Archives for April, 2008
Apr 30, 2008 | Uncategorized
Description:
Perennial grass, spreading by creeping slender rhizomes and stolons; culms up to 70 cm or more, sometimes prostrate at base; leaves expanded, to 20 cm long and 12 mm broad, glabrous or minutely hairy, rounded or almost cordate at base, tapering to sharp point, bright green; panicle up to 20 cm long, spikelike, of 2–5 racemes up to 8 cm long, the lower 5–9 cm apart; spikelets light green, acuminate or obtuse, 4–5 mm long, awnless, glabrous, with conspicuous indurate rounded appendages at laterally compressed apex of glumes and lemmas; lower glume more than half as long as spikelet, 3-nerved; upper glume 5-nerved; ligule a membrane fringed with short hairs, sometimes greatly reduced. 4x = 36.
Habitat:
Grows naturally in seasonally flooded valley bottoms in areas with 92–150 cm rainfall annually. It is indifferent to day length and will flower equally readily in long or short photoperiods. Flourishes on poorly drained or seasonally flooded land, and does not grow well under dry conditions. It has been successful on loams, sandy loams, and clay loams. Ranging from Warm Temperate Dry through Tropical Moist Forest Life Zones, Nile grass is reported to tolerate annual precipitation of 8 to 27 dm (mean of 4 cases = 13), annual temperature of 16° to 26°C (mean of 4 cases = 17), and pH of 4.3 to 7.3 (mean of 4 cases = 5.5). Rhind and Goodenough (1979) say it favors areas at elevation 600 to 2000 m, annual precipitation of 7.5–15 dm where the dry season is not too long.
Distribution:
Widely distributed in Africa from Ethiopia to South Africa, also in Angola and South West Africa; Introduced elsewhere e.g., Australia, Surinam, and Trinidad.
Uses:
A very palatable grass and rather extensively cultivated as pasture and hay, especially in the highyield areas of South Africa. Forms dense cover used for grazing and haymaking. Unsuitable for leys, as it is difficult to eradicate.
Very useful as fodder source during dry season. The grass has been described, perhaps hyperbolically, as “the king of fodder grasses—a truly revolutionary grass” (Rhind and Goodenough, 1979).
wild-about-you.com/AfricaGrasses.htm African Grasses
Apr 30, 2008 | Uncategorized
In a world where advanced knowledge is widespread and low-cost labor is readily available, America’s advantages in the marketplace of engineering and science technology have begun to erode. There’s a way for students to enhance their math skills while still in high school. I suggest every high school student interested in upgrading their math skills to enroll in a drafting class. Curriculum advisers should encourage more high schools to offer drafting classes, with emphasis on designing small projects and constructing the design. In my opinion, this is a sure fire way to get students interested in engineering and understanding math. Speaking from self experience, enrolling in a drafting course made math easier to understand. After finishing a drafting course, I highly encourage the student to take a Computer Aided Drafting Design (CADD) course. Most colleges and technical institutions offer drafting and CADD together as one course. The student will be introduced to 3D modeling, 3D animation, desktop publishing, ADA codes and guidelines, and much more. The avenues to engineering knowledge goes on and on.
This is my driving force for writing this article; when I witnessed Mr. Bill Gates of MicroSoft Inc. (www.microsoft.com) testifying to the U.S. Congress stating, “we need to import engineers from third world countries, because there’s a shortage of qualified engineers in America”, hit me in the gut like a ton of bricks. Before I go any further, I want to make it crystal clear I view Mr. Gates with the utmost of respect in regards to his generosity to underprivileged people, and his computer business savvy to grow MicroSoft into one of the largest and most profitable companies in the world. With that said, we all know, or we all should know, importing engineers from third world countries will drive the salary down for engineers graduating from prestigious engineering institutions like Massachusetts Institute of Technology (www.mit.edu) and Virginia Tech (www.vt.edu), that’s a fact.
A brief history about CADD, CADD was originally introduced as a replacement for the traditional drafting board. I was introduced to CADD in 1980, using a CADD system by the name of Auto-Trol (www.auto-trol.com); the system I used was a DOS based system, no pull down menus and no color. All commands had to be typed in from your keyboard, if you wanted to draw a line or circle, you had to manually type it in, and make sure your spelling was correct. Later I worked on a CADD system by Sun Micro Systems (www.sun.com), which enhanced my knowledge in regards to 3D capability. Then along came AutoCAD!!! (www.autodesk.com), which in my opinion blew the lid off of Computer Aided Drafting. All of a sudden you had pull down menus, short cuts, and color. AutoCAD (www.autodesk.com) simplified CADD to the point where an idiot could understand it, and be proficient at it. I have to say, I don’t believe I would’ve been able to hit the ground running when I was introduced to AutoCAD (www.autodesk.com), without having the privilege of being introduced to Auto-Trol (www.auto-trol.com) beforehand.
This site offers a wealth of information on computer education, how to get jobs in computer engineering, CADD, 3D animation, and where to find these jobs. Click on the link to learn more. allcaddesign.com allcaddesign.com
Apr 30, 2008 | Uncategorized
Scientists have discovered chemicals, which cause humans to go into a hibernation type state similar to our mammal cousins the bear. This discovery has many killer applications from first responders slowing the bio-systems of those who are seriously injured to long-term space flight or even stopping a civil unrest or riot, which has gotten out of control.
Having the ability to hibernate humans also has massive applications for the United States Military. The number of possible applications for the military gets into the double figures with just a few minutes in brainstorming. For instance; 1.) Submarine Crews allowing the Sub to disappear and remain without needs for months on end and then be ready for a mission, 2.) Medic canisters of the gas to slow the body down after replacing lost blood; 3.) Downed Pilots in hiding waiting it out, hide first really good, slip into a plastic bag with a little breathing hole and administer the gas; 4.) Dealing with massive prisoners of war giving up and slowing down our advancement; 5.) In ground canisters instead of explosive land minds; 6.) Special Forces installation attack disabling missions; 7.) Transporting 1000 troops super long distances (less space, ship in honeycomb space allotments) in Aircraft; 8.) Cluster munitions canister deployment on advancing armies; 9.) Downwind distribution canister cannon to eliminate enemy sniper threats; and 10.) MP apprehension of high-strung soldiers.
I propose the Department of Defense spend research and development spend ample dollars studying this, as the cross over applications for private industry span nearly as many uses. For instance; 1.) Possible substitution for long-term pro-longing of death when no cure currently exists; 2.) Saving people in Disaster Crisis when not enough hospital beds or technicians are available; 3.) Outbreak of disease for which more time is needed; 4.) Space Exploration Applications; 5.) Prison storage or Prison riot control; 6.) Dream therapy; 7.) Dream Learning; 8.) Studying of human brain entanglement at VLF below 2-3 Hz; 9.) DHS defense; 10.) Poor health family members who want to see their future grandchildren and hope for future cure.
Please think on these things otherwise I will be force to explain them further and write an article on each.
“Lance Winslow” - Online WorldThinkTank.net/wttbbs/ Think Tank forum board. If you have innovative thoughts and unique perspectives, come think with Lance in the Online Think Tank and solve the problems of the World; WorldThinkTank.net www.WorldThinkTank.net/
Apr 30, 2008 | Uncategorized
Yoga Teacher Training Schools introduce basic fundamental tools that encourage integration of body, mind, and spirit. The goal of the yoga teacher is to support progression toward personal growth, mental acuity, and spiritual awareness in his or her students.
Originating in India, the practice of yoga dates back six to seven millennia. Yoga in India remains a vital tradition as a pathway to enlightenment, a means to attaining spiritual and emotional wellbeing. Karma, Bhakti, Jnana, and Raji, are four main types of yoga, but there are many others. Each type focuses on different aspects of or approaches to personal development.
Western style Hatha Yoga has become associated with postures that aim to increase flexibility and is used more as a fitness exercise. Flexibility increases energy, stimulates the immune system, and improves skeletal and musculature tone of the body. This reduces stress, improves circulation, heightens self-awareness, and can help in the effort to lose weight. Flexibility also enhances physical stamina, balance, and coordination, which in turn strengthens one’s sense of well-being.
Yoga teacher training encourages exploration of yoga fundamentals and can deepen the experience of the future trainer in a direction best suited to the person. Training enables discovery of one’s own unique expressions and styles of yoga and creates a context for offering skills to the purposes of others. Teacher training generally exposes the future trainer to a wide range of classes for varying fitness, yoga methods, and personal experience.
Yoga teacher training develops skills in the trainer that can help bring understanding of the correlations of physical, emotional, and spiritual belief systems to his or her students. The yoga teacher can also improve a student’s skills of communication, compassion, and self-discipline, which enhance the quality of life.
Most yoga teacher training comprises 200-300 hours of study. Some yoga teacher training schools offer advanced levels of training to further and refine teaching capabilities.
If you are interested in learning more about yoga teacher training schools
and programs of study, search our site for more in-depth information and resources.
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com.
Copyright 2006 - All Rights Reserved
Michael Bustamante, in association with Media Positive Communications, Inc. for SchoolsGalore.com
Notice to Publishers: Please feel free to use this article in your Ezine or on your Website; however, ALL links must remain intact and active.
Michael Bustamante is a staff writer for Media Positive Communications, Inc. in association with schoolsgalore.com/ SchoolsGalore.com. Find schoolsgalore.com/categories/1/yoga_teacher_training_schools.html Yoga Teacher Training Schools at SchoolsGalore.com; meeting your needs as your educational resource to locate schools.
Apr 29, 2008 | Uncategorized
Missing Brains
Across the world, there are hundreds of cases of people with hydrocephalus. This is a condition where large cavities form in the brain. The cavities are sometimes so large that they can account for 95% of the brain’s mass. Contrary to established medical thinking, there are hundreds of cases where people have either been born with an underdeveloped brain, or have had large areas of their brain damaged in an accident, but are still able to function normally. Some scientists believe that the remaining cortex takes over the functions once provided by the removed cortex. However, this explanation becomes questionable especially in cases where hardly any brain is left in the cranium.
There is justified cynicism on the question of the brain’s spare capacity to take over the functions provided by the parts of the brain that have been removed or damaged. “To talk of redundancy in the brain is an intellectual cop-out to try to get round something you don’t understand,” says Patrick Wall, professor of anatomy at University College, London. Norman Geschwind, a neurologist at Boston’s Beth Israel Hospital agrees: “Certainly the brain has a remarkable capacity for re-assigning functions following trauma, but you can usually pick up some kind of deficit with the right tests, even after apparently full recovery.”
Some neuroscientists say that, perhaps, we have underestimated the work of the deep sub-cortical structures in the brain. “For hundreds of years neurologists have assumed that all that is dear to them is performed by the cortex, but it may well be that the deep structures in the brain carry out many of the functions assumed to be the sole province of the cortex,” says Wall. Nevertheless, scientists have studied the sub-cortical structures intensively. There is no hard evidence that these sub-cortical structures in a normal brain can actually perform the cognitive functions currently attributed to the cortex. Instead of sub-structures we have to turn our attention to super-structures.
Invisible Supercortical Structures and Meta-Neurology
One explanation is that the physical-biomolecular brain is supported by an invisible superstructure, composed of dark matter, which develops during life. Although there is much indirect evidence of the existence of dark matter (it is mentioned in every current textbook on physics and is estimated to contribute up to 96% to 99% of the mass-energy of the universe) current scientific instruments are unable to detect it directly.
It has been noted that children who have undergone brain removal at an early age develop more or less normally. Adults who have their brains removed have a harder time coping. It was also found that the instances in which brain loss do not interfere with normal life are cases where the condition develops slowly. Gross surgical lesions in rat brains are known to inflict severe functional disruption, but if the same damage is done bit by bit over a long period of time, the dysfunction can be minimal. Just as rat brains appear to cope with a stepwise reduction of available hardware, so too do human brains in some cases of hydrocephalus. This time delay allows invisible superstructures of higher energy matter to form and link to the remaining visible structures. The study of these invisible structures and their interactions with the physical-biomolecular brain are the subject of a field that the author has called ‘meta-neurology’ and has been more extensively dealt with in the author’s book Brains and Realities.
Brain Lateralization and Subtle Bodies
Metaphysicist Barbara Brennan (a former NASA scientist and now a “subtle energy healer”) observes that the higher energy subtle bodies alternate between structured and structureless bodies. The structured (or crystalline) body is associated with a “mental” body; and the structureless (liquid or fluidic) body an “emotional” body. The nature of these bodies has been discussed in detail in the author’s book Our Invisible Bodies.
Metaphysicist Charles Leadbeater points out that every part of our (biomolecular) brain is mapped onto these higher energy bodies. If that is so, then it logically follows that there must be a correlation between the alternate mental and emotional bodies described by Brennan (and in general, the metaphysical literature); and the left and right brains, respectively. The evolution of brain lateralization in life-forms on Earth (including human beings) allowed these life-forms to access the processing capabilities of higher energy body-brains in parallel (higher energy) universes. Alternate higher energy bodies undertake cognitive processes corresponding to the left and right brains. This means that when neural activity is shifted from the left to the right brain, or vice-versa, different subtle bodies are activated.
The fact that different brain activities are localized in the left and right hemispheres of the brain in a consistent manner has already been discussed elsewhere – including the author’s book Brains and Realties. Studies of split brain patients show that the localization may be so pronounced that the two hemispheres are seen to represent almost two different persons living in a single body! The two minds (or persons) can even have different opinions about people and things. We also now realize (with some astonishment) that the structure of our brain has a profound effect on our post-mortem states.
Effect on Post-Mortem States
Brennan identifies four “physical bodies” — the physical-biomolecular, with which we are familiar; and three other “physical-etheric” bodies. The first is a “template body”. The second and third are the emotional and mental bodies; which correlate with the right and left brains, respectively. According to the metaphysical literature; during the death process (of the physical bodies), the mental body dissolves and contracts into the “physical-etheric nucleus” around the heart region. It then travels through a meridian (which would appear to it to be a tunnel) in the template body and exits out of the head. This can sometimes be seen as an orb of light. (In fact, the genuine orbs that are seen during ghostly encounters evidence the bright physical-etheric nucleus which has become disassociated from the physical-biomolecular body.) It will subsequently be absorbed by the next higher energy body (effectively reincarnating into a new body). The physical-biomolecular body and the template body (which is closely integrated with it) will then start to disintegrate. So what happens to the emotional body (which is mapped onto our right brain)?
If it does not dissolve, it will “loiter” in familiar places and subsequently be attracted to places where other similar bodies (with similar resonant frequencies) congregate. Since the higher energy emotional body is a magma (or magnetic plasma) body; and because magnetic plasma with similar physical properties naturally come together, all these non-individualized emotional bodies would gradually be attracted to each other and slowly coalesce and, in time, evolve into demonic or divine archetypes that appear in our collective unconscious. (The collective unconscious is simply the rest of the multiverse that we are generally not conscious of.)
Hence, during the death process, there is a “division of consciousness” as evidenced by the separation of the emotional body (which correlates to right brain awareness) and the mental body (which correlates to left brain consciousness). This has been reported by Peter Novak in his book, The Division of Consciousness, and is consistent with the metaphysical and religious literature. Novak describes the emotional body as the “soul”; and the mental body as the “spirit”. Emanuel Swedenborg (the seventeenth century mystic) claims that following the post-mortem “life-review”, a person’s conscious mind (correlated to the left brain) separates from the “unconscious” mind (correlated to the right brain), and thereafter the unconscious soul enters into heaven or hell. Novak says the conscious spirit then reincarnates into a new body.
Dr Fredric Schiffer says that one of the most important findings of split-brain research is that each hemisphere of the brain has a mind of its own. He hypothesizes that in many people, one mind may be less mature and more disturbed by past trauma than the other. Similarly, when the mental and emotional bodies of the physical-etheric ensemble go their separate ways, they may behave very differently from each other. The “unconscious” emotional body, separated during the death process and correlated to our right brain, will exhibit characteristics which will be similar to a left-brain damaged patient or the person in the right brain of a split-brain patient (and conversely for the “conscious” mental body). The study of these split-brain patients would therefore throw much light on the behavior of our post-mortem minds which are separated — including dysfunctional spirits and ghosts. Psychological counseling would therefore be as relevant to dysfunctional ghosts as they are to embodied persons who are dysfunctional.
Completing the Picture
Novak’s theory of a division of consciousness summarizes religious and metaphysical literature over several centuries. It has brought into prominence the post-mortem division. However, it appears to be incomplete against the background of wider metaphysical theories. It appears to address only the split of bodies at the lowest rung of the energy ladder. The higher energy groups of bodies which succeed the physical bodies also alternate with mental and emotional bodies. As each ensemble of bodies (with their emotional and mental components) “dies”, the mental and emotional bodies go their separate ways. The splitting between the “soul” and the “spirit” (as described in Novak’s book The Division of Consciousness) may be seen as the lowest horizontal division. It is not a split between all the mental and emotional bodies in the whole spectrum of higher energy bodies. Each ensemble of higher energy bodies also vertically divides during the death process. For example, the physical bodies first vertically divide from the higher energy bodies during the death process of the physical bodies. Then they horizontally divide in respect of the physical-etheric emotional and mental bodies. The higher energy spectrum of bodies are not affected by the splits at the bottom - they continue to exist as components of an integrated individual.
Novak observed curiously (in contradiction to his theory) that “apparitions and visitations of the recently dead, often reported by family members shortly after the death, suggest that such souls are not suffering from any after death division at all. These visitors from the next world seem to have all their wits about them; with functional minds, logic, memories, and senses of identity still intact. These souls have apparently not experienced the division predicted by the BSD [Binary Soul Division].” He then asks, “The question is, have they permanently avoided it [i.e. the division], or has it not just caught up with them yet?”
The answer, based on a broader theory, is “both”. The split did occur. However, further splits will occur as the higher energy spectrum of bodies “unzips” further and each higher energy duplet (i.e. a pair of mental and emotional bodies) separates and goes its own way. Contents and other structures, or even whole bodies, that cannot be integrated with the spectrum of higher energy bodies which are seeking to go to a higher plane or sphere are expelled as “soul fragments”. They may be considered left-over products — which have other uses in the wider scheme of things (just as the biochemicals in a decomposing physical body which is buried are absorbed by plants which in turn provide nutrition to animals which eat them).
The unconscious fragments that were left behind are now not supported by higher intelligence. They are known variously as “shades” or “shells” in the metaphysical literature and have been written about extensively by Leadbeater. They eventually coalesce into larger bodies as a result of the natural dynamics of magnetic plasma, as already discussed above.
© Copyright Jay Alfred 2007
Jay Alfred is the author of three books on a new field called “plasma metaphysics”. The books include
Apr 29, 2008 | Uncategorized
On behalf of The Food for Everyone Foundation I am pleased to announce the launch of a unique Teachers’ Virtual Gardening Training Program, that promises to empower teachers with real gardening skills, along with teaching and demonstration materials, like nothing has ever done before
The foundation’s generosity in giving almost $300 worth of unique gardening materials to qualifying teachers is simply fulfilling the foundation’s mission of “teaching the world to grow food one family at a time.”
We have been working for many years to make these materials readily available in a format that can be downloaded to computers anywhere in the world. I am excited at the program’s potential for helping young people get back to the basics of really knowing where their food comes from, and even growing their own food.
We are looking for teachers who teach - or who want to teach gardening - and particularly for those who would like to display and promote their class’s vegetable gardens on a website. This could be especially beneficial if the school supports the class and garden.
The foundation is prepared to donate the following digital books and training videos, created by world-renowned Dr. Jacob R. Mittleider, for qualifying teachers’ use:
* Six Steps to Successful Gardening - a graphically illustrated short book on the basics.
* Mittleider Gardening Course - created by BYU PhD’s in Educational Psychology - Excellent!
* Gardening By the Foot - Pictorial how-to on container gardening around the world.
* Lets Grow Tomatoes - The favorite of millions. Teaches you tomato growing start to finish.
* Mittleider Gardening Manuals (9) - On several of the most important gardening subjects.
* Grow-Bed Gardening - Hundreds of pictures show & teach growing in the natural soil.
* Soil-Bed Gardening Basics (23 videos) - 10 to 20 minutes each on dirt gardening, or
* Grow-Box Gardening Basics (21 videos) - covers everything needed for container growing.
These vegetable gardening books and videos are so GOOD the foundation is able to promise people ‘a great garden in any soil, in almost any climate’, and further promise that those following the true principles and procedures taught will typically increase their garden yields by a factor of 5 to 10 times! Specific information on each book is found at www.foodforeveryone.org/store
Only the Six Steps to Successful Gardening book is needed for a teacher to jump-start the gardening season right away, and the easiest way to develop a first year quick-start teaching plan is to follow the Six Steps book page by page.
The Mittleider Gardening Course is designed for the student who wants more in-depth information, or if the class needs or wants to grow in containers. The combination of the two, along with the other digital training material, provides for teaching students from Elementary all the way through College levels.
As classes start and begin to see results from their gardens they are requested to document their progress and success on their own website. The foundation will also give some direction and assistance in setting up a website to those who request it.
Agriculture-based and other teachers interested in teaching vegetable gardening using the foundation’s methods are encouraged to send an email to Steve@Foodforeveryone.org and put “Teachers’ Virtual Gardening Training Program” in the subject line.
Jim Kennard, President of Food For Everyone Foundation, has a wealth of teaching and gardening training and experience upon which to draw in helping the Foundation “Teach the world to grow food one family at a time.” Jim has been a Mittleider gardener for the past twenty nine years; he is a Master Mittleider Gardening Instructor, and has taught classes and worked one-on-one with Dr. Jacob Mittleider on several humanitarian gardening training projects in the USA and abroad. He has conducted projects in Armenia, America, Madagascar, and Turkey by himself. He assists gardeners all over the world from the foodforeveryone.org foodforeveryone.org website FAQ pages and free Gardening Group, and grows a large demonstration garden at Utah’s Hogle Zoo in his spare time.
Gardening Books, CDs and Software are available at foodforeveryone.org foodforeveryone.org
Apr 29, 2008 | Uncategorized
Before starting to define the concept of blended learning, its important to know the most unobtrusive fact about the concept - that it has been around in disguise for eons and its immortality is undisputable. Simply put, unblended learning is something unimaginable. Learning has always involved blending of different methods and only the uninitiated can think of a learning environment where a computer can carry out all the aspects of training without the assistance from other media. Though this term found entry into the e learning jargon only lately, we have been using blended learning since time immemorial. Teachers using different forms of exercises right from story telling and toys to using charts and reading aloud for training toddlers are using blended learning techniques.
Blended learning in corporate training
Blended learning fast seems to be replacing e learning in corporate training, if not elsewhere. Corporate training programs aim at improving revenue, reducing costs and enhance teamwork in general, rather than focusing on the individual development of employees. Learners, too, learn with a view to becoming effective at their jobs rather than for the sake of increasing knowledge. Keeping these trends in mind, blended learning can best address the needs of a corporate training program, since different sets of learners require different delivery methods. The key to enhance results lies in offering the perfect amalgam of media and delivery as per the requirement of a particular program. Learning experiences are categorized into steps in a blended learning model and the learner’s progression from one step to another keeps on building upon the previous learning experiences. This forms a ladder through which learners keep on climbing rung after rung to blossom into a tree of collaboration from the sapling of education. Organizations have graduated from the basic information exchange level to the level of expertise – all within scheduled time frames and fixed costs through blended learning techniques. A blended learning model allows the ease of combining either elements from a particular level, or complete levels to arrive at a single learning solution. The blend that a company selects depends upon various factors including requirements, costs, time on hand and available content.
Basic elements of blended learning
Broadly, blended learning models comprise of the following elements, mixed in varied proportions according to an organization’s requirements. Blended learning can be classified into
Learning through information
Learning through interaction
Learning through collaboration and
Learning through classroom experiences
E learning technology can be put to good use while learning through information, interaction and collaboration. This not only reduces cost attributed to enlarged periods of non productive activity on the part of the employees, commuting and employing instructors, but also creates reusable content, and reiterates core messages and concepts to ingrain them in the minds of the learners. At the same time, the classroom sessions develop interpersonal skills and the ability to communicate face to face.
Learning through information
Material based information is the first coherent step towards starting a learning program. Web based material can now be handed to the learners, thanks to e learning techniques, which can render the learning program easy to deliver and faster to implement. Making the information accessible all the time will give learners the liberty of scrolling through the content at their own convenience, which, in turn, will enhance understanding and enthusiasm.
Learning through interaction
The learner-instructor, learner-content, learner-learner, and learner-infrastructure interactions become all the more important in a blended learning environment. Web can assist all the above mentioned forms of interaction, which, together, help retain the knowledge that is acquired through information .Web simulations of real life situations allow learners to apply their knowledge practically, without the possibility of them affecting your business directly.
Learning through collaboration
Collaborative learning includes peer to peer discussions, conference calls, chat, team rooms and instant messaging. Technology has enhanced the concept of collaboration manifold, where learners, even though geographically remote, can communicate in real time. The collaborative environment also heightens the chances of collaboration between e learners and subject matter experts (SMEs).
Learning through classroom interactions
Conventional, tested and, by far, one of the most effective approaches to learning, classrooms are the best places to personally connect to peers and instructors. No technology can replace the advantages of this approach, which is exactly why no e learning or blended learning model will skip this element for any reason. But, as one would like to believe, blended learning has never attempted to replace classroom based learning. On the contrary, technology based learning takes care of the basic, mechanical and mundane aspects of learning to allow classroom based training centre around discussions on already learnt subject matter and behavioral and psychological modifications.
Bottomline
Blended learning involves the appropriate blend of varied components including courses, content portions, IM pings, blog feedback, and many other things. The ubiquitous problems of speed, scale and impact associated with most e learning models can be successfully solved by blended learning. Applying blended learning to all your learning needs will definitely leverage your organization vis a vis your competitors.
Viswanath Shankar has been managing and maintaining various e learning softwares for the past decade and a half. A storehouse of knowledge about LMS (Learning Management Systems), he is aware of the impact e learning can have on the academic as well as corporate learning. He has been working in close co-ordination with web development experts to develop user friendly distance learning programs. It takes a professional like him to declare the big time arrival of e learning as a worthy substitute to conventional learning techniques.
Viswanath Shankar has been managing and maintaining various elearning-india.com” target=”_blank e-learning softwares for the past decade and a half. A storehouse of knowledge about lmswizdom.com.com” target=”_blank LMS (Learning Management Systems), he is aware of the impact e learning can have on the academic as well as corporate learning. He has been working in close co-ordination with web development experts to develop user friendly distance learning programs. It takes a professional like him to declare the big time arrival of e learning as a worthy substitute to conventional learning techniques.
Apr 29, 2008 | Uncategorized
Currently there are over 30,000 people ho have put their names on a list with deposits to go into space. The FAA has set up guidelines for space tourism companies. Luckily NASA is helping to kick star and has seed funding for larger orbital transport vehicles, which can take many people into space at one time. Such a vehicle can bring equipment to the International Space Station, repair or tow satellites, as well as take people for the ride of their lives.
Unfortunately the Earth’s gravity is something, which must be overcome and it takes a lot of fuel and a much larger air/space craft to do this. I propose an aircraft, which has expandable blimp like wings, which allow the craft to ascend up to the 80,000 feet, at which time the expanded wings will be reeled back into the wings. Then the spacecraft will fire methane-powered rockets to reach escape velocity so it can break free from the gravitational hold.
In doing so we will save the huge amount of fuel needed to reach flight level eight zero, which will allow us to build smaller and stronger ships, increase payloads and thus mean a greater envelope of safety in our orbital missions.
“Lance Winslow” - Online WorldThinkTank.net/wttbbs/ Think Tank forum board. If you have innovative thoughts and unique perspectives, come think with Lance in the Online Think Tank and solve the problems of the World; WorldThinkTank.net www.WorldThinkTank.net/
Apr 28, 2008 | Uncategorized
Tuition means instruction, teaching or a fee charged for educational instruction especially at a formal institution of learning or by a private tutor usually in the form of one-to-one tuition.
Tuition is charged by educational institutions to assist with funding of staff and faculty, course offerings, lab equipment, computer systems, libraries, facility upkeep and to provide a comfortable student learning experience.
Some methods students use to pay tuition include:
Most students who pay for tuition have fees that are greater than their savings. Thus, some students have to take part time jobs and/or take out loans. Those who take part time jobs worry about handling both the course load and working. Those who take out loans have to ensure they are able to repay or else risk bad credit ratings.
It might happen that you or any other member of your family is planning to join a college and you don’t have enough money to pay tuition fee and other expenses. Then what do you do? The first solution to your problem is scholarships or grants provided by the government but if you are not enough poor and intelligent to grab a federal grant, then the only solution is student loans.
But most of us don’t know how to choose a better option of college loans.
Click here for some tips to follow before applying for college loans:
Tina ales Indu is a senior lecturer at Gokul Akademi University at Delhi, India. She teaches methodology in the university teacher-training programmers for class teachers, foreign-language teachers and special-education teachers and conducts in-service courses and workshops on GAU. She is also author/co-author of 08 published [some of which are downloadable] you may contact her through her website tuitionindia.com/ tuitionindia.com/
You may also place a classified on the above site to get more tips about all tuitionindia.com/ tuition related activates in India.
Apr 28, 2008 | Uncategorized
The job of a pilot in the aviation industry has emerged, as a very successful career option for many youths and young aspirants. Many professional flight schools have started their private and commercial pilot license courses, which can certainly benefit students who wish for a successful career in the aviation industry.
A lot of flight schools give a wide choice for students to select. Choosing a particular flight school is very difficult from all the available options. But all students must keep one important thing in mind, which will help them in selecting an appropriate flight school, and that is the cost of the whole course. It is very difficult to quote a particular figure, as the amount of fees for these courses depends on a number of factors. Flight schools and instructors are not in a position to influence the cost, because it depends on many external factors beyond their control.
Nevertheless it is possible to arrive at an approximate value of these fees, on the basis of the costs discussed with the students. It depends on the duration of training accepted by the students, and the successful completion of the same. If students miss any week of training their outstanding fees keep on increasing, and the ultimate cost of the course increases. Hence many experts advise on choosing the accelerated flight training programs that offer, full time and focused training to their students, which can be completed in time.
The cost of flight schools varies with the kind of course undertaken by the students as well as, the type of flight school providing that course. Most of the private pilot license courses are in the range of $ 3000 to $ 4000. The FAA prescribes a minimum flying time of 40 hours, but the national average is of about 70 hours in two-seat airplanes. It is advised by many experts to check the authenticity of the flight school before selecting it, as a school charging less fees, does not mean, it gives a good deal.
It is important for prospective students to note that the cost of the flying school should not, be the criteria for its selection. Many other factors need to be studied before selecting an appropriate flight school.
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