This post is about how to distinguish between reputable online schools and those offering only bogus promises.
More and more people are looking into an online education as an option for pursuing an advanced degree these days as distance learning opportunities flourish. Looking into these programs can become confusing, however, when you try to compare the different programs offered.
After a while, you may realize that some offer genuine continuing education online while others are simply offering to sell you a fake diploma for an outrageous fee. This is one of the greatest complaints about online education – that integrity is sometimes compromised in the search for convenience.
It doesn’t have to be that way, and the few bogus universities or colleges online that are actually fronts for these diploma mills are damaging to the reputation of the many excellent MBA and Bachelor’s programs offered over the Internet that are challenging and rewarding.
Any working professional just might jump at the chance of taking on higher education. With a budget appropriately allotted for such an endeavor, everything should be smooth sailing, right? Not necessarily. This is because any working professional just might NOT have the time to go to university to earn a second degree.
There are inevitable time constraints when you are already working. Plus, there’s the fact that there are limited class schedules being offered by universities nowadays. With these limits, finding class schedules that would jive with your own working schedule could very well be close to impossible. This is where distance learning steps in.
Distance learning is another word for online learning. With distance learning, you will not have to go to your selected university or college physically. All you would have to do is enroll in a distance learning program being offered by your university of choice, complete the whole course online, and get your degree! Yes, it is as easy as that! All you would need is a reliable Internet connection and you are all set to go! Your very own bedroom can be your very own classroom!
Erin Novak worried about her ability to find a job. After leaving the labor force more than six years ago to care for her two children, she wanted to return to work. Her computer skills were rusty. She didn’t own a suit appropriate for interviewing.
But it took just over two months for Novak to land a human resources job at Ampco System Parking.
“I was a little nervous. It was like going back the first day of school,” says Novak, 28, of Lakewood, Ohio, mom to Madeline, 6, and Evan, 3.
Novak is one of a growing number of mothers who are leaving the workforce only to return later. Many of these so-called sequencing moms are finding employers more willing to hire them despite resume gaps.
Employers are partnering with search firms that specialize in returning moms. Companies are going beyond federal law and giving mothers a year or longer for maternity leave, then taking them back. And some businesses are specifically trying to recruit sequencing moms for job openings.
Business, government, education, communities, and families need competent leaders and positive role models. Some individuals aspire to be leaders and seek opportunities to develop the attributes, knowledge, and skills they require.
Others seize an opportunity to be a great leader when the situation arises-unplanned but a “decision window” which makes a difference for many. This case study investigates leadership from various perspectives. Illustrates how a crisis can bring out the best in a person and analyzes the important role that followers play in creating leaders.
How is leadership potential developed? In today’s society, what are the characteristics that define a leader – academic achievement, personal integrity, physical vigor, proactive responsibility, creative problem-solving? The United States and the World will continue to need people who can provide solutions, motivate followers and create a better place to live and work. Leadership education can benefit from exploring past and current leaders.
Orlando (Fla.) Sentinel, stated in an editorial back in 2005: “Rosa Parks was living proof that ordinary people are capable of extraordinary acts that can change the course of history. A half-century ago, Parks, then a seamstress in Montgomery, Ala., was arrested for refusing to give up her seat on a city bus to a white man.
When the Encino, California, door slid open, and suddenly, there he was. The most accomplished and respected coach of any millennium was dressed conservatively in a blue cardigan sweater and gray slacks.
Instantly, he appeared precisely like that mental photograph of him that we carried with us: owlish and dignified, with buttery-soft pale skin and sky-blue eyes that danced contentedly behind silver-rimmed glasses. We’re talking a 2005 interview and this article is a tribute to the famed coach-teacher. Let’s go back a few years…
John R. Wooden, basketball coach emeritus, emerges from the elevator behind a walker, a concession to hip replacement, arthritic knees and his 91 years. Yet his gait is purposeful, determined. He moves quickly but without hurrying. “Hello, nice to see you,” he says politely, surveying the hirsute visage of his visitor.
Everything at the Bank Street College of Education originates from the belief that education is the most essential process in people’s lives and has an unmatched impact on our society as a whole.
The lineup of speakers at the school’s commencement ceremonies, who all received honorary doctorates, reflected this belief. They covered the entire spectrum of education: a writer who has enriched lives with her books, a teacher famous for getting her point across in the most meaningful way, and a politician who’s had the integrity and know-how to improve education, and provide quality instruction for the poor and disadvantaged throughout his career.
Both training and learning are being improved by developments which are permitting more innovation to be used in everyday college lessons. A brand-new sensation, of ‘linked knowing’, is arising, which is requiring that students and students in every phase of their education, right to college, have greater technological know-how in order to have the ability to participate fully, and discover their full potential.
In response to this higher use of modern technology, numerous professionals claim that the values of the class of the future should alter, to come to be one where synergy and collective learning and sharing of encounters will certainly be essential.
The huge danger that many educators see of this drive to higher embracing of modern technology is that some pupils will merely released from exactly what is going on in the class.
I work with students who are preparing for the HSE exams and again and again, I hear them saying the practice for exam sucks. Sure, If they would like to be able to pass any exam without preparation but it’s not realistic. Here’s 3 reasons why students don’t like practice tests or any other form of preparing for their GED or TASC (New York State chose for the TASC to replace the GED) :
“It takes too much time!” Learning takes time. You have to learn every day on a consistent basis to get ready for the GED exam. The beauty of our GED practice website is that it basically spoon-feeds you the tools needed to do this, but all the tools in the world are useless when they’re not used! Learning requires work, but pays great dividends.
For that reason, it’s only going to work for those people dedicated to creating and implementing a rock solid plan for success. The person who approaches this as another “nice thing to do” will probably fold when the going gets tough….and quite possibly say, “I tried to pass the GED….it sucks!”
“It’s Too Expensive” What? Compared to what? Not getting work you deserved is expensive. Sure, you’ll spend some money on GED preparation at other places maybe, but our prep resources are free! Sure, the test is not, but you have to ask yourself the following questions about your business: Read more