999). We are still learning how best to foster learning at a distance. One of the first things distance educators learn is that they cannot hope for a successful learning experience if they simply put existing courses designed for resident instruction on-line. We do not have a sound pedagogical understanding of how students learn about the geosciences effectively at any level.
The success integration of theory and practice into the learning experience does not depend solely on the curriculum, but it is agreed that this is a critical component of the teaching-learning model (Moore, 2003). Opinions were expressed that the dynamics of the distance education classroom can promote and reinforce the theoretical understanding of course material in a way that enhances conceptual learning.
Distance education offers opportunities that cannot be seen when it is conceptualized as a classroom derivative (Moore, 2003). Therefore, successful integration and practice requires faculty participation in the development of curriculum for multi-media delivery, and faculty training in integrative process, specific media of instruction. Curriculum development is centralized-that is, collectively developed and revised by faculty and program directors. The point has been repeatedly made that distance education requires distance education curriculum. Although the teaching-learning model drives curriculum for all types of delivery and both possess similar learning outcomes, the process and content propelled by the teaching-learning model and the learning outcome criteria may be vastly different. Distance education centers should develop a separate core of faculty, in order to ensure that they have a sufficient number of well-trained instructors focused on distance education academic issues (Klinger, 1992). Distance education centers should have policies in place to establish appropriate expectations for feedback and response time (Hoague, 1998). They should staff their centers with suitable technical support personnel. Evaluation of basic skills is frequently more difficult in teaching at a distance, particularly when proctors must be arranged. The process requires more time and effort on the part of students and staff. Distance learning centers should adopt basic skills evaluation procedures which will work well with their media, for students who need remediation (Hoague, 1998). Systematic process for referring students in need of remediation should be developed. Distance learning technology provides an ideal environment for pursuing academic achievements, promoting scholarly collaboration, and providing global access to educational opportunities.
Distance education has always taken advantage from the development of communications. In the past, post service and new forms of mail delivery have allowed a big rise of courses by mail (Brownridge, 1993). Today the communication technology plays the same role: in the developed countries, the technological developments already available or currently under development will result in a useful and friendly workstation in every home. The implications for education and training are immense; learning can be independent of time and place, and available at all stages of person’s life. The learning context will be technologically rich. Learners will have access not only to a wide range of media, but also to a wide range of sources of education.
Nevertheless, the theory pertaining distance education and learning has generally paid very little attention to the communication theory. Communication becomes thus the focus point of a distance learning system. With the big rise of television and mass media in the 60’s researchers proclaimed that the image civilization has been born. Contrary to that assumption, linguists and semioticians thought that we were than ever in a textual civilization arguing that language is absolutely necessary for decoding and understanding the image’s meaning (Balkin, 2005). Today, despite the multimedia erring and developments, we still are in a textual civilization. Written and printed material have yet a very long time life: experts estimate that the printed material globally constitutes around 80 per cents of all the available distance education material (Yellen, 1997-98). The main actual change certainly is the rise of electronic writing and delivery of books or pedagogical material. Difficult questions need to be answered about the qualitative differences between face to face and mediated social interaction.
Distance learning does not offer immediate feedback which in traditional classroom setting; a student’s performance can be immediately assessed through questions and informal testing. With distance learning, a student has to wait for feedback until the instructor has reviewed their work and responded to it. Distance learning does not always offer all the necessary courses online when students pursuing a specific certificate or degree program may not have all the necessary courses available through distance learning so it is not suited for all subjects (Dywer, 2000). Distance learning may not be acknowledged by all employers because most of the students who want to work for a specific employer upon graduation should be sure of that employer’s perspective about online education. And distance education does not give students the opportunity to work on oral communication skills where the students in distance learning courses do not get the practice of verbal interaction with professors and other students (Hellman, 2003).
There are numerous forms of definitions for distance education. They all have one thing in common, namely the physical distance between the students and the teachers form classrooms and even form entire university campuses. A set of teaching and learning strategies for connecting people who have learning needs with the resources required to meet those needs. Distance education has been offered in many forms for nearly 150 years (Balkin, 2005).
Distance education represents future, distributed learning the future. Distance education is a way to solve problem-teacher shortages, remote students, inadequate funding, and schools too small to support specialist subjects (Balkin, 2005). While distance education is a reaction to a problem, distributed learning is about responding to potential. Distributed learning is the future, distance education the past (Balkin, 2005).
Distributed learning is not education on the cheap. It should not be viewed as a way to replace teachers, raise class sizes, control curriculum, eliminate electives or close schools.
Whatever is the meaning of education, the most important is that ignorance is away from it. It is a tool for economic survival, a ridge to know and understand the strengths and weaknesses of one’s ideas, opinions, and knowledge. It is also the road to success in every endeavor in life, and a pathway where light is shining for our destiny.
People are the greatest resource of every country and the most effective agents and managers of change. However, unless the people are equipped with essential knowledge, skills and the right attitudes, these capabilities can never become reality. To become agents and managers of change, the people must be prepared for educated. They must be equipped with critical knowledge and skills, and the right attitudes and values not only to function and live well in society, but also to be creative, productive and useful citizens of the country. These capabilities and many more are most effectively developed through education.
Man has always tried to find ways to make his work easier. As the population of the earth grew, man realized that his fingers and toes were no longer enough to count his different transactions.
The computer has invaded all aspects of human activities: from science laboratories, technological fields, banks, supermarkets, medial laboratories to different industrial offices. Now it has also gained acceptance in the classrooms. The presence of the computer will not be a threat to a teacher; instead it will be an aid to enrich the learning situation. The computer is an interactive-delivery mechanism in the learning process. One need not have to know anything about computers to avail of computer assisted instruction (Brownridge, 1993).
The computer is just a tool or medium of instruction. Different subject matters can be prepared and delivered through it. With the advent of microcomputers, the potential application of computer technology in the classroom has increased significantly.
Nowadays, a student can earn a college or master’s degree or a doctorate even if he or she does not attend classes. One can also earn a degree in the country while the student is working abroad. This has been made possible by distance education, which has been facilitated by the availability of Internet services in many parts of the country.
Distance education offers several advantages. Unlike traditional education in which one goes to school regularly to meet teachers and classmates, a student availing himself or herself of distance learning can “attend” classes while at home or in the workplace with the use of e-mail, chat and video conference. Assignments and announcements are posted online (Czbuai, 2001).
Like the mainstream learning experience, distance education follows a curriculum. Deadlines are set but studying can be done at one’s pace Distance education is unlike the usual classroom setup where students and teachers are supposed to be present regularly for education to take place.
Distance education is the new, global technology based education to facilitate easy, immediate learning and interaction for all communicators who are the teachers and students that involve the education program. Distance education can provide wide-mass education for everyone, it leads people to learn individually and let responsibility of learning to the people. In addition to this; it is obvious to select courses and content that reflect the concerning needs and motivation of students (Czubai, 2001). It provides creative and qualified ideas atmosphere and information that will be presented should be update and interesting for all different kinds of students according to their backgrounds information. For the effective distance education programs out of the communicational or any kind of barriers, there should be consciousness on the definable roles of the teachers and students in learning-teaching process.
Distance education or earning a degree online is rapidly growing industry already slated to be worth billions. While many people waste countless hours surfing on the net looking more than garbage, many people are investing their time into new ways of improving their education (Balkin, 2005). Many people and institutes of higher education are embracing this new revolution. When the aim of the research considered, it can be noticed that roles of teacher and students are really defined and effectiveness on learning and training. Distance education also requires professionalism on any subject training to individualism. Therefore; it supports individual learning by dealing the education with different subjects, fields to qualified people or to do qualified people (Dwyer, 2000).
Distance education is the new revolution of education that eliminates distance, time and financial accounts on education. This subject requires considering on exchanging information arguing, commending, expanding data between student and teacher for reaching stable learning. What it means that like discovery, research based education, best essay, distance learning empowers individual to act credible, useful on their self, career development. In other words, teachers should acts as consulters, advisors that share wide range of knowledge, direct properly, instantly; on the other hand; students feel self-responsibility, being with the comfort of home study and easy search through internet immediately through their learning (Hellman, 2003). Distance education requires self-realization and responsibility roles of communicators in learning process (Dwyer, 2000). There are a lot of researches or an article that reflect the importance of the distance education and provides alternative implementations, reflections on the roles of communicators in learning process.
Education involves more than the provision of information-it is an interactive process. Successful learning is embedded in teach communities which support students through collaboration and shared experience; ultimately resulting in socialization into the broader professional community. In higher education this has traditionally taken the form of student organizations, student-faculty research projects, mentor relationships, guest lecturers, and shared space. As distance education has proliferated, the space where students learn and create community has changed (Holmberg, 1995).
The traditional college experience in contrast to distance education, had included on-campus activities such as joining student organizations, campus intramurals, research projects and building long-lasting relationships with fellow students and faculty mentors. However, as the conception of “traditional” education changes, so must the conception of the “traditional college experience.” While it is generally accepted in higher education that distance education is no longer an aberration, it is not yet widely accepted that these programs offer the same opportunities for the creation of a community of learners as on-campus programs do.
Critics of distance education programs often emphasize that students who do not visit the physical campus are denied the ancillary elements that have traditionally defined the college experience and they are therefore isolated. The assumption is that community can only exist in one type of space: the physical campus. Distance education rejects this assumption (Holmberg, 2000).
Distance education may actually have a greater capacity for building an inclusive community of learners. On the physical campus, the creation of a community of learners is time and space dependent, therefore including only those learners who are not restricted by time and distance (Klinger, 1992). Distance education, on the other hand, is able to provide community independent of time and space (Klinger, 1992).
Traditional Distance
Meetings on the physical campus; time specified Meetings by email and discussion boards; time independent.
Meeting with professors during their office hours on the physical campus. Meetings with professors by email and discussion boards; time independent.
Building of relationships with fellow students limited to time on the physical campus; usually limited to small groups of people. Building of relationships with fellow students by email and discussion boards; potential to include more students.
Research initiatives available to students who are able to work with the professor on campus. Research initiatives available to all students who are interested.
Student government takes place on campus. Student government takes place online.
Guest lectures on campus; limited time to ask questions. Guest lectures online; question period extended; archived for those students unable to attend at specified time.
It is presumed that conventional instruction by the professor is the ideal, so any alternative must bear scrutiny. Despite criticism (Hoague, 1998) that distance education lacks sound educational practice and theory, research shows that distance education programs produce learning outcomes equal to face-to-face instruction. The evidence is overwhelming that distance education, regardless of the medium, is equivalent to traditional instruction. Such results are difficult for many to accept. A new wrinkle is the suggestion that the subsequent performance of distance education students should be examined in other classes (Dominguez & Ridley, 1999), the presumption being that students who do well in distance courses may be suspect and their performance may not hold up in other courses. Concerns about the quality of distance education or, any particular course, should be no different than concerns about the quality of any individual course, textbook or instructor in conventional college instruction. The medium is not the problem. Quality is the responsibility of the professor online or in front of a lecture hall.
With the number of distance learners growing rapidly with superior paper, some observers hold the idea that this number may become larger than the number of students in the classroom. If there is a significant difference between the needs of the distance learner and the classroom learner, then the instructor must adjust their teaching approach accordingly. Adjusting the educational approach means more than changing the delivery method of education, it implies a different emphasis and a different manner of presenting the material (Yellen, 1997-98).
The Department of Independent Study and Distance Education at the University of Florida at Gainesville had 4, 965 registrations and 2,728 completions in 1993/94. 55% of the students completed their courses. The content of each course was essentially the same as the course taught on campus. No grade point averages were given (Keegan, 1996).
In a summary of research on learning outcomes and attitudes for students in higher education, Moore and Thompson (1997) reviewed comparisons of distance learning instructional technology (two-way audio and video and teleconferencing vs. traditional face-to-face teaching). Studies that compare cognitive factors such as amount of learning; academic performance, achievement, and assignment of grades in distance learning and campus courses were summarized (Dwyer, 2000). In general, the outcomes of that body of research reflected no differences in cognitive factors between the distance and traditional classes. Means, standard deviations, and obtained statistics for distance education and on-campus course evaluations were presented with no differences in overall ratings (Spooner, Jordan, Algozzine, & Spooner, 1999).
According to Jaimie Merisotas, president of the Institute for Higher Learning, many of the studies suggest the grades of distance learners are higher or comparable to traditional learners. However, we do not know if the poorer performers are dropping out at a higher rate (McQueen, 1999).
In the majority of research in which instructional factors were studied, opportunities for interaction between students and instruction seemed to be negatively affected in the distance condition (Davis, 1984; Purong & Lather, 1990). If distance education is of the same quality, quantity, and content as classroom education, then there should be no significant difference between the final grades of distance learners and classroom learners.
There was no significant difference between the grade points of the distance learners and the classroom learners. It was found that in semesters one and two, the mean grade point of the distance learners was slightly higher (Hutcher, 1990). When looking at the total mean grade point for three semesters, the distance learners mean was slightly higher. It is important to note, however, that the analysis of difference between the means demonstrates that there is no significant difference between the final grades of distance learners when compared to classroom learners.
The institutions of higher learning should continue to monitor the methods of teaching, quality of the curriculum content, and the final grades of distance learners when compared with classroom learners.
As online education has grown, so too, unfortunately, has the concern over academic honesty in this new environment. Academic honesty is a topic that keeps coming up over and over again in online education circles. These concerns are not new, nor are they limited to the online realm. However, when there is relative anonymity and a separation between instructor and student, these concerns seem to increase. Considering the many reasons given, online education does not presumably give students a new reason to cheat though. The actual reasons for cheating appear to be mostly the same between traditional education and online education. So while honesty is a problem facing all modes of education, the reasons for cheating should not be more prevalent in one medium over the other, but is there anything specific to the online education environment that might enable or encourage particular students to cheat any more or less than in a face-to-face classroom (Hutcher, 1990).
Begin by considering that the internet is still relatively new. As such, a standard code of ethics is still evolving in this modality. With the ethical beliefs of students already in question, the online environment places them in a situation where uncertainty over the rules in this new terrain may confound the already fuzzy realm of academic honesty. This argument may be losing its weight today; however, as the web continues to grow in use and pervasiveness, moral ethos and codes of conduct have begun to be accepted.
Next, consider time issues. A recurring sentiment in ongoing surveys of graduate-level distance students shows that time-management issues are one of the primary concerns of never online students. The discourse nature of many online courses can quickly lend itself to a student to falling behind (Hutcher, 1990). Pressure to catch-up might contribute to a student cheating. With proper measures as described later in this paper, time issues can effectively be reduced so that such pressures present themselves less to the students.
This pressure may be compounded based on a student’s technical competency. Online education is technology intensive, requiring some degree of knowledge of both hardware and software by the students. When an error does occur, a participant can quickly be set back without quick assistance. The end effect is an increase in any time pressure as noted above along with possible anxiety created by the technical failures. Once again though, proper design of an online course van limits such failure and anxieties.
Despite the recent success and growth of online distance education, one resistance factor to online education continues to be that many believe that cheating online is simply too easy. Interestingly, the most often cited factor in online education dealing with academic honesty is also one of its strengths, anonymity. Because of anonymity, an instructor cannot know what the students are bringing to the assessment table. Students may bring books, notes, and the entire internet along with friends or even paid helpers. All online assessments essentially become open book in nature. But life itself is open book. As a result perhaps of necessity, online education can shift instruction away from the multiple choice exams and towards more authentic assessments. Knowledge can be explored in a discussion where every student has the opportunity to participate (Spooner, 1999).
One conception of online education is that it provides a haven for cheaters to coalesce. Unfortunately, we know that cheating overall is increasing for all modes of delivery. There is no evidence that cheating in one mode of education is increasing more than the other (Spooner, 1999). Furthermore, such a theory would require a concerted movement within which a cheating community had built awareness of something special in one modality allowing cheating at a safety level different enough from traditional education to offset any costs of shifting the student delivery preferences or needs. Such a situation is highly unlikely.
Taking these ideas in mind, one might think that students are simply bound to cheat online, but a more realistic conception about online education is that the potential for cheating online is probably no different than that in face-to-face education (Carnavale, 1999, 1999, Grijalva, 2003; & Kacsmarczyk, 2001). In fact, some anecdotal evidence suggests that students may cheat less in online courses. Similarly, Kaczmarczyk (2001) found that students and faculty overwhelmingly believed that it was easier to cheat through distance education; however, after having experienced online education, they were equally divided. The ease of cheating online teaching and learning paradigm may actually reduce cheating.
We have seen that a key to successful online programs has been a shift away from traditional teaching methods towards an interactive, student-centered paradigm. Successful courses develop a sense of community among the students, with everyone contributing to the learning process. A sharing communal atmosphere may help to reduce both the desire and the need to cheat (Spooner, 1999).
Also, the fact that online students are separated by distance may reduce peer-to-peer cheating from a practical standpoint. Sharing answers with other students requires more than a glance ever one’s shoulder. Students may be unwilling to question another student whom they do not know personally. They may fear being reported to the instructor by other students, especially in the presence of a modified honor code. It can slow take time to determine who the good and the bad students are when there is no prior knowledge of classmates (Yellen, 1997-1998). Students do not know who to cheat from in the beginning and by the time that they do know, they have already worked hard enough to keep up and complete previous assignment that they may no longer feel an academic need to cheat in the rest of the course (Moore, 2003).
One self-imposed factor that may reduce cheating online has been the push for the “ideal” online student. Numerous successful online student surveys exist where prospective students are able to check their readiness or success prediction in an online classroom. By using such quizzes, some students not fitting the mold of independent, self-directed, and technologies themselves may be attracting or limiting enrollment to a more savvy and motivated student to begin with. In such a way, a potential need or cause for cheating has been removed from the scenario (Yellen, 1997-98).
No matter what precautions we take, how we chose our students, or how we design our courses, some students are going to cheat. One key to preventing is to actively acknowledge it as described above, but you must also make some effort to actually detect it when it occurs at rushessay, and furthermore, to punish it once it is found (Harry, 1993). In the absence of proctors, it is unlikely that you will catch a student ‘red-handed’ in an online course, but that doesn’t mean that it is difficult to catch them by other means.
There are reasons and ways that students will cheat in our society today. We strive to do our best not just to catch students cheating, but give them reasons and perhaps incentives not to do so. Learning is important, and hopefully the students will see what they are learning as important enough to actually learn. In the end, fear not though. By taking the necessary precautions and through effective course design, online education can be both conducive to learning and to academic honesty among students (Spooner, 1999).
The recent growth of distance education reflects not only the diffusion on internet usage, but also the changing demographics of higher education. Distance education clearly offers the potential to make higher education more accessible to lifelong learners. However, many people also believe that distance education poses a risk to the quality and integrity of higher education. Demonstrating the effectiveness of distance learning is even more difficult than demonstrating the effectiveness of traditional resident instruction, because distance education is a relatively recent phenomenon (Spooner, 1999). We are still learning how best to foster learning at a distance. One of the first things distance educators learn is that they cannot hope for a successful learning experience if they simply put existing courses designed for resident instruction on-line. We do not have a sound pedagogical understanding of how students learn about the geosciences effectively at any level.
The success integration of theory and practice into the learning experience does not depend solely on the curriculum, but it is agreed that this is a critical component of the teaching-learning model (Moore, 2003). Opinions were expressed that the dynamics of the distance education classroom can promote and reinforce the theoretical understanding of course material in a way that enhances conceptual learning.
Distance education offers opportunities that cannot be seen when it is conceptualized as a classroom derivative (Moore, 2003). Therefore, successful integration and practice requires faculty participation in the development of curriculum for multi-media delivery, and faculty training in integrative process, specific media of instruction. Curriculum development is centralized-that is, collectively developed and revised by faculty and program directors. The point has been repeatedly made that distance education requires distance education curriculum. Although the teaching-learning model drives curriculum for all types of delivery and both possess similar learning outcomes, the process and content propelled by the teaching-learning model and the learning outcome criteria may be vastly different. Distance education centers should develop a separate core of faculty, in order to ensure that they have a sufficient number of well-trained instructors focused on distance education academic issues (Klinger, 1992). Distance education centers should have policies in place to establish appropriate expectations for feedback and response time (Hoague, 1998). They should staff their centers with suitable technical support personnel. Evaluation of basic skills is frequently more difficult in teaching at a distance, particularly when proctors must be arranged. The process requires more time and effort on the part of students and staff. Distance learning centers should adopt basic skills evaluation procedures which will work well with their media, for students who need remediation (Hoague, 1998). Systematic process for referring students in need of remediation should be developed. Distance learning technology provides an ideal environment for pursuing academic achievements, promoting scholarly collaboration, and providing global access to educational opportunities.
Distance education has always taken advantage from the development of communications. In the past, post service and new forms of mail delivery have allowed a big rise of courses by mail (Brownridge, 1993). Today the communication technology plays the same role: in the developed countries, the technological developments already available or currently under development will result in a useful and friendly workstation in every home. The implications for education and training are immense; learning can be independent of time and place, and available at all stages of person’s life. The learning context will be technologically rich. Learners will have access not only to a wide range of media, but also to a wide range of sources of education.
Nevertheless, the theory pertaining distance education and learning has generally paid very little attention to the communication theory. Communication becomes thus the focus point of a distance learning system. With the big rise of television and mass media in the 60’s researchers proclaimed that the image civilization has been born. Contrary to that assumption, linguists and semioticians thought that we were than ever in a textual civilization arguing that language is absolutely necessary for decoding and understanding the image’s meaning (Balkin, 2005). Today, despite the multimedia erring and developments, we still are in a textual civilization. Written and printed material have yet a very long time life: experts estimate that the printed material globally constitutes around 80 per cents of all the available distance education material (Yellen, 1997-98). The main actual change certainly is the rise of electronic writing and delivery of books or pedagogical material. Difficult questions need to be answered about the qualitative differences between face to face and mediated social interaction.
Distance learning does not offer immediate feedback which in traditional classroom setting; a student’s performance can be immediately assessed through questions and informal testing. With distance learning, a student has to wait for feedback until the instructor has reviewed their work and responded to it. Distance learning does not always offer all the necessary courses online when students pursuing a specific certificate or degree program may not have all the necessary courses available through distance learning so it is not suited for all subjects (Dywer, 2000). Distance learning may not be acknowledged by all employers because most of the students who want to work for a specific employer upon graduation should be sure of that employer’s perspective about online education. And distance education does not give students the opportunity to work on oral communication skills where the students in distance learning courses do not get the practice of verbal interaction with professors and other students (Hellman, 2003).
There are numerous forms of definitions for distance education. They all have one thing in common, namely the physical distance between the students and the teachers form classrooms and even form entire university campuses. A set of teaching and learning strategies for connecting people who have learning needs with the resources required to meet those needs. Distance education has been offered in many forms for nearly 150 years (Balkin, 2005).
Distance education represents future, distributed learning the future. Distance education is a way to solve problem-teacher shortages, remote students, inadequate funding, and schools too small to support specialist subjects (Balkin, 2005). While distance education is a reaction to a problem, distributed learning is about responding to potential. Distributed learning is the future, distance education the past (Balkin, 2005).
Distributed learning is not education on the cheap. It should not be viewed as a way to replace teachers, raise class sizes, control curriculum, eliminate electives or close schools.
Wednesday, August 25, 2010
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Thursday, July 29, 2010
What’s propping the economy and education
Information technology recently has effects on employment levels, skills in demand, and earnings in the US manufacturing sector. According to Baldwin and Richard p.g 35, “Information Technology has shown good results in speed leading to its application in the workplace”. Globalization has resulted to decline in employment rates in the manufacturing sector. The increase in American productivity has expanded due to technology, capital investment and entrepreneurship, making her companies to produce more goods with fewer people.
The above factors have least effect on the health care industry in US who have experienced a decline in accessing health care following the privatization of health services. Bardo p.g 342, states that “the American health care has been out of control costs, inefficient, inaccessible and has often shown inexplicable problems”. Many cheap custom papers are the best source of knowledge for students. Health care industries have increased new jobs in the health care sector
United States have faced challenges in improving the health care sector due to less practicing physicians, doctors and nurses. There is need to increase the workforce in all the job categories due to the expansion of its health care facilities and to lower health spending to improve quality which is the adoption of health information technology. Claims by Kaiser p.g 564, “the development technology indicates that there exists a difference between health spending and overall economic growth, medical technology have accounted for about one-half or more of real long-term spending growth in the US economy”. Health care is quite labour intensive, therefore many employees have been employed.
According Research America 98, “Health care has the role of manufacturing sector in providing opportunities ranging from home health aides earning low wages, technicians, nurses and doctors earning lucrative income.
Information Technology has made the manufacturing sector have less employment rates. You can buy custom papers online to save your college career. For example, Information technology has specific role similar to blue collar jobs including by using the numerically controlled and computer numerically controlled machines or tools depriving people the chance of getting employment leading to the low demand for jobs.
Medical technology and the involvement of the human workforce have made the healthcare industry to diagnose, treat, and to administer care all the time and to respond to the needs of millions of people which includes the increasing numbers of the elderly, children and terminally ill. According to Salvator p.g 89, “this requires an increase of human workforce. The demand for the jobs will increase because most workers have jobs that require less college education, but health diagnosing and treating practitioners are highly educated creating room for more demand for the healthcare jobs”.
Information technology makes industries to progress therefore the manufacturing industries can produce quality products. The negative effects focusing on the demand on higher skills and the chance of advancement. It demands higher skilled workers, meaning that employers will need to use computers. Before globalization and the use of technology, machines are able to do the works that were initially performed by people. Such cases are oftenly discusses in custom papers online services. It also influences negatively the advancement chances of workers. Therefore the use of technology gives the improvement of productive capacity and quality making the manufactured goods has demand in the market as the demand for labor decrease.
In conclusion, the manufacturing sector can improve on its trends on recruitments when workers have access to professional courses that are very competitive. The economy grows as the population also grows; the manufacturing sector should expand in order to provide the customers with quality products to satisfy the needs customers and may accelerate the outflow of jobs in a self-reinforcing cycle.
The above factors have least effect on the health care industry in US who have experienced a decline in accessing health care following the privatization of health services. Bardo p.g 342, states that “the American health care has been out of control costs, inefficient, inaccessible and has often shown inexplicable problems”. Many cheap custom papers are the best source of knowledge for students. Health care industries have increased new jobs in the health care sector
United States have faced challenges in improving the health care sector due to less practicing physicians, doctors and nurses. There is need to increase the workforce in all the job categories due to the expansion of its health care facilities and to lower health spending to improve quality which is the adoption of health information technology. Claims by Kaiser p.g 564, “the development technology indicates that there exists a difference between health spending and overall economic growth, medical technology have accounted for about one-half or more of real long-term spending growth in the US economy”. Health care is quite labour intensive, therefore many employees have been employed.
According Research America 98, “Health care has the role of manufacturing sector in providing opportunities ranging from home health aides earning low wages, technicians, nurses and doctors earning lucrative income.
Information Technology has made the manufacturing sector have less employment rates. You can buy custom papers online to save your college career. For example, Information technology has specific role similar to blue collar jobs including by using the numerically controlled and computer numerically controlled machines or tools depriving people the chance of getting employment leading to the low demand for jobs.
Medical technology and the involvement of the human workforce have made the healthcare industry to diagnose, treat, and to administer care all the time and to respond to the needs of millions of people which includes the increasing numbers of the elderly, children and terminally ill. According to Salvator p.g 89, “this requires an increase of human workforce. The demand for the jobs will increase because most workers have jobs that require less college education, but health diagnosing and treating practitioners are highly educated creating room for more demand for the healthcare jobs”.
Information technology makes industries to progress therefore the manufacturing industries can produce quality products. The negative effects focusing on the demand on higher skills and the chance of advancement. It demands higher skilled workers, meaning that employers will need to use computers. Before globalization and the use of technology, machines are able to do the works that were initially performed by people. Such cases are oftenly discusses in custom papers online services. It also influences negatively the advancement chances of workers. Therefore the use of technology gives the improvement of productive capacity and quality making the manufactured goods has demand in the market as the demand for labor decrease.
In conclusion, the manufacturing sector can improve on its trends on recruitments when workers have access to professional courses that are very competitive. The economy grows as the population also grows; the manufacturing sector should expand in order to provide the customers with quality products to satisfy the needs customers and may accelerate the outflow of jobs in a self-reinforcing cycle.
Monday, February 22, 2010
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If I choose business as my future career, I would like to go into international business because I am a well socialized person, and I believe that working in the world market is something I would be very successful at. If I choose to study medicine, I would like to become a neurosurgeon. I love solving puzzles, and the brain is an enigma that I am passionate about and I like the idea of exploring things. I also have a history of brain trauma in my family, and as a neurosurgeon I would be able to fulfill my desire to give families more time with their loved ones. My goals are big and I know that it will be a great challenge for me to accomplish, but I believe in myself, and I know that I have the ability to make a difference in this world and I will not give up until I reach the peak of success.
If there are immediate difficulties that hinders me as I try to achieve my goals, I am worried by the fact that I will not be able to afford the pricy ticket for the road to success. It is no secret that colleges today are very expensive, and that the economy is in a poor state right now which affects kids who tries their best to go to college all over the country. It is not a different case for me and my mother, who has been a single supporting parent for 17 years. Money supply is not something we have at leisure, and there is no exaggeration in my statement that everyday is a struggle to get by. That is why I look forward to the opportunity provided by the C.A.P. scholarship. It is an amazing break for us once I become qualified as one of the scholars. In addition to financial difficulty, my life has never been easy. My mother and I have been on our own since I was a baby, and we’ve had to take care of each other. My mother works 10-12 hours a day, 6 days a week and I had to learn how to balance a schedule that would allow me to take care of things at home and also excel in my school work. We have had to move several times throughout my high school years, making it difficult to stay grounded and keep up with the AP course work and extracurricular activities. But I was blessed to have a close family who loves me, who truly believes in me, and who supports my goals as strongly as any family could. My family gave me strength and made me keep going on those rare occasions that I feel overwhelmed and I feel like giving up. And they remind me of how lucky I am regardless of the difficulties that I face. This support system has given me the strength to push through knowing that at the end of the day a busy schedule and financial difficulty will not stop me from getting there.
My personal goals are not limited as years goes by I foresee myself continuing my passion for drama, to stay close with my family, and be the best person that I can be. I plan to take acting classes and have an audition for a local theater because I believe that staying connected to what you love is what keeps you in check and helps you remember who you are. This was the first time for me to order custom essay. Also, my family is a very big part of my life and regardless of the fact that I need to attend college, I plan to take time to keep in touch with them. Lastly, as an individual I want to do things that will allow me to be the best person that I can be. As a doctor I would save people’s lives. As a businesswoman I will be financially able to donate to organizations that I believe will have a positive impact on the community, to the country and to the world. One thing that I want to do for sure is to donate to Newport Harbor for the C.A.P. Scholarship, because I know what it is like to be an ambitious student who is held back because of some green paper. I want to bring back the glory by helping students like me who wants to receive the same scholarship. I know that if I am given the opportunity to reach my academic goals, I will do something great in this world. And I will be humbly grateful and appreciative for all who helped me get there. Life is really worth living if you dedicate it in giving service to the people around you. With all that has been said and done, I anticipate my future with success as the C.A.P scholarship will help me make all my dreams a reality come true.
Saturday, February 13, 2010
Custom essay, custom essay paper, Academic Issues of the International Students
Custom essay, custom essay paper, Academic Issues of the International Students
International students encounter various kinds of adjustments. Struggles are inevitable since they are entering a new setting with a different value system. The academic policies that they have to conform with are just sometimes new to them as it do not compliment their culture. Apparently, these academic experiences are sometimes unfamiliar to their usual setting. As a result, they have to endure a lot of academic issues and pressures in order to pass through their life as a student. They have to conform towards these created patterns that is opposite to their familiar world in order to acquire a diploma.
In order to succeed as an international student, one should have to endure a lot of challenges. They have a different orientation back home in terms of culture and language. Therefore international students, majority of whom come from Asian countries, will go through social adjustments. In the school setting that consists of rules and regulations before finally acquiring a diploma, each student, whether you are a native or foreign, is required to participate. Aside from cross cultural difficulties such as adjusting and understanding the new social norms and personal issues such as homesickness, international students have to deal with a lot of academic issues before finally be considered a certified student or before acquiring the college diploma. But academic issues for an international student are truly inevitable since they are entering a new setting with different culture, lifestyle and rules.
In terms of social issues, universities or colleges have tried to enhance international students' adjustments through the implementation of various peer programs for significant interactions. However initially as foreign students enter college, they have to go through with academic challenges like following the rules that are exact and absolute (e.g.school policies). One of the major concerns in the beginning is to adjust to language, academic requirements or new educational systems that are far different from where they came from. International students have a lot of paper requirements. Many choose to order custom essay and improve their academic performance this way. Due to the spread of illegal immigrants, school administrators want to ensure the legality of their citizenship and identity. Therefore international students have an apparent more bulk of requirements compared to the native citizens. Most universities also have to “require international students to register for at least 12 credits per semester to remain in compliance with their visa status”, and not to mention the interviews that they have to go through before their admission.
Since most international students came from a different culture and lifestyle, many of them struggle to interpret their disciplinary requirements inside the campus. It goes without saying that, since they came from a different orientation, they do not completely understand the academic expectations that the school administration gives to every body. In observation, some international students draw on various problem solving skills and strategies in order to take control of their academic life. Some find solution through seeking for people whom they will feel belonged too. But some who struggle to adjust eventually participate in the academic practices of their course of discipline. There are also academic issues that are beyond classroom. International students just like any other students are bound to Honor Code or what they call “a standard of behavior in academic and social circumstances”. In their home country, they may have a different code of academic conduct (Arthur 6, 2003). This code may be far different from the academic code of conduct in the American setting but this honor code is absolute and they have conform to it. When ordering a custom essay paper - make sure the web site is reccomended and trusted - like the one we suggest. Academic programs at US colleges are really demanding and rigorous and so students may occasionally experience stress as they complete their academic works. They may be pressured about completing their assignments and projects on time and worry about their grades. Such pressures may lead to unconsciously violate the Honor Code. Plagiarism, cheating and creation of false data may be the results of such pressures. In US, it is easier to trace such misconducts due to their modern orientation to technology. In Eastern countries, where most international students came from, the academic expectations are lower since some are still attach with traditional teaching methods due to their less modern tools (Ryan 31, 2006). It is important to every international student therefore to understand fully what constitutes academic misconduct and its consequences when practiced so that they will be more anxious. Meanwhile, international students may occasionally ask how they can exempt from the language requirements but this requirement is very significant for them. However despite these overwhelming challenges, these will help each of those students to be more competitive and independent. Thus taking their education more seriously and learning to adapt to different kinds of challenging scenarios.
It is also inevitable that some international students are having a difficulty to adjust in terms of peer activities or group assignments. “International students felt that the biggest barrier to meaningful relationships with Americans was the lack of opportunity to interact socially” (Abe n.p., 2009) . Inevitably, some international students specifically those who are not fluent in English language have a difficulty to express their thoughts and ideas. Their silence at times make them feel powerless which as a result may affect their self esteem in the process. Schools or universities in response to this problem of language barriers created peer programs to help these international students be exposed socially.
Thousands of students from around the world come to the Western countries to study. Modernity, the unlimited entertainment it offers and the free thinking of the people appeal them. Moreover, many international students, specifically the dreamers, perceived America in particular as a portal of their success since it offers a more advance education. Homework live help is your way to success in college or university career. Apparently, for many, the experience is as challenging as it is truly exciting. Far from home and familiar world however, they must adapt to a new culture, new language and ultimately new university system. Adjustments may seem easy but the process is so overwhelming. Learning English, participating in class and meeting with instructors are just basic steps but understanding the rules of academic honesty as they are understood in the setting U.S. Universities is sometimes not easy—especially if the international student has a totally different view of the world because of the culture he was used to.
International students encounter various kinds of adjustments. Struggles are inevitable since they are entering a new setting with a different value system. The academic policies that they have to conform with are just sometimes new to them as it do not compliment their culture. Apparently, these academic experiences are sometimes unfamiliar to their usual setting. As a result, they have to endure a lot of academic issues and pressures in order to pass through their life as a student. They have to conform towards these created patterns that is opposite to their familiar world in order to acquire a diploma.
In order to succeed as an international student, one should have to endure a lot of challenges. They have a different orientation back home in terms of culture and language. Therefore international students, majority of whom come from Asian countries, will go through social adjustments. In the school setting that consists of rules and regulations before finally acquiring a diploma, each student, whether you are a native or foreign, is required to participate. Aside from cross cultural difficulties such as adjusting and understanding the new social norms and personal issues such as homesickness, international students have to deal with a lot of academic issues before finally be considered a certified student or before acquiring the college diploma. But academic issues for an international student are truly inevitable since they are entering a new setting with different culture, lifestyle and rules.
In terms of social issues, universities or colleges have tried to enhance international students' adjustments through the implementation of various peer programs for significant interactions. However initially as foreign students enter college, they have to go through with academic challenges like following the rules that are exact and absolute (e.g.school policies). One of the major concerns in the beginning is to adjust to language, academic requirements or new educational systems that are far different from where they came from. International students have a lot of paper requirements. Many choose to order custom essay and improve their academic performance this way. Due to the spread of illegal immigrants, school administrators want to ensure the legality of their citizenship and identity. Therefore international students have an apparent more bulk of requirements compared to the native citizens. Most universities also have to “require international students to register for at least 12 credits per semester to remain in compliance with their visa status”, and not to mention the interviews that they have to go through before their admission.
Since most international students came from a different culture and lifestyle, many of them struggle to interpret their disciplinary requirements inside the campus. It goes without saying that, since they came from a different orientation, they do not completely understand the academic expectations that the school administration gives to every body. In observation, some international students draw on various problem solving skills and strategies in order to take control of their academic life. Some find solution through seeking for people whom they will feel belonged too. But some who struggle to adjust eventually participate in the academic practices of their course of discipline. There are also academic issues that are beyond classroom. International students just like any other students are bound to Honor Code or what they call “a standard of behavior in academic and social circumstances”. In their home country, they may have a different code of academic conduct (Arthur 6, 2003). This code may be far different from the academic code of conduct in the American setting but this honor code is absolute and they have conform to it. When ordering a custom essay paper - make sure the web site is reccomended and trusted - like the one we suggest. Academic programs at US colleges are really demanding and rigorous and so students may occasionally experience stress as they complete their academic works. They may be pressured about completing their assignments and projects on time and worry about their grades. Such pressures may lead to unconsciously violate the Honor Code. Plagiarism, cheating and creation of false data may be the results of such pressures. In US, it is easier to trace such misconducts due to their modern orientation to technology. In Eastern countries, where most international students came from, the academic expectations are lower since some are still attach with traditional teaching methods due to their less modern tools (Ryan 31, 2006). It is important to every international student therefore to understand fully what constitutes academic misconduct and its consequences when practiced so that they will be more anxious. Meanwhile, international students may occasionally ask how they can exempt from the language requirements but this requirement is very significant for them. However despite these overwhelming challenges, these will help each of those students to be more competitive and independent. Thus taking their education more seriously and learning to adapt to different kinds of challenging scenarios.
It is also inevitable that some international students are having a difficulty to adjust in terms of peer activities or group assignments. “International students felt that the biggest barrier to meaningful relationships with Americans was the lack of opportunity to interact socially” (Abe n.p., 2009) . Inevitably, some international students specifically those who are not fluent in English language have a difficulty to express their thoughts and ideas. Their silence at times make them feel powerless which as a result may affect their self esteem in the process. Schools or universities in response to this problem of language barriers created peer programs to help these international students be exposed socially.
Thousands of students from around the world come to the Western countries to study. Modernity, the unlimited entertainment it offers and the free thinking of the people appeal them. Moreover, many international students, specifically the dreamers, perceived America in particular as a portal of their success since it offers a more advance education. Homework live help is your way to success in college or university career. Apparently, for many, the experience is as challenging as it is truly exciting. Far from home and familiar world however, they must adapt to a new culture, new language and ultimately new university system. Adjustments may seem easy but the process is so overwhelming. Learning English, participating in class and meeting with instructors are just basic steps but understanding the rules of academic honesty as they are understood in the setting U.S. Universities is sometimes not easy—especially if the international student has a totally different view of the world because of the culture he was used to.
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