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Monthly Archives: March 2016

Effective Study Practice When Completing Your Business Degree Online

Seeking after a business degree online can set you up for an energizing employment in the business world. Nonetheless, numerous understudies find that business degrees, whether sought after through separation instruction or in the classroom, are exceptionally testing. These courses are intended to test, and projects in business regularly include taking in a lot of data in a generally brief timeframe. On the off chance that you need every one of the advantages of a business program, you truly don’t need to surrender your whole life keeping in mind the end goal to show signs of improvement employment. Consider these taking after tips from top understudies keeping in mind the end goal to take advantage of your courses:

Tip # 1: Keep up with the news. If you’ve decided to earn your business degree online, you probably already know that the business world changes very rapidly. While you’re pursuing a program, you will want to keep in touch with your local and national business news. This will help you see how the concepts you are learning are forever changing. Plus, keeping up with the news will allow you to ask your instructors about real-life business situations taking place in the world today. When you graduate and are applying for jobs, employers will likely ask you about current business news, so keeping in touch with what is going on in the business world is a must.

Tip # 2: Make use of every resource your school offers. As a student, you will have access to online libraries, resources, study resources, and much more. Make sure that you make use of all these to the fullest. Your tuition is paying for it, and many of these resources can help you get even more out of your program.

Tip #3: Study by putting things into your own words and writing your ideas out. Don’t just read and highlight your textbooks. Instead, always study by re-writing information into your own words. Or, study by asking possible test questions and then answering them in full. Putting things into your own words helps you really understand what you are reading. If you are pursuing your business degree online, you may have access to online resources, such as multimedia presentations. These can be very handy in helping you understand your coursework.

Tip # 4: Use what you learn. Rather than just learning theories and ideas, consider applying what you learn. If you learn a new business concept, for example, look to see how that concept is used in your day job. Or, listen to the news and see whether you can see examples of what your instructors have been teaching you about in the actual business world. Using what you learn helps to reinforce what you’ve studied and by getting real life examples of the concepts you are learning, you can better remember what you have been taught.

Tip # 5: Read more than expected. If you are pursuing a business degree online, you may at first be daunted by the amount of reading you may have to do. Business programs require learning a great deal of information, including terms, concepts, and real-life applications. However, even though you have a lot of reading to do, you should do as much reading outside classes as you can. This will expand your knowledge and make you a better student overall. Understanding as much as possible about business helps you to understand what you’re learning in the virtual classroom even more thoroughly. If you’re having trouble keeping up with the amount of reading, consider audio books. These can allow you to cover material even while you’re driving the car, doing yard work, or taking care of errands.

While a business degree online can help you land an excellent job, pursuing such a program can be challenging, especially if you are pursuing full-time work and other responsibilities at the same time. Follow the above tips to maximize your study time and get great results from your degree.

Editors can Helping Students Evade Writing Wrongs

Understudies attempting to compose the ideal paper regularly swing to companions or guardians for help in amending everything from accentuation to language structure mistakes to incorrect spellings.

Odds are, nonetheless, that unless Mom and Dad are working for The Washington Post, a few things are going to become lost despite a general sense of vigilance, and junior might be not exactly excited with his last grade.

Students have another resource for help polishing those all-important essays: online editorial services like Scribendi.com.

“It’s important to have someone check your work before you hand it in,” says Chandra Clarke, a director of Scribendi.com. “Especially if you’ve been working on it in the wee hours of the morning, as students often do.”

A variety of research supports the need for an objective set of eyes to critique writing and fix errors. A study by Meredyth Daneman and Murray Stainton of the University of Toronto tested whether proofreading one’s own writingis harder than proofreading someone else’s.

Subjects spent 30 minutes writing an essay, then proofread their own papers as well as those written by others. The results showed that subjects were less able to detect errors in their own essays. The reason? Self-generated text is too familiar to the writer. In other words, people usually see what they expect to see in their own writing, not necessarily what is there.

And while most writers will run spelling and grammar checks on papers before turning them in, this is not a foolproof solution. That’s because there are two types of spelling errors: non-word errors, which create a string of letters that do not make up a real word, and word errors, in which the misspelling results in a real word that is incorrect in the context of the sentence.

Humans catch only 75 percent of word errors, according to Raymond Panko, professor of information technology management at the University of Hawaii. Spell-checkers catch non-word errors but miss word errors – the very mistakes that people have a hard time finding.

An editor, however, can provide a fresh set of eyes and catch errors that a student didn’t even know existed. In addition, editors tend to look at the text with no preconceptions about what is supposed to be there, so they won’t miss those image-hurting mistakes.

Around the Tangled Web of College Devise

There’s a ton for the normal school destined understudy to consider before setting foot on grounds. What major would it be advisable for me to pick? Should I stay in-state or go to the faraway school I had always wanted? What are my choices regarding money related guide?

Many college-bound students turn to their guidance counselors for help. For additional help, you can find the answers you need right on the Web.

EducationPlanner.org, an online resource provided by American Education Services, guides families through all of the tough decisions – from choosing a career path to completing the application to repaying student loans.

The site breaks down the entire process into five manageable sections: preparing, selecting, applying, deciding and paying. Here is an overview.

* Preparing: This section has information and advice on getting ready for the college search process and entrance exams, including assessing career options and developing study skills.

* Selecting: Includes advice on what to look for in a school, how to plan campus visits and choosing a major. This section also includes a comprehensive database of accredited colleges and universities throughout the United States and Canada.

* Applying: Contains application dos and don’ts, tips on essay writing, applying online and how to ace the college interview.

* Deciding: Includes tips on how to sort through the acceptance letters and determine which college is best for you.

* Paying: Contains an abundance of information on financial aid, work-study programs, education loans and more. This section also has a database listing scholarships – worth about $8 billion in total – for students who need assistance.

Training Leaders Struggle With Writing

Showing rudimentary and auxiliary understudies how to compose well is testing. Numerous understudies don’t comprehend the center standards behind composing, including the rudiments of sentence and section structure, a sensible movement of thoughts, and peruser mindfulness. Others don’t have the specialized aptitudes of composing, including linguistic use and accentuation. Be that as it may, with predictable, year-by-year, drawing in guideline by conferred educators who comprehend the worth as well as the standards and abilities of good written work, understudies can figure out how to compose well.

If students don’t learn to write well, I blame the teachers. Not the television, not the parents, not the peers, not the music-the teachers because they are specifically charged with teaching and are held accountable for student learning. In this day and age of education accountability, teachers are held to a high standard for student learning by local and state education leaders. In part, they are measured, assessed, and evaluated based on whether or not their students learn to write.

But here’s the rub. If education leaders are not able to write well, do they have the moral authority to hold teachers accountable for the students’ writing abilities? Furthermore, do they have the ability to determine whether or not students write well if they, themselves, cannot demonstrate good writing?

Egregious Example
I spend quite a bit of time on websites for state education agencies, and once in a while, I come across a document that demonstrates how education leaders struggle with writing. Recently, I was reviewing a School Improvement Grant (SIG) request for proposals. The purpose of the SIG is to transform so-called “failing” schools so that students can improve their academic performance. The people who wrote the request for proposal, and whoever reviewed it before distribution, do not write well. Even while telling school leaders what to do to improve student achievement, they demonstrated their own lack of ability.

Example 1
“LEA must implement each of the following strategies by:
• Replacing the principal (if the principal has been at the school less than two years, the LEA can choose not to replace them).”

Problems with writing skills
1) “Them” is a plural pronoun referring to more than one person; its antecedent is “the principal,” which is singular. (According to the Common Core State Standards, third grade students are expected to master the ability to “Ensure subject-verb and pronoun-antecedent agreement.”)
2) The colon after “by” is incorrect because the prior statement is not an independent clause. If this statement were written out (i.e., not in a bulleted list), it would not need a colon.

Problems with writing principles
1) The writing style is inconsistent. The following text occurs later on the same page: “the LEA can choose not to replace him /her.” This statement is grammatically correct (even though I don’t like the “him/her” construction).
2) The statement doesn’t make sense! The example shows the first of many actions in a bulleted list. The applicant is instructed to “implement each of the following strategies by” doing the following actions. According to the example, therefore, the applicant must implement each strategy by replacing the principal (e.g., to do strategy one, replace the principal; to do strategy two, replace the principal; etc.) This is wrong. Replacing the principal is the required strategy, not a way to implement the strategy. To fix this logic problem, the writer could remove “by,” and the statement will communicate the intended message. (According to the Common Core State Standards, fourth grade students are expected to master the ability to “Choose words and phrases to convey ideas precisely.”

Example 2
“Implementing comprehensive instructional reform strategies that includes –

  • Using data to identify and implement research-based instructional programs that are aligned with state academic standards and vertically aligned between grades.
  • Promoting continuous use of individualized student data to inform and differentiate instruction to better meet the individual academic needs of students.
  • Promoting continuous use of individualized student data to inform and differentiate instruction to better meet the individual academic needs of students.”

Problems with writing skills
1) “Strategies that includes” is wrong. “Strategies” is not a third person singular noun, so the verb “includes” should not have an “s.” As mentioned previously, third grade students are expected to use verbs that agree with their subjects.
2) Similar to the prior example, the introductory statement for the bulleted list should not have a hyphen to introduce the list.
3) The first two listed items should not end with periods but with commas (or, perhaps, semi-colons). This bulleted list starts with a partial sentence, but where does that sentence end?

Problem with writing principles
The third bullet repeats the second bullet. That’s simply sloppy. Grade 7 students are expected to “Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.” Repeating the exact words is the worst form of redundancy.

Example 3
“For each major activity, identify the line item costs associated and provide an explanation/justification for the cost that closely connects to the project action step, strategy identified. This will be completed in an excel spreadsheet and uploaded to the Web EPPS filing cabinet.”

Problem with writing skills
1) “Excel” is a proper noun and should be capitalized. Even second grade students are expected to “Capitalize holidays, product names, and geographic names.”

Problem with writing principles
1) The first sentence is not clear: what does “strategy identified” refer to? If the prior comma is replaced with “and,” this statement might make more sense, as in “connects to the project action step and strategy identified.”
2) In fact, the entire first sentence is unclear. The expression “that closely connects to the project action step, strategy identified” could refer to either the costs or to the justification.

Conclusion

I will make a huge assumption here and assume that these errors and problems are the result of someone being rushed for time and not editing. But that is an unprofessional (and risky) approach, particularly when the document is critical. Particularly when the publishing agency publishing has regulatory authority such that the documents have legally enforceable implications.

Particularly when the publishing agency is a state-level education organization.