Financial Aid for Online Education

You’ve made the decision to pursue your degree online and you’ve been accepted to an online program. Now what do you do? The next step in realizing your dream is to secure the funds needed for your education.
If you haven’t already done so, now is the time to complete your Free Application for Federal Student Aid, or FASFA, for short. This is a straightforward application published by the Department of Education, which gives lenders an idea of what sort of funding you are entitled to. The application process is fairly simple and can be completed online in minutes. Once you’ve filled in the necessary information, you should receive, within a matter of a few days, a confirmation letter, of which programs you are eligible for. This process is free and simple to do, and it is the cornerstone of securing financial aid for your college program.
Once you have this information, you need to contact the Financial Aid office at the college that you want to attend. There are many types of financial aid packages available, ranging from work study programs to government aid. The financial aid officer will be able to provide the necessary forms for the different lending institutions and should be able to guide you through the decision making process.
After you have completed your loan applications, they will need to be sent to the school for verification and processing. Many banks will not release the funds directly to the student, only to the college at the start of the term. This makes it easier- and safer- for both the college and the student.
Securing funds for college is a fairly easy process that needn’t be stressful. The key to the whole process is being well organized and making sure that you meet all of the loan deadlines specified by both the Department of Education and your college’s financial aid office.

ABOUT THE AUTHOR
Matt Norman is the founder of Easy Distance Learning a website providing information on learning online

CHANGE LEADERSHIP in EDUCATION

The L.E.A.D.E.R. Way INTRODUCTION In June 1997,the Prime Minister of Singapore unveiled the Government’s vision of ‘Thinking Schools, Learning Nation’ (TSLN). This vision was forged to improve Singapore’s education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN. The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows: Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16) In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching. With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOE’s mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school’s teachers. The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals’ effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out. REVIEW OF LITERATURE In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school’s principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence. To reiterate, the author is focussing on teachers’ perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers’ perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers’ morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers’ satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers’ satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students’ achievement. In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers’ opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for: Leading by example Empowering vision Adaptive change Developing people Evaluating the system Recharge The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner. Leading by Example In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not ‘walk the talk’. In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout’s motto, ‘ Lead by Example’, is a major criteria of what a principal must do to succeed in leading change. In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations. In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme. Empowering Vision A change programme requires a change of vision. According to Kotter (1995, p.10), “ A vision says something that clarifies the direction in which an organisation needs to move.” The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993). Adaptive Change In most organisations’ change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE’s intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues. A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180) Developing People The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff’s potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blasé, 1987) A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change. A principal who is a people developer would benefit as “ solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels.”(Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers. Evaluating the System The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995) To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change. A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principal’s initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation. Recharge An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools. CONCLUSION During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative. Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner. The author reiterates that the success of leading a change programme in schools is largely dependent on the principal’s ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced.


ABOUT THE AUTHOR
Dr.Alvin Chan is an Innovation Research Specialist in Asia. Currently, Dr. Chan is the Senior Research Consultant at First Quatermain Centre of Collaborative Innovation (www.firstquatermain.com).Please email Dr.Chan at bizguru88@hotmail.com.

Is Paralegal Education Necessary?

The level of education needed to become a paralegal depends the kind of paralegal work desired and the length of a paralegal career. A recent college graduate who wants to be a paralegal to get into law school may not want to seek additional training. A person wishing to become a career paralegal would benefit from the additional training.

Paralegals help make lawyers look organized. They typically sort, prepare, photocopy, and index documents, while also interviewing witnesses or conducting hearings. Most beginning paralegals should have a bachelor’s degree, according to the National Federation of Paralegal Associations (NFPA).
Roughly 50 percent of paralegals do, with about 25 percent having two-year associates degrees. However, trends indicate that most potential employers expect entry-level paralegals to have a four-year college degree. Any additional training a paralegal might have, whether it be in medicine, another science, or social work, will help a paralegal to specialize and possibly make more money.
Programs exist to train paralegals. NFPA recommends a formal paralegal education program, which approximately 84 percent of current paralegals have. Training programs consist of 24 semester hours in legal studies. NFPA offers the Paralegal Advanced Competency Exam to establish and recognize high standards in the paralegal profession. In order to qualify for the exam, a paralegal must have a bachelor’s degree, have completed an accredited paralegal program, and have at least two years of paralegal experience. Paralegals who pass the exam are recognized professionally as a “PACE Registered Paralegal.”
For a small fee, a potential paralegal can obtain a directory of paralegal education programs from the NFPA.
The amount of training needed for a paralegal job can depend on the organization for which the paralegal will work. It may be useful to contact local law firms about their paralegal hiring practices. Some positions require a paralegal certificate, which requires additional training after a four-year degree program. Online directories allow registered users to search for hiring law firms, and most local libraries have a copy of Martindale Hubbell, an index of every lawyer in the country organized by city and law firm.
In general, the level of education needed to become a paralegal depends the kind of paralegal work desired and the length of a paralegal career. A recent college graduate, for example, who wants to be a paralegal in order to help her chances of getting into law school, may not want to seek additional training. A person wishing to become a career paralegal, on the other hand, would benefit from the additional training.

ABOUT THE AUTHOR
Paralegals provides detailed information about paralegal jobs, schools, training, courses, certificates, and services. For more information go to Paralegals and/or visit its sister site at Notary Public Web for related information.

Importance of Technical Education .

IMPORTANCE OF TECHNICAL EDUCATION.Education is important for every individual in a nation. It plays a vital role to change the stare of a country. No country could bring a revolution in it unless its people are educated enough to meet the challenges. Education makes a man realize about himself and his goals and how to achieve that goals.Basically, Education is divided into three groups. The Education which teaches the concerns of a society is called Social Education. The Education which develops a personality inside a man himself is called Spiritual Education. The Education that concerns with the professionalism is called Vocational Education. The Technical Education comes under the branch of Vocational Education which deals practically in the field of trade, commerce, agriculture, medicine & Engineering.We are living in the modern age of science where we found Technologies in every aspect of life. What makes life so easy for us… simply; these are the Technologies which we use for our ease and comforts. Not only in our daily life but also in the research centre, in defensive measured of a country, biological aspects etc. No nation could make the progress unless it promotes technical aspects in its fields. The technical education produces technicians for all type of industries and it is true that the progress of a country much depend upon its Industrialization without which a handsome economy would not be possible.Using a technology is far easier than to develop it. For developing a technology, it needed high skill teams which have a high knowledge for the theme. It also needed a high amount of time and also money. To fulfill all these, there must be technical institutes which must cover all the faculties of technological studies and also the support of government to support financially & to make it at international level. If it would be at International level then it would be easier to students to acquire knowledge in their own state so that they could do something for their own country.Pakistan leads in the technological era. The exhibition canters in Pakistan plays a vital role in backing up the technicians to come up with more and more new technologies because it gives reflection of our technologies to the foreigners which are representing their country, which means we are reflecting our image to that world. By this we have a sense of development and prosperity that we also produce creative mind in the technological aspect.As far as Pakistan’s implementation in techno field is concern, we can look around and observe that in every field of life we are using high class technologies whether it is in the Industrial purpose, business purpose, agriculture purpose or defensive purpose. There has been a lot of emergence of on-line trading, which deals with high technological concerns in term of machinery and software. Pakistan Telecommunication field also deal with high-class technology.Pakistan also promises to produce best technicians of its own through their technical education centers which allow approximately all the faculties for technical development. These institutes also support the new courses of technology which are introduced at a time so that there would be no line at which we lay behind. The most important institutes of in Pakistan which support the technical courses include, NED University, GIK University, Karachi University, Mehran University and there are also some other private Universities which deal in technological subjects. These institutes promise to produce technicians who cold meet the challenges of the technological era. I feel proud when I watch the students rushing towards these technical institutes to become a prosperous technician who have a sense of responsibility for the progress of their nation.Technical education promotes the material prosperity and economic advancement. It produces the sense of self-respect and dignity. If a country has her own technical experts, she can save a lot of foreign exchange i.e. Technical Education makes a country rich, prosperous and resourceful. Our country is rich in raw material resources but the thing is, we must have enough technical knowledge to benefit from them. BY: WASEEM HAIDER.BS(SE). 2nd Semester,(KU).0333-3271505.


ABOUT THE AUTHOR
BSSE(karachi university).2nd semester.

10 Things You Should Do BEFORE Your Child's IEP Meeting

1. Read last year's IEP - It's important to review what came out of last year's plan. Was it successful ? Did the methods of instruction work ? Did the measurement process used really tell you if progress was being made ? Were the goals & objectives really functional for your child? Also try to think back to the actual meeting -- what part of the discussion did you feel least prepared for ? Remembering will help you prepare better this time around! 2. Update your advocacy notebook -- Hopefully you have a single book that allows you to keep all of your child's information (evaluations, old IEPs, correspondence with school & service providers, etc.) organized & easily accessible. If there is new information from Dr.'s, teachers, or related service providers that needs added to your book take care of the filing now. You'll be glad to have the most current information if the issue comes up during the meeting.3. Do your homework -- is there any new information on your child's disability, have you heard about any promising new intervention strategies that caught your attention? Now is the time to check them out. Research them on the internet or contact a local resource person who can tell you more or provide you with information to review.4. Come prepared to "grow" your team -- If you've found anything interesting during your research, the IEP meeting is an excellent time to share this information. Rather than contacting everyone individually or relying on 1 person to pass on your information, you can share it with everyone at once. If the information describe an intervention strategy you would like used in this year's IEP then be sure to bring copies so everyone can look over the information at once during the meeting. Few professional team members are going to be willing to sign off on something they don't understand or feel comfortable with. By helping them learn, you maximize your chances of getting what you want. 5. Make your list -- Once you're organized & your research is complete is time to make your list. What are the issues you feel like really need to be addressed in your child's IEP. Remember other team members may want to add additional items during your discussion, but you don't want to be thinking afterwards, "Oh I really wanted to discuss X & forgot to bring it up." Right now, while you're calm & not under time pressure is the time to decide what the issues are from your perspective.6. Prioritize -- Because IEPs are a team process they by their very nature demand compromise. So once you've developed you list, you'll need to go back through & divide it into 2 categories.A) the issues that are non-negotiable to me -- they must be addressed for me to give my consent for this IEP and B) the issues that I am concerned about, but I'm not sure how I want them addressed or what the critical components are. On these issues I'm willing to compromise or settle for minimal supports while we gather more information. 7. Decide who's coming with you -- IEPs tend to be extremely anxiety provoking for parents. When you are experiencing a lot of emotion it is unlikely that you will be able to absorb all the information be given to you. Having someone else there who can listen to the discussion & take notes will free you up to participate in the discussion & focus on your own agenda.8. What about taping the meeting -- Recording IEP meetings can be a touchy issue for many school districts. However, if you cannot find anyone to come with you to the meeting you may want to consider tape recording it so that you can refer back to the discussion after you're home & calm. One caution, you will need to notify the school that you would like to tape record the meeting. Explain that it will be only for your reference & ask if there are any school guidelines or policies that you should be aware of regarding taping. Start this process as soon as you've been notified about the meeting as some school districts have time guidelines that the notice of recording must be given at least X amount of time before the meeting. 9. Determine your child's participation - If you see a future of self-advocacy for your child, then it is important to involve them in IEPs as early as possible. This will let them watch your advocacy skills & learn by imitation. It also give you the opportunity to get their input on what & how they would like to learn. If you aren't comfortable with your child attending the meeting, then consider how their presence can be felt by proxy. Two ways recommended by other parents are:A) Bring your child's picture & set it in the center of the table - this should effectively remind everyone at the table that the decisions made will impact the life of a real person & shouldn't be arbitrary or for convenience sake.B) Bring your child's portfolio -- originally developed to introduce new teachers to your child, the portfolio illustrates all that is unique & special about your child. This is a wonderful way to remind participants that everyone has strengths & special qualities to bring to the "table of life". Check out the sample portfolio in our web resource section for ideas on how to do this.10. Review your rights! -- Right before you attend a meeting filled with professionals is the perfect time to read again how the federal laws "see" your role as parent. It will reinforce your feeling of importance within the team & also ensure that no one surprises you with any "questionable" tactics during the meeting.If you have completed all 10 steps you should be feeling pretty prepared. Now you can go into that conference room with confidence knowing that you are ultimate "expert" on your child! Copyright 2000, Lisa Simmons


ABOUT THE AUTHOR
Lisa is director of the Ideal Lives Project, providing practical support for special needs families & professionals. Visit online at: http://www.ideallives.com or subscribe to her free newsletter at: mailto:ideallives-subscribe@topica.com

Kids and Computing

Computers can do much more than help children with their schoolwork - they allow them to acquire valuable knowledge and skills for their future careers.Buying a great multimedia home PC can kick-start your kids into a great career, and not just in accountancy. The new PC industry is looking for artists, writers, storytellers, publishers, games players and designers - but they need to start early.According to Plato, the most effective kind of education is that a child should play among lovely things. While he probably wasn't thinking digitally at the time, with the emergence of powerful and affordable multimedia PCs, children can now play among lovely things and at the same time acquire valuable knowledge and skills that will serve them well in whatever career or profession they may decide to pursue.Today, most children take computers like ducks to water. Even the youngest seem to be alarming clever at setting up and operating all sort of gadgets. Whatever they're using a popular game console or any of the other ubiquitous home or arcade systems, technology seems to be more naturally comprehensible to the average child than it is to the average parent or teacher.With an increasingly large percentage of children living in households with a computer of some sort, in many ways they're now becoming just another home appliance. But for parents who want to help their children at home/school, the apparent labyrinth of technological options can appear depressingly daunting.It's now possible to get great job in computers that isn't about science, maths programming or accountancy. Increasingly, `humanity-based' skills are often perceived as more valuable and computers can get you into a whole new range of professions evolving around games production, multimedia, digital video or publishing on the Internet. Within these, and even more traditional professions - such as journalism, film, television, publishing, advertising, design and music - computers and digital technology have become widespread. And there are probably very few jobs or professions in the future that won't require some degree of computer literacy.Ironically, the digital revolution is creating a market not for narrow specialists, but for `renaissance men and women' who have a broad-based education and a wider skill set that will allow them to change careers and move from field to field with an ease and efficiency that was unimaginable in previous generations. Today, perhaps more than any other time in recent history, education needs to be focused on learning how to learn and on development of study skills that will allow children to acquire the information they need as and when they need it.Remember, helping your child with a computer at home isn't exclusively about using so called `educational software' like they do at school to teach spelling, maths or geography. Parents can often provide more help by encouraging their children to simply use computers more actively and creatively as they are, or will be, used in the real world and to develop creative study and research skills that will complement and enhance their learning experience at school. To do that, you need to give your kids their best chance possible by getting them a really good multimedia PC.But to prepare your children for the future, you need more than hardware and software. The most important thing is to think about what they do with the PC and what you can do to help. Don't worry about starting children too early. As soon as they can control their hands, children will find things to do with a computer. It's not unusual to see three and four-year old happily working with paint programs and even creating and saving files. In many respects, having a computer at home can help older children with their school work in nearly every subject, just as having books at home helps them with reading and research. And because of its increasingly multimedia and interactive capabilities, a PC can provide a creative focus or outlet for even difficult children with no apparent interest in traditional education.This concern about `giving the kids the best' for their education is an emotion that computer manufacturers are more than happy to exploit, with many of them offering PCs that are hyped as the `ideal tool for education'. Then, of course, there's the fact that more than a few parents use their kid's education as a way to justify buying a PC so they can play Doom. But the hardware you buy is only half the story and where home computers are concerned, the bundled software is just as important as the hardware.It used to be that computer manufacturers interpreted the phrase `for educational use' as meaning `last year's leftover stock with a copy of Encarta chunked in'. However, as the home market has boomed, some manufacturers have come to realize that education has its own needs, and are producing systems that combine powerful hardware with a good range of bundled software with an obvious educational or informative bent.


ABOUT THE AUTHOR
Dr. Adnan Ahmed Qureshi holds a Ph.D. in IT with specialization in the induction of information technology in developing countries. He is the former Editor of Datalog, Computech, ISAsia and columnist for The News International. At present he is working as Senior Industry Analyst and IT Consultant.

The future is Online Degrees

With the wide range of opportunity available to obtain an online degree, it almost doesn't make sense to go to a university or college. Of course online courses will never be able to match the full immersion that an actual insitution can offer, but for someone who is working, or tied down with other commitments, it can open doors that where closed before. Whether you need to upgrade your education for a promotion at work, or to even just get the job that you want, an online education might be right for you. It's generally more affordable and most importantly flexible then a competing course at a university or college. Online universities are striving constantly to become more reputable, and to offer courses in competitive fields. Keeping that in mind, the entrance requirements are typically the same for both online & offline. A typical online degree can be completed in about 3 years, but of course that varies on how much commitment you give to the course, and also if you have any previous credits that are applicable. One of the most important things to do when considering out on the path of an online education is to do your research! Research both the history of the school, as well as the current reputation, and if the degree you will obtain will be recognized for what it is you need down the road. There has been instances in the past where some online institutions have basically just been selling degrees, which can lead to several problems such as: Loss of jobs, and involvement with authorities. Keep a level head on your shoulders, do your homework, and you will make out just fine!


ABOUT THE AUTHOR
Feel free to reprint this article as long as you keep the article, this caption and author biography in tact with all hyperlinks. Ryan Fyfe is the owner and operator of Fast & Easy Online Degrees - http://www.fasteasyonlinedegrees.com, which is the best site on the internet for all online degrees related information.

Tips for Choosing Dissertation Topics and Ideas

If you are in a Ph.D. program, you are probably required to complete a dissertation before your degree can be awarded. Choosing a dissertation topic or idea can be challenging and difficult. Your dissertation topic and ideas have ramifications for who is on your dissertation committee and where or how you collect your dissertation data. As such, you must choose your dissertation topic and idea carefully. Given the importance of your topics and ideas, there are several things you should consider before choosing your dissertation topic.

If you are in a Ph.D. program, you are probably required to complete a dissertation before your degree can be awarded. Choosing a dissertation topic or idea can be challenging and difficult. Your dissertation topic and ideas have ramifications for who is on your dissertation committee and where or how you collect your dissertation data. As such, you must choose your dissertation topic and idea carefully. Given the importance of your topics and ideas, there are several things you should consider before choosing your dissertation topic.
Choosing a Dissertation Topic or Idea Based on InterestIf you choose to study a dissertation topic you are not interested in, your will move at a snail's pace. In order to find a dissertation topic or idea you should think about research you have already completed in a class, as a part of your research program or employment. You should choose a dissertation topic and idea that is similar to work you might have already done. Choose a dissertation topic or idea you are already familiar with. Choosing a dissertation topic related to scholarly literature you are familiar is a time saver. If you take this route for your dissertation topic you will save time when it comes to retrieving the literature you need to review. You will also save time writing the dissertation literature review, as you will be familiar with this body of work.
Choosing a Dissertation Topic or Idea Based on FeasibilityYou should choose a dissertation topic and idea that is feasible and can be completed in a timely fashion. Many students fall behind because they choose a dissertation topic or idea that is too broad or too big for a dissertation. When choosing your dissertation topic, remember that the dissertation is a scholarly exercise not a 5-volume series of books. Choosing a dissertation topic or idea that is unfocused will prevent your dissertation from being completed in a timely manner. Remember that your dissertation chair and committee want to see that you are capable of completing all phases of your dissertation, from conceptualization through dissertation completion. They also want to see that your dissertation idea and topic can contribute to the scholarship in the field, even in a small way.
So when choosing a dissertation topic or idea you MUST choose a manageable topic. Choose a dissertation topic or idea that you have the resources to complete. Dissertation resources refer to intellectual, time and financial resources. Finally, examine dissertations recently completed by people in your department. Seeing the dissertation topics and ideas others have focused on will give you a good sense of what your department will find acceptable for your dissertation topic.
Choosing a Dissertation Topic Based on Convenience You should also choose a dissertation topic or idea that is convenient. Ask yourself several questions before choosing your dissertation topic: 1) Are there people in your department readily available to help you develop your dissertation topic and research? 2) Is there a faculty member who would be interested in working with you closely on your dissertation topic, ideas and research? If you choose a dissertation topic that faculty in your department are unfamiliar with, you will have a hard time finding dissertation support. This could make your experience frustrating and extremely difficult to complete. Also, a disinterested dissertation committee member or chair may not offer you the time and attention you will need to complete the dissertation.
If you choose a topic that a dissertation committee member or chair is familiar with and/or interested in, they will be more invested in the timely completion of your dissertation. They will probably be more likely to offer you the advice and dissertation assistance you will need throughout the dissertation process. In addition, dissertation committee members may have some data you can use for your dissertation or might allow you to add your instruments to an ongoing study. If this is not the case, you might want to reach out to an organization that is data driven to explore the possibility of choosing a dissertation topic or idea related to a pre-existing data set. This could save you a lot of time and effort when its time to collect data for your dissertation.
Changing a Dissertation Topic or IdeaChanging or refining a dissertation topic or idea along the way is expected. You may decide you want to add or refine certain aspects of your dissertation topic. Such dissertation topic and idea changes are expected especially when the changes will help you finish the dissertation sooner. Finally choose a dissertation topic or idea that will help you meet your long-term goals. For example, if you know you would like to work in the area of elementary school education, your dissertation topic should somehow be related to elementary school education. In addition, dissertation coaches routinely help doctoral students with choosing and developing their topics and ideas.

ABOUT THE AUTHOR
Jeffrey W. Braunstein, Ph.D. of http://www.ResearchConsultation.com has been helping students, professionals, and organizations with the design, implementation, and completion of their research projects since 1996. Our dissertation consultation services help doctoral students with all phases of the dissertation process: from topic and proposal development to statistical and research design assistance

Planning, Perseverance and Motivation for the GED Test

by: Leonard Williams
Getting ready for the GED test can be overwhelming. For adult learners enrolled in a GED class, it's often difficult to find the time or motivation to study outside the classroom, engage in the classroom experience or to measure the effectiveness of study sessions. And for adult learners who manage their own study program, test prep may seem even harder.
Planning, perseverance and motivation are the keys to effective, successful GED test preparation, the most important thing a test candidate can do to pass the GED test. Using these keys will reduce challenges and ensure that test prep is worthwhile.
Explore the GED test areas.
The official GED test is a set of five tests, which measures knowledge of math, science, social studies, reading and writing. Determine which test area you'll probably score best in, and study that area first. Successful and enjoyable experiences with your GED preparation early will help motivate you and ready the brain for more difficult material later.
Measure test readiness.
Use official GED practice tests as part of your test preparation and as a study guide to help you determine skill strengths and weaknesses. Test scores on practice tests will indicate the skill areas where you'll need the least and most work, and will help you outline a study plan.
Official practice tests also serve another purpose. They'll give you familiarity with the test structure and timing. Understanding the way the test asks you to apply knowledge, and how the test is paced is a good way to improve your score.
Develop a study plan.
Study guides and study plans are available, but it's important to adapt these models to your own needs. A study plan that you develop yourself or center around yourself will go a long way toward helping you reach your goal. Develop a realistic plan that's established according to your needs and schedule, and complements the way you learn. This allows you to stick to your study plan and learn at your own pace, which contributes to the learning process.
A good study plan will include frequent short study sessions of 30 minutes to an hour, along with periodic longer sessions –- two to four hours -- to help prepare you for the marathon 7.5-hour official GED test. Be sure to include your weekly study objectives and measure them. Then you'll clearly see what you've accomplished and it will motivate you further. The key is consistency.
Enhance learning with test prep materials.
If you're an adult learner enrolled in a GED class, your GED program probably includes test prep materials. If needed, you can supplement these with additional materials that may be better designed for the way you learn. Libraries often have GED test prep materials for loan, and local bookstores should also have a range of offerings. Materials, study guides, practice tests and interactive courseware are also available online. Shop wisely though; be sure that study materials are authentic and will enhance your GED study program.
What motivates you?
There are many reasons adult learners work on their GED. For some, it's a higher-paying job, a new career or the stepping-stone to educational opportunities. For others, it's simply completing an educational milestone or being a role model for their own children. Regardless of your reason, it's reason enough to motivate you. You'll want to clearly identify your motive and visualize the benefits of achievement.
Consider this fact: Motivation is essentially based on a single premise: how bad you want something. If you really want it to happen, it will. If you really want to pass the GED, you will. It's that simple; it's the cornerstone of your GED program, whether you opt for a classroom experience, an online program or create a self-guided study course.
So, when preparing for the GED, prepare through small, well-planned steps. Accomplish each step; build upon them. Then use these accomplishments as additional benefits and motivators to move you closer to the final achievement -- the GED.
More Resources
For additional GED study tips, test information and free resources on the GED test, including financial aid and student support, visit http://www.passGED.com. The website also provides links to federal agencies and nonprofits that serve GED students, instructors and workforce development programs. For a list of official GED testing sites and administrative contacts, visit http://www.passged.com/test_state.php#1.
About The Author
Leonard Williams, an e-learning instructor with http://www.passged.com/online_courses.php, is also a curriculum specialist who focuses on research and development, implementation and assessment of best-practice learning solutions for adult learners and people with educational challenges. Leonard’s email is LeonardWilliams@passGED.com. He invites feedback and questions from GED students and instructors.

The GED Essay Test: Understand the Essay, Improve Your Score

by: Leonard Williams
If you’re planning to take the GED Test soon, it's essential to understand the essay section since many test candidates find it one of the most difficult aspects of the language arts exam. Understanding what this part of the GED test expects -– and how it's scored -- is an excellent way to reduce difficulty and improve scoring.
The GED, the common term for the General Education Development credential, is the adult's alternative to a high school diploma. The GED credential is awarded after passing tests in science, social studies, math, and reading and writing, or language arts.
Most of the GED test is multiple-choice. But part of the language arts writing test requires the candidate to write an original essay, based on a provided prompt. The essay will need to make an explanation or present a point of view. Two pages are provided for the essay, but there's no requirement that all the space is used. Still, at least 200 words are recommended.
Timing for the test is flexible. A total of 120 minutes is allowed for both parts of this language arts exam, with 75 minutes slotted for the 50 questions in part one and 45 minutes slotted for the essay test. However, GED candidates who finish the first part in less time can devote the remaining time to the second part. Or, if more time is needed for the first section and less for the second, a candidate may use remaining time from the essay and return to the multiple-choice section of the writing test.
The essay is scored on a 4-point scale, and scored by two trained GED essay readers.
The two GED readers' scores are averaged. If the essay receives a score of 2 or higher, the essay score is combined with the language arts multiple-choice score to form a composite. If a GED candidate receives a score of 1 or 1.5 on the essay, there's no composite score, and the candidate must retake both the essay and multiple-choice portion of the test. GED Essay readers may not be more than one point apart in their scoring. In those cases where the readers are more than one point apart, the chief reader for the GED scoring site will set the score by agreeing with the reader whose score follows the GED Testing Service scale.
Individual essay scores are not reported, but the score accounts for 35 percent of the test.
Essay scoring is based on five areas, and measures the overall impression of the essay:
1. Does the paper respond to the assigned prompt -— did the candidate use the topic on the test, and remain on-topic?
2. Can the reader see or follow an organized plan for development?
3. Are there specific and relevant details to support the paper's focus?
4. Are the conventions of language (grammar, usage, and mechanics) generally followed?
5. Is the word choice precise, varied, and appropriate?
Here's a good way to understand these five requirements. The essay is scored on organization, essay focus to the prompt and how well the ideas are developed and supported. The essay is also scored on appropriate English mechanics such as grammar, punctuation, along with word choice and sentence structure. However, the most important measure is organization, focus to the main prompt, and idea development.
Prompts differ from test to test, cover topics of general interest and are not released in advance of the test. Here's an example of a prompt:
'What is your most important reason for obtaining the GED credential? How do you think it will help you achieve a goal in the next year? In your essay, identify your most important reason for obtaining the GED and the most important goal you plan to achieve with it. Explain your point of view and support your goal, using your own experience, background and knowledge to support your essay.'
So, what's the best way to prepare for the essay test? Practice. To best prepare, practice writing two-page essays in the 45-minute time period. Ask for critique and guidance to determine how well your essays are organized, focus on a particular subject and explore ideas that support your main topic. You'll also want to know that your grammar and use of English mechanics are sound.
Additional Resources
-- The American Council on Education, the administrative agency for the GED, provides information about testing, official test sites, GED scores, example test questions and GED transcripts.
-- More detailed testing advice is available about the GED test, including the essay exam and scoring at http://www.passGED.com. The website also provides a short movie, with answers to the most common questions about the GED, at http://passged.com/onlinecourses/index_preview113802.htm.
About The Author
Leonard Williams, an e-learning instructor with http://www.passGED.com, is also a curriculum specialist who focuses on research and development, implementation and assessment of best-practice learning solutions for adult learners and people with educational challenges. Leonard's email is LeonardWilliams@passGED.com. He invites feedback and questions from GED students and instructors

Enrich Classroom Learning with Educational Magazines

by: Aldene Fredenburg
Magazines created for elementary, middle school, and high school students are a great way to enhance core curriculum studies with current, up-to-date information. Periodicals have the ability to take into account current social trends among young people while reflecting the latest advancements in educational theory.
Between the “juvenile” and the “teen and young adult” categories, WritersMarket.com lists over a hundred magazines devoted to people under the age of eighteen; many of these are designed to meet the educational needs of kids at the same time that they entertain and inform. Science, math, history, social studies, art, archeology, sports, and literature are only a few of the topics covered. Adding some of these well-written, colorful magazines to the classroom can keep young people excited about school and learning.
Emphasize the use of magazines in your classroom.
Subscribing to a number of these magazines is a great first step; but you can do more to integrate the periodicals into your classroom. Some of the publishers offer free previews of upcoming issues and curriculum guides that allow you to plan your themes around specific issues. Beyond that, it’s a good idea to announce the arrival of a new issue to your class, and even to give the students an overview of the contents of each issue. Consider checking with your school library to find books with content that enhances the material in the magazines, and display the magazines and books in your reading center. You may find that students will get really excited about certain issues and actually request more information on specific subjects, which will give you additional ideas about possible themes for future study.
Depending on your budget, you may be able to actually poll your students at the beginning of the school year to discover what magazines they would like to see in their classroom, and order the most popular requests. Even fashion magazines or automotive magazines, while not a reflection of the curriculum, will get your kids reading and will let you, the teacher, discover the interests of your students, and monitor to some extent the information these young people are exposed to. If you have the money in your budget, or if you can find a benefactor for your class, you may be able to subscribe to a magazine or two and receive enough copies for every student in your class – a great motivation for kids.
Offer magazines at different reading levels.
Every classroom has students at a variety of reading and maturity levels, and your collection of magazines needs to reflect that. Some magazines, such as Appleseeds, by Cobblestone & Cricket, have content suitable for older kids who may be struggling with reading. You may also have students who are way beyond their age level in terms of reading comprehension, and magazines are a great way to provide enrichment for these advanced students.
Stay connected to your students by staying relevant.
As young people mature, they crave more independence, both in their school careers and in social areas, and can pull away from adults whom they see as uncaring or not understanding of them. High-quality magazines and books attuned to both their educational needs and their desire to connect with today’s world can help keep their school studies relevant and keep them connected to the educational process so important to their futures. By providing them with reading materials that reflect their concerns, their lives, and their interests, you will manage to keep that important connection to them as they grow and learn; perhaps more importantly, as they see you working to understand their world, they will feel more comfortable turning to you when they confront problems they feel unequipped to handle. Stay up-to-date on the information they’re reading, stay relevant to their world, and you stay connected.
About The Author
Aldene Fredenburg is a freelance writer living in southwestern New Hampshire, who has written numerous articles for local and regional publications. She may be reached at amfredenburg@yahoo.com.

College Planning Starts Early

by: Sonja Montiel

No more than a few years ago, college planning started in 12th grade where it was the first time students learned about the SAT tests and build their list of colleges. Times have change with many students currently beginning their planning as early as 9th grade. While some may argue that beginning the college process this early is ridiculous, the truth is that it’s quite necessary. Keep in mind that asking young students in 9th grade what colleges they are applying to does not define good college preparation; however, asking them if they would like to keep the educational doors open after high school is a conversation that must happen early on. Before reviewing the aspects of good college advising, let’s look at three major influences that have impacted the way we plan for college.

Competitive Labor Market:

According to the Current Population Survey conducted by the U.S. Census Bureau in 2003, 77% of students who receive a high school diploma will enter the labor force compared to 85% who receive a bachelor’s degree and 91% who receive a doctorate’s degree. The same survey also revealed that the average earnings in 2002 increased with each education level with high school diploma workers earning an average of $27,280 annually, compared to the average annual income of $51,194 earned for the bachelor’s degree holder (Stoops, 2004). The pressure and expectation of students attending college is no longer a “dream” or family quest, but more a requirement in order to obtain a career that gives a decent paycheck.

Population and Demand:

With competition increasing due to the sheer numbers of high achieving students, students and parents applying to college are feeling the pressure to prepare early. The panic of becoming the “top student” or “winning the race” has evolved into an obsession that leads students and their parents to push the college planning envelope as early as possible. The good old American “competitive spirit” is out there, and although often having negative effects on student performance (if this competitive spirit is not nurtured appropriately), the desire to become number one demands early college planning. It also ensures successful results in getting students in the college of their choice.

Increase Colleges Choices

With over 3,000 colleges and universities in the United States and the bridging of a more global world, the encouragement of students to attend a college or university out of state has increased as well as the encouragement for students to consider applying to more colleges. At the same time, these colleges and universities have become aggressive in their recruitment and marketing techniques introducing more attractive opportunities that a student has to choose from. As a result, students must begin researching what colleges seem the “best fit” for them deciphering the difference between persuasive marketing messages. Just a reminder that finding the “best fit” does not mean finding out about the likelihood of being admitted. Instead, finding the “best fit” college means to conduct campus visits, research their personalities and atmosphere, and asked themselves “where do I really fit best?” All this requires more time for investigation and planning outside regular high school counseling hours.

It’s evident that the college going culture is growing by the minute, and in order for students to end up happy and successful (in that order), the college conversation needs to start early. Be aware, however, there is a damaging assumption that in order to help students prepare for college, we must use tactics that instill (intentional or unintentional) anxiety, fear, and uncertainty to the process such as national rankings and statistical GPA and SAT averages. On the contrary, students who are most successful in the college process are those who can reflect on their own needs and interests, and more importantly act on those needs and interests, as well as establish good study habits and time management skills.

Also, keep in mind college admissions review student’s academic and extracurricular activities for the entire 4 years; not only 11-12th grades. Many students who do not have a sense of what colleges expect of them risk the surprise of not meeting specific requirements or not having enough time to build on their interests in time. In order for students to reflect on what makes them tick, we must challenge our students to find their voice early in life, introduce the ideas of what a college education means in terms of opportunity, and prepare them to be advocates for themselves as they decide which high school courses to take and which activities to be involved in. This is the process of finding their voices, and it is their voices that will drive the college process as we as educators, counselors, and parents become their cheerleaders.

About The Author

Sonja Montiel, M.A., is founder of College Confidence, a Westlake Village-based college counseling firm. Montiel serves on the executive board of the Western Association of College Admissions Counseling, is active with the National Association of College Admission Counseling and serves on the planning committee for Ventura County's National College Fair. She is also a member of the Higher Educational Consultants Association. For information, call 407-7023 or visit http://www.collegeconfidence.com/.

3 Alternatives For Investing For Your Child’s Higher Education Costs

by: Jay Fran
With higher education tuition increasing at double digit year over year percentages an effective saving plan for your kid’s education is becoming much more important than it has been before. Most families will discover that their future higher education costs will be much more than they have saved for their kid’s education. This leaves many kids to be faced with obtaining financial aid to pay for a portion of their college education. The goal of this article is to explore the pros and cons of 4 common investment options when saving for college. This article will also explore why some of these options are better than other when considering a portion of your kid’s education may be funded by financial aid.
529 College Savings Plan: - A 529 college savings plan is a fairly new investment option for college saving. It allows just about anyone to save for college. There is a long list of benefits of a 529 college savings plan, but perhaps the most important is that your earnings grow tax free if you use it for qualified education expenses. Additionally, the maximum amount you can contribute to a 529 plan can go as high as several hundred thousand dollars depending on your State. In the event you do not use the funds for college, you can still withdrawal your earnings, but you will have to pay taxes and a 10% penalty. The penalty will be waived if your child receives a scholarship, or your child becomes disable or dies.
529 plans can typically be purchased through a broker or mutual fund company, but a disadvantage is that investment choices can sometimes be limited. Since qualifying for financial aid is based on a calculation that considers your kids assets, another big benefit of a 529 college savings plan is that the money in the plan is classified as a parents assets so less that 6% of the value counts against your kid’s financial aid eligibility.
Uniform Gifts to Minors Act/Uniform Transfers to Minors Act
(UGMA/UTA Custodial Account): - The benefit of a UMGA/UTA Custodial Account is that there is no limit on the contribution and it is easy to set up at most financial institutions. However, the limitations far outweigh the benefits. The first limitation of a UMGA/UTA Custodial Account is that these types of accounts offer very little tax advantage. If your child is under 14, only the first $800 of income is tax free, the next $800 is taxed at your child’s tax rate and after that there is no tax benefit at all. The other big limitation is that the account has to be set up in your child’s name. As a result, if your child needs financial aid all of the assets will be reviewed at a 35% rate. Therefore, this type of account is not advisable for those who may need financial aid.
Coverdell Education Savings Account (CESA): - A Coverdell Education Savings Account is very similar to a 529 college savings plan. The main difference is that with a Coverdell Education Savings Account you can only contribute $2000 per child and to qualify your adjusted gross income must be less than $110,000 if single and less than $220,000 if married filing jointly. The account is classified as a parent’s asset so less that 6% of the value counts against your kid’s financial aid eligibility.
In the end, parents should consider planning for college to be a highly important process. The above 3 alternatives can make this process much more easy and financially sound.
Copyright (c) 2005, by Jay Fran. This article may be freely distributed as long as the copyright, author's information and the below active live link is published with the article.
About The Author
Jay Fran
http://www.motorcycle-financing-guide.com/directory/directory.php Jay Fran is a successful author and publisher at Motorcycle-Financing-Guide.com, a website that offers a wide selection of online motorcycle lenders providing online application facilities for motorbike - motorcycle loans or motorcycle refinancing.

Higher Education: Finding The Right College For You

by: Sintilia Miecevole
If you are approaching the end of high school and are ready to begin investigating colleges, there are several factors to consider before deciding what college is right for you. Whether you want to study medicine or painting, accounting or physical education, there are hundreds of colleges to choose from, each with their own specialized programs of study. Narrowing down your options can be a challenging task, but it is important to make an informed choice about where to continue your education.
When you are deciding which schools to which you would like to apply, you should first assess your chances of being accepted. If you are a C student with average test scores and no extra-curricular activities, you might not want to put all of your application eggs in one Ivy League basket. However, if you can afford to, you should always apply to the school of your dreams on the off chance that it just might come through for you. If you don’t try, you will never know whether or not you could have gotten in.
If you have made straight A’s throughout high school, have high SAT and ACT test scores and have participated in a wide variety of activities, you have high chances of getting into any school of your choice. Even if you have very limited finances to work with, you should still apply to your top choices. If you are accepted, you may be able to receive scholarships and financial aid, and you always have the option to take out student loans.
When it comes down to narrowing your choices, size is a very important thing to consider. Some people like extremely large universities with tens of thousands of students. However, others enjoy the comfort of a small campus with as few as several hundred students. There are also a variety of colleges that lie in between these two options. Though it is hard to know before you get there, you probably have a good idea of your general preferences regarding school size, and this will help you focus your search.
You should also consider whether you would like to go to a private or a public school. Private schools are typically more expensive, but some are also more prestigious. Private religiously-based schools are also an option. Virtually every faith runs at least on college in the United States, and most have several to choose from. If you would rather stick to secular schooling, state-supported schools are often your best financial deal. These schools receive support from the government, in addition to private funding, so they are typically less expensive and more able to offer larger financial aid packages.
Location is also an important factor to consider when you are choosing a college. Think about how close or how far away you would like to be from where you grew up. If you want to be within a day’s drive of home, consider local and regional schools. However, if you are looking for a cross-country adventure, you might consider schools in far away states or even consider studying abroad. Some fields of study are better suited to certain geographic locations, as well. For instance, artists can get a real-life education in New York City, whereas actors might consider schooling in California. If marine biology is your chosen field of study, a college with an aquatic location would obviously be the best choice. Geologists often flock to the southwest, and environmentalists often seek education in the northeast. You should consider both personal your climate preferences and your career goals when you are choosing a college location.
Though choosing a college can be stressful, it can also be fun. Remember that college is just the first step on your professional journey, and you will most likely change majors, interests, and possibly even change colleges before you finish your undergraduate degree. So, make a wise and informed choice with the knowledge that you will probably change your mind several times before it is all said and done.
About The Author
Sintilia Miecevole, Manager of http://www.fteducation.com, knows just how important education is. Good education can double or triple salaries over a lifetime. Be sure to visit http://www.fteducation.com regarding financing, continuing education, distance learning and much more.

Use of distance education in dental hygiene programs

EB Grimes
The prevalence of distance education is steadily increasing in institutions of higher education in the United States and abroad. Colleges and universities are seeking new avenues to deliver curricula to students in remote areas and/or to nontraditional students. Distance education is a relatively new venture for dental hygiene education. The purpose of this study was to determine the prevalence and use of distance education in dental hygiene educational programs nationally. Dental hygiene directors of all associate degree and baccalaureate degree dental hygiene programs in the United States (N = 255) were mailed a fifteen-item survey regarding their use of distance education. Results of the study indicated that 22 percent of dental hygiene programs have implemented distance education. In addition, a large variety of courses are being offered by several distance education delivery methods. Thirty of the thirty-eight dental hygiene programs that responded to the survey reported that they were satisfied with their distance education initiatives. The length of time that distance education was offered by the dental hygiene program was not related to satisfaction level (p = .0795), and there was no relationship between the type of distance education used and satisfaction level (p > .05). Considering all factors involved in this study, we can conclude that distance education is being used in a substantial number of dental hygiene programs and that the majority of these programs are satisfied that distance education is an adequate alternative to traditional "brick and mortar" approaches.

Limits of teacher delivered sex education: interim behavioural outcomes from randomised trial

Daniel Wight, senior researcher, a Gillian M Raab, professor, b Marion Henderson, senior researcher, a Charles Abraham, professor, c Katie Buston, senior researcher, a Graham Hart, professor, a Sue Scott, professor. d
a Medical Research Council Social and Public Health Sciences Unit, Glasgow G12 8RZ, b Applied Statistics Group, School of Mathematics and Statistics, Napier University, Edinburgh EH11 4BN, c School of Social Sciences, University of Sussex, Arts Building E, Falmer, Brighton BN1 9SN, d Department of Sociology and Social Policy, University of Durham, Durham DH1 3JT
Correspondence to: D Wight danny@msoc.mrc.gla.ac.uk
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Objective: To determine whether a theoretically based sex education programme for adolescents (SHARE) delivered by teachers reduced unsafe sexual intercourse compared with current practice. Design: Cluster randomised trial with follow up two years after baseline (six months after intervention). A process evaluation investigated the delivery of sex education and broader features of each school. Setting: Twenty five secondary schools in east Scotland. Participants: 8430 pupils aged 13-15 years; 7616 completed the baseline questionnaire and 5854 completed the two year follow up questionnaire. Intervention: SHARE programme (intervention group) versus existing sex education (control programme). Main outcome measures: Self reported exposure to sexually transmitted disease, use of condoms and contraceptives at first and most recent sexual intercourse, and unwanted pregnancies. Results: When the intervention group was compared with the conventional sex education group in an intention to treat analysis there were no differences in sexual activity or sexual risk taking by the age of 16 years. However, those in the intervention group reported less regret of first sexual intercourse with most recent partner (young men 9.9% difference, 95% confidence interval 18.7 to 1.0; young women 7.7% difference, 16.6 to 1.2). Pupils evaluated the intervention programme more positively, and their knowledge of sexual health improved. Lack of behavioural effect could not be linked to differential quality of delivery of intervention. Conclusions: Compared with conventional sex education this specially designed intervention did not reduce sexual risk taking in adolescents.
What is already known on this topic Despite the widespread assumption that sex education delivered by teachers can reduce sexual risk taking in young people, there have been few randomised trials large enough to show this and none in the United Kingdom
Several quasi-experimental studies have concluded that sex education is effective, but most randomised trials suggest it is not
What this study adds Improvements in teacher delivered whole class sex education have some beneficial effect on the quality of young people's sexual relationships but do not influence sexual behaviour

Expand your Horizons with a Bachelor Degree Online

by David Chandler

There are many people that dream of getting a bachelors degree, but the thought of interrupting their career or family life to attend traditional classes seems impossible. The notion of trying to attend numerous classes when you are already busy with your career and family life is just not feasible. On the other hand, you know that a bachelor's degree would enhance your future job success and earnings. It is in this regard that colleges and universities are now making it possible to acquire a college degree online.

Once you have made the decision to pursue your degree, take the time to study all the options available. There is a vast amount of information about obtaining your online degree. In addition, numerous colleges and universities now offer degrees and course study online. If you wish to pursue your bachelor degree online, be sure that the school is accredited. An accredited college or university means that the state's guidelines have been met and the degree is deemed credible. Therefore, learn as much as possible about the school and the perquisites for a bachelor's degree.

Advantages of pursuing an online degree are endless. There is no commute to school, no need to shuffle classes or reshuffle your life in order to attend a particular class, no requirement to live on campus, etc. However, you will need to stay disciplined at home to get your course work done. In addition to the discipline, you will need a quite place to work at home.

Because of the importance of this matter, I will repeat again that the school and the courses you select to pursue your bachelor's degree online are accredited. The online degree industry has become a big business over the last 5 years or so and it would be a shame to waste your time and money for a degree that is not accredited. On the other hand, if you wish to expand your education just for the sake of learning, then accreditation will not make a difference.

Now is the time to improve your chances of landing a better job, better earnings or even change your career. Your future and success is in your own hands and there is no excuse for not pursing a college or university degree online. Classes and course material are usually delivered by way of computer, but don't worry if you are not computer savvy. All you will need is a computer and an internet connection to get you started.

About the Author

For more information about a college degree online, visit Bachelor Degree Online Guide and Online Degree Program Guide