In our days cheapest online college is one of the most widespread ways for studying and more and more people prefer it. This is one of the cheapest ways to get education. As we know today almost everyone uses Internet for many things-shopping for example. We don't have to be surprised that online education wins more and more popularity.

It's not easy to be an instructor of online teaching. Instructors need from very good preparation and they also need from knowledge in technology sphere. Depending on cheapest online college teachers and instructors are bound and trained to give lessons with high quality and also to offer interesting subjects for discussion. The more instructors are well-qualified the more students will study in the cheapest online college.

We can certainly suppose that in the cheapest online colleges will study more and more students. Most people prefer them because they can economize money and also they don't need to travel if they live far away. We all know that today young people looking for different attractions. Cheapest online colleges are definitely attractive way for studying! All these things have to convince us that cheapest online colleges will win more and more popularity.

Of course everyone understands the need and the meaning of education. Cheapest online colleges are not exception! Because of this computer system in these colleges is well developed there. Students may easy check their marks. They also can connect and call their teachers if they have some difficulties in studying. I'm convinced that almost everyone especially today will prefer online teaching for his education. The reason is simple: everyone uses computer and that allows you to do much things from home. This is indisputably an advantage!

Everything has its good and bad sides. Cheapest online college also have. But first of all, as we already said, today people looking for attractions. This is the main reason more and more people to study in cheapest online college. I'm quite sure that if some sociological agency leads an inquiry about the preference of people where to study, most of them without any hesitation will answer: We prefer to study in cheapest online college. One of cheapest online college is Western Governors University.

One cheapest online college is "Macalester College"! You can find mor details in Wiki.

Western Governors University (WGU) is located in Salt Lake City, Utah. It is founded 11 years ago by the governors of 19 states. According to survey, WGU's enrolment rate skyrocketed in 2006 and 2007 by 40%. It is a non-profit university funded mainly by tuition and supplied by governors worth US$20million. Western Governors University is accredited by the National Council for Accreditation of Teacher Education (NCATE).

Higher education tuition is at an all-time high and it only looks to keep rising. But going to college does not have to mean breaking the bank of graduating with insurmountable debt. There are affordable options still providing high-quality education. All they are sought by students at any time. In Internet there are many web sites that probably have assembled the cheapest universities and colleges online by degree mater and subject level. In this way you can find these programs working best for you, your wallet and your interests. These colleges and universities are the right place for all the students.

more source: my-degrees.com

Support students with disabilities

Students with disabilities across the spectrum are challenged by writing for the most to the least disabled. As the emphasis in accountability is toward being “college and career ready, the emphasis in writing is increasing. Much of the challenge comes not but because they have difficulty with “executive function,” the intellectual ability to visualize all the stuff and steps that go into writing, and then visualizing the path they need to proceed down before they have a product (story, article, essay) but because students with disabilities have nothing to say or write about. As a means to help students become lifelong writers, Lucy Calkins, a professor at Columbia University’s Teacher’s College, introduced the Writer’s Workshop. It provided a structure that generated lots and lots of authentic student writing and was used extensively in Michigan when I lived there. I found that it created enthusiastic and fluent writers and also I was substituting in elementary schools then. I have adapted much of the structure for Writer’s Lab, with the understanding that children with disabilities will benefit from additional supports and structure. Success for a child with a disability looks different from success for a general education child – you have to remember this.

 

You need a topic before you can write. It really helps children if they are asked to write about something they have chosen (choice is always a powerful motivator.) A couple times a year you need to review and create new topics. My brainstorming form focuses on each of the kinds of writing that the Common Core State Standards begin to require by 6th grade, which are formats that will be required in future grades as well. This graphic organizer is really designed to guide a beginner through the process. Hopefully organization format. It is possible to write a complete essay/written assignment using an idea web as an organizing tool. This form is great for students who have just begun writing longer than a single sentence. The form I have created for you provides space for four detail sentences. It could be cropped to three, but I wouldn’t go lower than that, myself. This form will help them lay out the sequence for their own writing efforts as students expand their writing skills past a single paragraph, and have stories to tell. This tool is best for personal narratives of fictional articles. You could also write an accompanying rubric that would give maximum points for filling all six events, fewer for say 5 and still give some points for 2 events. They should write with some fluency in case enough or the most appropriate graph organizers are in place to support your students as they prepare to write. This may be a good time to let disabled writers dictate in case there are issues with holding a pencil or legibility. You can either let the writing process in this case be purely transcription, as a tool for the student to examine his or her own work once it is recorded.

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How do children learn language

Language learning is natural. Babies are born with the ability to learn it and that learning begins at birth. All children, no matter what language their parents speak, learn language much the same way. This learning takes place in three basic stages. Babies can make and hear all the sounds in all the languages in the world when they are born. That’s about 150 sounds in about 6500 languages! No language, however, uses all 150 sounds. Phonemes are the sounds that a given language uses and English has about 44. Some languages use more and some use fewer. Babies learn in this stage which phonemes belong to the language they are learning and which don’t. The ability to recognize and produce those sounds is called phonemic awareness which is important for children learning to read. Stage two is learning words and children essentially learn how the sounds in a language go together to make meaning. For example, they learn that the sounds m , ah , m , and ee refer to that “being” that cuddles and feeds them – mommy.

 

That’s a significant step because everything we say is really just a stream of sounds. To make sense of those sounds, a child must be able to recognize where one word ends and another one begins. These are called word boundaries. It is not exactly words that children learn, though. What children are actually learning are morphemes which may or may not be words. That’s really not as confusing as it sounds. A morpheme is just a sound or sounds that have a meaning, like the word mommy. Learning sentences is the third stage by which children learn language and here they learn how to create sentences. That means they can put words in the correct order. For example, they learn that in English we say “I want a cookie” and “I want a chocolate cookie,” not “Want I a cookie” or “I want cookie chocolate.” Also they learn the difference between grammatical correctness and meaning. Babies can already respond to the rhythm of language. They can recognize stress, pace, and the rise and fall of pitch when they are bor. Infants can distinguish between language sounds and other noise, like the difference between a spoken word and a clap as early as 4 months. Babies have begun to babble and coo and that is the first sign that the baby is learning language by six months. Babies are now capable of making all the sounds in all the languages of the world but they will have dropped the sounds that aren’t part of the language they are learning by the time they are a year old. Babies can now recognize groups of sounds and can distinguish one group of sounds from another. They can tell where one group ends and another begins. That is word boundary recognition. Although they recognize these sound groups as words, they may not know what the words mean.

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How do children learn to read

A baby’s brain is hardwired to learn a language. That means that a baby doesn’t need to be taught how to speak a language; it happens naturally. Phonetic awareness is where the reading starts. It means that children become aware that speech is made up of individual sounds. Often it is also a focus of early learning programs so it is a critical part of reading readiness. However, phonemic awareness isn’t enough to allow children to learn to read since writing isn’t speech. Children must be able to recognize that the marks on a page represent the sounds of a language in n order to learn how to read. Alphabetic awareness is more than just memorizing the alphabet. Learning it is part of reading readiness so children must be able to do more than simply memorize the letters in order to be able to read. hey must also be able to identify which sounds in the language (phonemes) go with which letters. Memorizing letters and sounds is a more difficult task that memorizing the names of objects like animals. Animals are concrete things – they can be seen and they can be pictured.

 

You can point to a cat and say “cat” to help your child connect the word to the animal, for example. You can point to pictures of cats or other objects to make your child connect the words to the objects. So memorizing which sounds go with which letters is a more abstract process than memorizing the names of objects although sounds can’t be pictured. Even more difficult when we understand that we don’t have an exact correlation between letters and sounds is memorizing the sounds that go with the letters of the alphabet. As we can see from the letter, some of them represent more than one sound. But since the sounds they represent are sounds that other letters represent, other letters seem unnecessary. For example, we could just as easily spell queen, kween and we could spell exit, egzit. Learning to read requires even more as difficult as it might be do match all the sounds to the right letters and memorize them all. hildren must also be able to link printed words to sounds. That is more complex than it sounds because a word is more than the sum of its letters. For example, the word cat s made of up three sounds represented by three different letters: c-a-t. Children must be able to recognize that these sounds blend together to form the word cat. Making the connections between sounds and printed words is so complex that we still don’t know exactly how children do it. We say they have “broken the code although when they are able to manage it. Prealphabetic stage  phase is a stage where children recognize and basically remember words by their shapes. Words are something like pictures and the letters provide cues to what the word is. For example, child might see that the word bell has a rounded letter at the beginning and two l‘s at the end.

 

 

 

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Work on campus

Especially if you’re new on campus or you’ve never applied for an on-campus job before knowing how to get a job in college can be challenging. And there are definitely some jobs that are better than others while each and every student worker plays an important role in helping make a college run better. Just like you, here are undoubtedly other students who want or need to get a job in college. Which means that there are lots of other people eager to apply for the job(s) you want to get, too. Start figuring out how and where to make the process happen, as soon as you know that you need or want to work during your time in school. Try to do some emailing — or even applying – before you officially arrive on campus for a new semester in case at all possible. Before you start looking at listings, take a moment to sit down, make budget and figure out how much money you need or want to make from your on-campus job. Knowing the amount you’ll need to bring in each week will help you figure out what to look for.

 

Chances are that all of the student jobs are posted in one central place, like the student employment or financial aid office in case you are applying for an on-campus job. Head there first to avoid having to spend a ton of time trying to see if individual departments or offices are hiring. People often think of schmoozing with people they don’t really know at a cocktail party when they hear “networking”. But even on a college campus, it’s important to talk to people about what you’d like in an on-campus job. Talk to your friends to see if they know of great places that are hiring or if they’ve worked somewhere they particularly liked. If, for example, someone down the hall works at the mailroom, thinks it’s a great gig, and is willing to put in a good word for you, voila! That’s networking in action. Usually applying for on-campus jobs is a much lower-key process than applying for jobs at, say, a major department store or corporate office in town. That being said, it’s still important to appear professional when you apply for an on-campus job. You’ll undoubtedly be interacting with people off-campus, professors, upper-level administrators, and other important folks, no matter where you work on campus. You may apply for a super-casual gig where they hire you on the spot. Or you may apply for something with a little more prestige where you need to wait a week or two (or more) before you hear if you’ve got the job or not. It’s okay to ask during your interview when they’ll be letting people know if they are being hired; that way, you can still apply for other jobs and be making progress while you wait.

 

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How to find a mentor

Academic advisors are often assigned. Undergraduates typically see their advisors once or twice a semester when they register for classes. Often in graduate school faculty serve the same function but also become mentors, who provide advice on research and professional development, guiding students in learning about and conducting research. Your mentor is an important influence on your professional development but remember that no mentor can meet all of your professional development needs. Graduate students might seek mentorship in a variety of activities such as research, teaching, and applied work. No mentor can fulfill all of these roles. A secondary mentor such as another research advisor, practicum supervisor or professional can provide support, advice, and a new perspective on your career. The happiest graduate students have several mentors for the various facets of professional life, including someone they can turn to for more personal questions such as how to balance work and home life. Learn about the mentoring dynamic and what type of relationship you can aspire to before you get involved in a mentoring relationship. Take initiate in making this so. Think about what type of career you want. Do you know any faculty who embody this career?

 

Look for potential mentors once you have identified your mentoring needs. List the faculty in your department. Collect information about them. Pay attention to bulletin boards that may list faculty talks, visit faculty web pages to review their vitae and publications. Some include descriptions of their labs and how to apply to work with them. Ask other students about their experiences with faculty to learn about what they are like: their expectations, how easy it is to get along with them, quirks, working style, and so on. It’s time to get to know mentors after you have identified potential mentors. By signing up for a class or seminar, or ask if you can help them with their research make contact and gain the professor’s attention. Know something about their research before you ask. Make it clear that you are aware of their work – and interested in it – rather than blindly searching for ways to get research experience. Get involved in their work before you ask them to mentor you so that you are familiar with their research and know what you are getting into. Also give them a chance to get to know you. Ask for a meeting for the purpose of asking questions and seeking guidance. Ask if the professor is willing to answer questions about their own experiences and successes. At the meeting, ask questions, and explain your academic and professional goals. Formally request that the professor mentor you. If you haven’t already, volunteer to work on a project with the professor – entailing anything from collecting data to simply making copies. You can benefit from several mentors with differing areas of expertise and levels of experience. More experienced peers can help you learn about the process of applying to grad school. Grad student peers can share advice about classes, faculty, comprehensive exams, theses, and more.

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Mentor vs advisor

Professors will play an enormous role in your graduate education. You can learn much more from them through your interaction outside of class while it is easy to see how professors’ work in the classroom influences your education. Professors spend time conducting research, publishing, and grant- writing. Observe and learn from them and you’ll make strides towards earning your graduate degree. A good relationship with your professors, particularly your mentor, is essential to successfully completing your graduate program and your dissertation in a nutshell. Most graduate students notice the use of two terms to describe faculty who are particularly influential to a student’s progress: advisor and mentor as they read and speak with other students. Many students use these terms interchangeably. In practice, advisors and mentors are quite different. Often an advisor is assigned to you by the graduate program. Your advisor helps you select courses and might direct your thesis or dissertation. Your advisor may or may not become your mentor. A mentor does not simply provide advice on curriculum issues, or what courses to take. A mentor is much more than an advisor. He or she becomes a trusted ally and guides you through the graduate and postdoctoral years – a mentor facilitates your growth and development.

 

Mentoring often takes the form of an apprenticeship relationship, sometimes within the context of an assistantship in science. he mentor aids the student in scientific instruction, but perhaps more importantly, socializes the student to the norms of the scientific community. The same is true in the humanities; however, the guidance is not as observable as teaching a laboratory technique. It is largely intangible, such as modeling patterns of thought, instead. Science mentors also model thinking and problem solving – make no mistake. Some may say that the difference between advisor and mentor is just semantic. These are usually the folks who have been lucky enough to have had advisors who take an interest in them, guide them, and teach them how to be professionals. That’s it – they have had advisor-mentors without realizing. Expect your relationship with your mentor to be personal but also professional. Many students maintain contact with their mentors after graduate school and mentors often are a source of information and support as new graduates enter the world of work. Much of the learning that takes place in higher education occurs outside of class, during interactions with faculty and peers. Close relationships with professors are critical to a productive graduate school experience but they are important well before graduate school begins. Undergraduates also benefit from mentoring relationships with faculty. Mentors are guides They can help you identify your academic and professional needs and help you to seek opportunities and experiences to meet them. hey offer opportunities to get research experience, writing experience, publications and presentations, and training opportunities such as fellowships, internships, and assistantships. Mentors may introduce you to their professional network by asking you to meet their colleagues at conferences, for example. Your discussions can help you develop confidence and a sense of professional identity.

 

 

 

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Easy steps to improve a resume

It may have taken you some time to write your resume although it’s more about procrastination in getting started than it is about the actual time it takes to get a resume completed in the experience of everyone. It does take time to decide what to include and to organize the information in a logical fashion but it really doesn’t take that long to write a resume. Step away from it for a day or some and then come back to it and see if there’s a way that you can make any improvements once your resume is written. Because they are the easiest way for an employer to get a snap shot of your skills and accomplishments is the reason resumes are so important. It is the resume that was designed for that purpose because employers need out candidates. Where an employer can easily see your education, honors and awards, relevant coursework, relevant and additional experience, as well as special skills and co-curricular activities that you’ve accomplished, is a great resume one. Resumes are professional documents. They provide employers with relevant information on which to base a decision on whom they’d like to interview.

 

Include the Education section of your resume first in case you are student still in college or a new graduate. It’s important to have Education included at the very top of the resume followed by a Relevant Coursework or Relevant Experience section right below since this is what you’ve been doing full-time over the course of the past several years. Under each heading you will then want to include the most recent experience first. Employers often skim resumes first to find the most qualified candidates prior to looking them over more carefully. Be sure to highlight how you meet the specific qualifications of the internship or job when writing your resume. Often the most difficult part of the whole process is finding a way to organize all of the information on a resume. Every resume should have a focus. It is your responsibility to fully understand the qualifications listed in the description and then organize your resume in a way that best highlights your skills and accomplishments and proves that you are the perfect candidate for the internship or the job when applying for an internship or job. Including a Relevant Experience section right after Education where you can list all of the coursework, volunteer, co-curricular and previous internship/job experience that is directly applicable to the internship or job is the easiest way to do this. Using bullets makes it easier for employers to read and results in a much cleaner looking resume although descriptions in a resume can be in paragraph or bullet form. Each bullet should begin with a strong action verb followed by a concise statement (eliminating all articles, “a, an, the” whenever possible) that further describes your specific skills and accomplishments. By improving your resume you improve your results.

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College student resume writing tips

The prospect of creating a resume can be a daunting one for a college student. After all what of great significance have you done at this early stage of your life? You may be surprised about the types of things, however, that employers value in a college applicant and how simple it might be for you to demonstrate that you have the right stuff! Take inventory of your experiences prior to taking on the challenging task of crafting the precise language to compose your resume descriptions. Brainstorm a list of your most significant experiences drawing from all aspects of your life including school activities, community service, athletics, jobs and internships and academics. When you learned the most, excelled the most or were most motivated, place a star next to the experiences. Most of the effective resumes are targeted towards a specific job or set of jobs highlighting the candidate’s most relevant skills and experiences. Career Service Staff had to be met and also you have to research careers and learn about what employers in those niches are looking for in candidates for jobs or internships. Devise corresponding versions of your resume in case you have several different employment goals.

 

As you write descriptions of your experiences paint a dynamic picture of yourself. Focus on the most active components of your role. Start your descriptions with the most responsible and impressive elements of your experience. Your resume should include mostly the highlights of your individual experiences so feel free to leave out the mundane aspects! Employers look for candidates who can generate positive results for their organization and add value. Review each of your experiences and try to portray any mini successes or accomplishments which you achieved in your role. Ask yourself how you helped make that club, class, organization or team just a little bit better. Start your phrases with words which denote positive change like improved, established, upgraded, revitalized, initiated, increased, expanded, created, enhanced etc. Usually your most significant job as a college student is being an engaged learner. Make sure you include any references to your success as a student. Of course this might include a high GPA, a high GPA in your major especially in case you major is demanding or relevant to your job objective) or good grades in the last few semesters. You might include Junior/Senior GPA” or “GPA last 3 semesters” as a device to underscore your current productivity for all the students who struggled early on but came into their own.  Employers value leadership so be sure to include any references to organizing, recruiting, leading, training and motivating your peers while engaged in co-curricular activities. Have advisors, parents, friends and career services staff critique your resume as well. Meet with alumni in your targeted field to get some feedback regarding how well you have tailored your document to their needs. take the time to follow these steps and make the best possible impression on employers so that you can land interviews for exciting jobs and internships, don’t have any regrets.

 

 

 

 

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How can i be successful in college

Doing well during your time in school might often seem like it requires a very complicated formula. College success, however, often comes from managing the little things and keeping your focus over the long-term. Check out some tips in case you’re wondering how you can be successful in college. First of all you have to manage your time well. True, students in college don’t have a lot of money — but they have even less time. One of the biggest factors for your success, consequently, is managing your time well and efficiently. You just might be amazed at how these little steps can make a huge difference in your college life — and, consequently, on your journey toward college success. Staying on top of your academics may seem obvious, but it can be all-too-easy to become overwhelmed and distracted with everything else that’s going on during your time in school. And you have spent so much time being involved in the social scene and with your cocurriculars that you’ve fallen behind in your classes before you know it. Staying on top of your academics isn’t necessarily hard. Your academics should always come first when filling out your weekly calendar and making decisions about where to spend your time.

 

You can lose control of your financial situation with just a few bad (and quick) choices, similar to your academic workload. Staying on top of your financial situation is critical for doing well during your time in school as a result of this. Check in on your financial situation frequently and also stay on track. After all it is much easier to spend an annoying few minutes here and there checking your bank account status than it is to try to find money when you’re running dangerously low at the end of the semester. To be comfortable of saying “no” is another important tip in case you want to answer the question how can I be successful in college. It’s hard to say “no,” especially when there are so many amazing things happening on campus and so many amazing people asking you to join them. However, you’d never sleep, you’d never do your homework, and you’d definitely never find success in college in case you say “yes” to everything, unfortunately. An important step to take is learning how to say “no” and feeling comfortable and confident while doing so in order to ensure your college experience is a positive one. When you need help, always ask for it. It’s a rare — or perhaps exceptionally stubborn and silly — student who can make it through college without having to ask for help. Ask for help whether you need a little bit from it to prepare for a midterm or some assistance from the counseling center when dealing with a personal issue. There’s nothing wrong with doing so and it would be silly not to utilize the resources available on your campus. You are probably paying for them anyway through your tuition and fees costs after all so why not take advantage of something that can help set you up for a better experience?

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How to reduce academic stress

Amidst all the aspects of college that students deal with on a daily basis — finances, friendships, roommates, romantic relationships, family issues, jobs, and countless other things — academics always need to take priority. After all, the rest of your college experience becomes impossible in case you don’t do well in your classes. You could easily manage 5 or 6 classes plus all of your cocurricular activities in high school but in college, however, the entire system changes. How busy (and stressed) you’ll be throughout the semester depends mainly on the number of units you take. The difference between 16 and 18 or 19 units may seem small on paper. It is a big difference, however, in real life (especially when it comes to how much studying you have to do for each of the classes. Take a look at the number of units you’re taking in case you are feeling overwhelmed with your course load. You might want to consider it in case you can drop a class without creating even more stress in your life. Joining a study group can be a very successful step for reducing the academic stress for a long period of time.

 

In case you are not studying effectively, all that time spent with your nose in your books might actually be causing you more stress even you may be studying 24/7. Consider joining a study group because by doing so you can help yourself to hold accountable for getting things done on time (after all, procrastination can be a major source of stress, too), help you better understand the material, and help you combine some social time with your homework. And also consider starting one yourself in case there isn’t a study group you can join for any (or all!) of your classes. It won’t matter if you study by yourself, in a study group, or even with a private tutor in case you are not sure how to study effectively. Make sure that all of your efforts to study are matching up with what your brain needs to retain and truly understand the material. Everyone knows those students in class who clearly are mastering the material — and not having a problem doing so. You can offer to pay them or even deal in some kind of trade (maybe you can help fix their computer or also tutor them in such a subject that they are struggling with. Check with some of the academic support offices on campus to see if they offer peer tutoring programs, ask your professor if he or she can recommend a peer tutor, or simply look for flyers on campus from other students offering themselves as tutors in case you are not sure whom to ask in your class. It can be easy to lose your focus, but the main reason you are in school is to graduate. You don’t get to stay in school in case you do not pass your classes.

 

 

 

 

 

 

 

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