Photoshop training ? the guide ,learn photoshop online

Photoshop training – the guide ,learn photoshop online

Photoshop is a evenhandedly individual friendly program and most of the people using it at some point or another would have studied it either at school or through various tutorials. It is essential that any individual receives the right guidance and the right depth of knowledge.

Photoshop training – the trainer

Mastering the Photoshop program is the key to your success or unfortunate in the graphic world.
It is well known that no employer will take your CV seriously concerning a position in graphic arts other relevant fields of work without the knowledge of this program. Many professional studios invite a Photoshop teacher to give them a private training. Other companies send their employees to study this program in external schools.

Photoshop training – the guide

The most important issue in the Photoshop training is the guide. If the guide is not skilled enough to instruct the program or  doesn’t have a natural approach to teaching in general, it is very likely that the student will experience difficulties in learning the material.
It is crucial to make sure that the guide has all the skills and qualifications to instruct the program completely. Often we come crossways publications of teachers for photoshop, we hire their services and than find out that they are not a Photoshop experts but rather teaching it as part of wide range of courses they offer. Those trainers are usually personal science students who are not professionals in the teaching of the Photoshop. Find out how  for how long the guide has been teaching the program, where did he instruct before and in which method. What kind of students did the guide instruct before – did they have a computer

knowledge background? Graphic background?
It is important to ask all those questions before you hire a guide and even find out about him from schools he taught before and get suggestions from prior students. At any school or even online training you can ask for a free try out lesson where you can experience firsthand the method, the guide and the teaching system.

Online Photoshop training

In the modern era lots of people are interested in learning the Photoshop program.   Most people like the online studies as they can learn from home, in their own time and speed. There are also lots professional Photoshop guides acquirable for downloading on the web. (Some of them for free).

Photoshop training – The correct base for professional studies of Photoshop program.

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New Learning Styles

The Desire to multitask and be constantly Connected to the net and to friends as well as the hunger for immediate results influence how young people this day interact with the world — whether in school or at work or at home or while traveling — and must be taken into statement by both educators and employers. However, the ways in which young people are different this day as learners might be the most fundamental change we need to comprehend as we think about hot to close the global accomplishment gap. The use of the world wide web and other digital technology has transformed both what young people learn this day and how they learn.

Learning Through Multimedia and Connection to Others

Young adults who’ve grown up on the net are habituated to multimedia learning experiences, as opposed to merely interacting with text. According to the Oblingers, “Researchers report Net Gen students will refuse to read massive amounts of text, whether it involves a long reading assignment or lengthy instructions. In a study that modified instructions from a text-based step-by-step approach to one that used a graphic layout, refusals to do the assignment dropped and post-test scores increased.” My interviews with students, as well as with their high school and college teachers, confirm that students are increasingly impatient with the lecture style of learning and the reliance on textbooks for information and crave more class discussions.

The Net Generation much likes doing research on the World wide web rather than in stacks of library books — in part, because of the very different experience it offers. “Prose is supplemented by song. Photographs are accompanied by video. Issues are even turned into online polls and discussions. For the Net Gen, almost apiece part of life is presented in multimedia format,” writes Carie Windham. “To keep our attention in the classroom, a similar approach is needed. Faculty must toss aside the dying notion that a lecture and subsequent reading assignment are enough to instruct the lesson. Instead, the Net Generation responds to a variety of media, such as television, audio, animation, and text.”

Once they’re on the World wide web looking for information, Net Gen students develop a vital proficiency in what John Seely Brown calls “information navigation.” According to Brown, “The real literacy of tomorrow entails the capability to be your own individualized reference librarian-to know how to navigate through confusing, complex information spaces and feel comfortable doing so. ‘Navigation’ might well be the main form of literacy for the 21st century.”  

And as UCLAs Jason Frand observes, today’s college students want to be connected to others, as well as to different kinds of information sources, while they learn. “Students with an information-age mindset anticipate education to accentuate the learning process more than a canon of knowledge. They want to be part of learning communities, with hubs and spokes of learners, rejecting the broadcast paradigm of TV (or the note-taker in the lecture hall.)””

Learning as Discovery

The experience of learning or conducting research on the web is radically different from that of classroom learning or library research. As we’re all now aware, on the World wide web you type a search string, the results of which show you hundreds or thousands of potential information sources-not just text but also video, audio, and graphics. You click on links that, in turn, have other links you can follow. You might find the study of a mortal or book or issue that you want to learn more about, and so you conduct a new search, which leads you to a new treasure trove of information and images, with countless additional links. It is an active, dynamic, nonlinear, discovery-based process-more like traveling along a spider web than moving in a straight line from point A to point B. As John Seely Brown writes: “Most of us experienced forma learning in an authority-based, lecture-oriented school. Now, with astounding amounts of information acquirable through the web, we find a ‘new’ kind of learning assuming pre-eminence — learning that’s discovery based. We are constantly discovering new things as we browse through the emergent digital ‘libraries.’ Indeed, web surfing fuses learning and entertainment, creating ‘infotainment.” In confirming Brown’s observation, one young woman in the focus group I mentioned primeval confessed that she Googles topics for fun: “There’s not a day that goes by that I don’t Google something — anything. It’s not even just when I have to Google something for school. I Google everything. If I’m bored, I’ll Google something about my life.”

John Beck and Mitchell Wade have studied the “gamers” — as the young people who play videogames are called. In their book The Kids Are Alright, they report that gamers (who, according to their research, represent 92 percent of the teenage population), “learn differently. Their game experience . . . emphasizes independent problem solving and the rapid acquisition of technical skills, as opposed to sustained attention to the subtleties of Shakespeare or calculus. saint Paul Gee has also studied gamers, and in What Video Games Have to Instruct Us About Learning and Literacy, he writes that “video games make players think like scientists. Game play is built on a cycle of ‘hypothesize, probe the world, get a reaction, reflect on the results, reprobe to get superior results,’ a cycle typical of experimental science.

When PJ Blankenhorn directed the Boston Center for Adult Education, she was discussing proposals for new courses with a young staff member. “A few people have asked for a class on how to use PDAS,” PJ said. “What do you think?” The staff person, a young woman in her 20s, stared at my wife in astonishment, finally saying, “Why would anyone need to take a course to learn that?”

John Seely Brown’s observations help us to make sense of this interaction. “My generation tends not to want to try things unless or until we already know how to use them,” he writes. “If we don’t know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert. Believe me, hand a manual or recommend a course to 15-year-olds and they think you’re a dinosaur. They want to turn the thing on, get in there, muck around, and see what works. Today’s children get on the Web and link, lurk, and watch how other people are doing things, then try it for themselves. 

Learning by Creating

New developments on the web are giving young people a set of experiences that create a hunger for more than merely learning through discovery. Web 2.0 — as it is often called to differentiate web use this day from primeval World wide web use, which was primarily as a source of information — provides an breathtaking number of opportunities to exercise one’s passion to create. Today, anyone who has even a rudimentary understanding of how the World wide web works can fashion new web content that will be seen by all users.

Whether it’s creating your own web page on MySpace or Facebook or uploading your band’s music or sharing your pic album or posting a video you just shot with your cell phone on YouTube or contributing to a Wikipedia entry or writing a blog about what you think or what you’ve experienced or reviewing a movie, an album, a product, a service, or a restaurant, web 2.0 is a vast and ever-expanding palate for individualized creativity and self-expression — especially for young people growing up today. According to Rosen@ research, the most common activity of MySpace users involves posting new photographs and videos on their individualized web pages. An extraordinary 88 percent of MySpace users have added pic or video content to their pages.

Cautions

None of what I have described above is necessarily meant to recommend that these developments in how young people this day interact with the world and learn are all positive. For apiece upside, there is an equally important caution or concern. Let’s review some of the concerns that have been raised regarding the trends noted above:

Multitasking and Constantly Connected.

While multi-tasking might be a useful skill and a pleasant diversion while performing routine tasks, the practice appears to come at a cost. According to Russell Poldrack, an associate professor of psychology at the University of California at Los Angeles, who co-authored a study that analyzed multitasking and brain activity: “Multitaskers might not be building the same knowledge that they would be if they were focusing. While multitasking makes them [college students] feel like they are being more efficient, research recommends that there’s very tiny you can do that involves multitasking that you can be as good at when you’re not multitasking.” Linda Stone agrees. “Like so many things, in small doses, continuous partial attention can be a very functional behavior. However, in massive doses, it contributes to a stressful lifestyle, to operating in crisis management mode, and to a compromised capability to reflect, to make decisions, and to think creatively. In a 24/7, always-on world, continuous partial attention used as our dominant attention mode contributes to a feeling of overwhelm, over-stimulation and to a sense of being unfulfilled. We are so accessible, we’re inaccessible. “  Indeed, young people’s connectedness through sites like MySpace and Facebook can sometimes be used in ways that are deeply hurtful. Cyberbullying has become a growing concern for school administrators. Adult cyberpredators are another concern. As I talked to young people who have collected hundreds of new friends electronically through Facebook or MySpace, I wondered to what extent they differentiate between an electronic friend, whom they have never met and who might pass out of their lives in a nanosecond, and an in-person friend, with whom one builds trust and shares experiences over time.

Instant Gratification and the Speed of Light.

You’ll recall the young man I highlighted primeval in this chapter who observed that use of fast technologies has “made us less patient, more demanding. We don’t want to have to move for anything.” Later during the same focus-group session, several students expressed concerns about how over-reliance on cell phones and instant messaging might be eroding social skills. “People don’t speak as much face-to-face,” one young woman said. Another added: “You know, when you go to someone’s home for dinner with their family, you have to know how to speak to them, to interact. I worry that we might be losing our capability to relate to people who are different than we are.”

Learning Through Multimedia and Connection to Others.

The Oblingers, quoted primeval in this chapter, have noted young people’s impatience with text-based learning. Tracy Mitrano, who works in the Office of Information Technologies at Cornell University, worries about the ways in which “this generation has been entertained to death.” And Susan Metros, who holds a similar position at the University of Southern California and is also a professor in visual communication, told me that college students this day “are media-stimulated, but not necessarily media-literate.” These researchers are concerned that young people might be avoiding book learning because they’ve been raised on multimedia that is more entertaining. Metros went on to point out that being a consumer of multimedia doesn’t necessarily mean that one has developed the capability to really comprehend the media and think critically about what one is experiencing. Young peoples’ preference for learning with peers might also become problematic when they need to work on something alone — such as a research paper-for long periods of time in order to get the ideal result.

Learning as Discovery.

This style of learning is much more engaging than other ways of learning, and there is a great deal of research showing that it leads to a deeper understanding of basic concepts in math and science when compared to easy rote memorization. However, not everything can be learned through discovery. We don’t “discover” the times tables, for example. We have to memorize them. And while we will superior comprehend the concept of an ecosystem through attending and experimentation, we must first know something about basic processes such as photosynthesis. Similarly, some basic knowledge in geography and history, essential for informed citizenship, can be gained only through memorization. Finally, the desire to constantly “do” and interact often comes at the expense of contemplation and reflection — essential aspects of both learning and growth.

Learning by Creating.

Quality is also a question in these times, when anyone can throw anything up on the Internet. Flooded with an ever-expanding torrent of “creative” work coming at them from thousands of websites, how do young people learn to discern the difference between impulsive forms of self-expression versus works of art that are the product of training and discipline? This is an aspect of what Metros meant by being “media-literate.” And Carie Windham worries about the impact of all of the creative shortcuts young people take when they IM apiece other. “I’ve seen some of my brother’s messages to his friends, and I have totally no clue what he’s writing — which is maybe the point anyway. But he doesn’t know how to spell. When I try to tell him that’s not the way the word is spelled, he just says, ‘Well, it is in IM.’ I was an English major, and I worry that he’ll never know how to use the language correctly.”

The above is an excerpt from the book The Global Accomplishment Gap; Why Even Our Ideal Schools Don’t Instruct The New Survival Skills Our Kids Need — And What We Can Do About It
by Tony Wagner
Published by Basic Books; August 2008;.95US/.95CAN; 978-0-465-00229-0
Copyright © 2008 Tony Wagner

Audio Books – a New Science of Learning Language

Foreign language audio books have proven to be an saint automobile for learning or polishing up one’s knowledge of another language. Audio books are the perfect choice to learn new languages during your free time. Audio books will instruct you not just how to read but how to state the words correctly.

A good audio language program will make learning a second language more enjoyable, more effortless and more satisfying. With the help of an mp3 player, CD or automobile broadcasting you can be learning a foreign language while walking, travelling, driving, and relaxing- the list is endless!

So, how to learn a language through audio book?

Audio books wage the listener with a comprehensive, self instructional, step-by-step guide on how to learn a new language. The phrases are kept short and easy so that by listening two or three times, you can pick up the essentials of new language.

Audio books are based on tried and tested techniques and principles that have evidenced to enable rapid and successful language learning.

Audio books have one-of-a-kind audio method grants the listener to learn pronunciation, vocabulary and grammar.

In addition these, audio books make the effort to learn a language more enjoyable. Most modern programs accentuate the give and take of each day language, with less of an emphasis on individual vocabulary words and other rigid language structures.

You can also found that the variety of different audio book programs grants learners to select the type of talking voice and emphasis that they are most comfortable with. We can now learn a language like Russian, Chinese in a shorter time and in a less painful manner than we did years ago.

One of the favorite things about using an audio book course to learn a language is the capability to practice phrases and conversations at practically any time. When I state that, most people concur that their automobile is a really good place for them to learn a language.

Who states that learning a language can’t be fun?

Whether you’re a businessperson, student, or traveler, whether you’re brushing up on a forgotten language or just interested in learning a new one, audio book instructs you the skills you need at the pace you want.

There are lot of astonishing resource that lists hundreds of titles from leading authors and experts. You not only get your downloads fasters but also get superior, DVD-Quality recording for an enjoyable playback.

Find More The New Science Of Learning Articles

NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR

NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR

In pursurance to the nnouncement of 100 days agenda of HRD of ministry by Hon’ble Human Recourses  development Minister ,New Policy on Distance LearningIn Higher Education Sector was drafted

BACKGROUND

In  terms  of  Entry  66  of  List  1  of  the  Seventh  Schedule  to  the  Constitution  of  India,Parliament  is  competent  to  make  laws for  the  coordination and  determination  of  standards  ininstitutions  for  higher  education  for  research,  and  scientific  and  technical  institutions.Parliament has enacted laws  for  discharging this responsibility  through  : the University GrantsCommission  (UGC)  for  general  Higher Education, the  All  India Council  for  Technical  Education(AICTE)  for  Technical  Education  ; and  other  Statutory  bodies  for  other  disciplines.   As regards higher  education,  through  the  distance  mode,  Indira  Gandhi  National  Open  University (IGNOU) Act, 1985 was  enacted with the following two prime objectives, among others:

(a)to  provide  opportunities  for  higher  education  to  a  large  segment  of  population,especially  disadvantaged  groups  living  in  remote  and  rural  areas,  adults,  housewivesand working people; and

(b)to  encourage  Open  University  and  Distance  Education  Systems  in  the  educational

pattern of the country  and  to  coordinate and determine the standards in  such systems.

 

2.  The  history  of  distance  learning  or  education  through  distance  mode  in  India,  goes

way back when the universities  started offering  education through distance  mode  in the name

of  Correspondence  Courses  through  their  Directorate/School  of  Correspondence  Education.

In  those  days,  the  courses  in  humanities  and/or  in  commerce  were  offered  through

correspondence  and  taken  by  those,  who,   owing  to  various  reasons,  including  limited number  of  seats  in  regular  courses,  employability,  problems  of  access  to  the  institutions  of

higher  learning  etc.,  could  not  get  themselves  enrolled  in  the  conventional   `face-to-face’

mode `in-class’ programmes.

 

3.  In  the  recent  past,  the  demand  for  higher  education  has  increased  enormously

throughout  the  country  because  of  awareness  about  the  significance  of  higher  education,

whereas the system  of higher education  could not accommodate this ever  increasing demand.

 

4.  Under  the  circumstances,  a  number  of  institutions  including  deemed  universities,

private  universities,  public  (Government)  universities  and  even  other  institutions,  which  are

not  empowered  to  award  degrees,  have  started  cashing  on  the  situation  by  offering  distance

education  programmes  in  a  large  number  of  disciplines,  ranging  from  humanities  to

engineering  and  management  etc.,  and  at  different  levels  (certificate  to  under-graduate  and

post-graduate degrees).  There  is always a danger that some of  these  institutions  may  become

`degree  mills’  offering  sub- standard/poor  quality  education,  consequently  eroding  the

credibility  of  degrees  and  other  qualifications  awarded through  the  distance  mode.  This  calls

for  a  far  higher  degree  of  coordination  among  the  concerned  statutory  authorities,  primarily,

UGC,  AICTE and IGNOU and its dominance – the   Distance Education Council (DEC).

 

5.  Government  of  India  had  clarified  its  position  in  respect  of  recognition  of  degrees,

earned  through  the  distance  mode,  for employment  under  it  vide  Gazette  Notification No.  44

dated 1.3.1995.

 

6.         Despite  the  risks  referred  to in  para  4  above,  the  significance  of  distance  education  in

providing  quality  education and  training  cannot  be  ignored.  Distance  Mode  of  education  has

an important role for :

(i)providing  opportunity  of  learning  to  those,  who  do  not  have  direct  access  to

face to face  teaching, working persons, house-wives  etc.

 

(ii)providing  opportunity  to  working  professionals  to  update  their  knowledge,

enabling them  to switchover to  new  disciplines and professions and   enhancing

their qualifications for career advancement.

 

(iii)exploiting the potential of  Information and Communication  Technology (ICT) in

the teaching and learning process; and

 

(iv)achieving the target of 15%  of  GER  by the   end of 11th  Plan and  20% by the end

of 12th five year Plan.

7.  In  order  to  discharge  the  Constitutional  responsibility  of  determination  and

maintenance  of  the  standards  in  Higher  Education,  by  ensuring  coordination  among  various

statutory  regulatory  authorities  as  also  to  ensure  the  promotion  of  open  and  distance

education  system  in  the  country  to  meet  the  aspirations  of  all  cross-sections  of  people  for

higher education,  the  following policy in  respect  of distance learning is laid  down:-

(a)  In  order  to  ensure  proper  coordination in  regulation  of  standards  of  higher education

in different disciplines through various  modes  [i.e. face  to grappling and  distance] as  also to  ensure

credibility  of  degrees/diploma  and  certificates  awarded  by  Indian  Universities  and  other

Education  Institutes,  an  apex  body,  namely,  National  Commission  for  Higher  Education  and

Research  shall  be  established  in  line  with  the  recommendations  of  Prof.  Yash  Pal

Committee/National  Knowledge  Commission.  A  Standing  Committee  on  Open  and  Distance

 

Education  of  the stated Commission,  shall undertake the  job of coordination, determination  and

maintenance of  standards  of education through the distance mode.   Pending establishment of

this  body:

 

(i)  Only  those programmes,  which  do  not  involve  extensive  practical  course  work,

shall  be permissible  through the distance mode.

(ii) Universities  /  institutions  shall  frame  ordinances  /  regulations  /  rules,  as  the

case  may  be,   spelling  out  the  outline  of  the  programmes  to  be  offered

through  the  distance  mode  indicating  the  number  of  required  credits,  list  of

courses  with  assigned  credits,  reading  references  in  addition  to  self  learning

material,   hours  of  study,  contact  classes  at  study  centres,  assignments,

examination  and  evaluation process, grading etc.

(iii) DEC  of  IGNOU shall  only  assess  the  competence  of  university/institute  in

respect  of  conducting  distance  education  programmes by  a  team  of  experts,

whose report shall be put before the Council of DEC for consideration.

(iv) The  approval  shall  be  given  only  after  consideration  by  Council  of  DEC  and not

by  Chairperson,  DEC.  For  the  purpose,  minimum  number  of  mandatory

meetings of  DEC might be prescribed.

(v) AICTE  would  be  directed  under  section  20  (1)  of  AICTE  Act  1987  to  ensure

accreditation  of  the  programmes  in  Computer  Sciences,  Information

Technology  and  Management  purposed   to  be  offered  by  an

institute/university  through  the  distance  mode,  by  National  Board  of

Accreditation (NBA).

(vi) UGC  and  AICTE would  be  directed  under  section 20  (1)  of  their  respective Acts

to  frame  detailed  regulations  prescribing  standards  for  various

programmes/courses,  offered  through  the  distance mode under  their  mandate,

(vii) No  university/institute,  except  the  universities  established  by  or  under  an  Act

of  Parliament/State  Legislature  before  1985,  shall  offer  any  programme

through  the  distance  mode,  henceforth,  without  approval  from  DEC  and

accreditation  by  NBA.  However,  the  universities/institutions  already  offering

programmes  in  Humanities,  Commerce/Business/Social  Sciences/Computer

Sciences  and  Information  Technology  and  Management,  may  be  allowed  to

continue,  subject  to  the  condition  to  obtain  fresh  approval  from  DEC  and

accreditation  from  NBA  within  one  year,  failing  which  they  shall  have  to

discontinue  the  programme  and  the  entire  onus  with  respect  to  the  academic

career and  financial  losses of the  students  enrolled  with them, shall  be  on  such

institutions/universities.

(viii) In  light  of  observation  of  Apex  Court,  ex-post-facto  approval  granted  by  any

authority  for  distance  education  shall  not  be  honoured  and  granted

henceforth.  However,  the  universities  established  by  or  under  an  Act  of

education  programmes  in  the  streams  of  Humanities/Commerce/Social

Sciences before the year 1991 shall be excluded from this policy.

(ix) The  students  who  have  been  awarded  degrees  through  distance  mode  by  the

universities  without  taking  prior  approval  of  DEC  and  other  statutory  bodies,

shall  be  given  one  chance,  provided  they  fulfil  the  requirement  of  minimum

standards  as  prescribed  by  the  UGC,  AICTE  or  any  other  relevant  Statutory

Authority  through  Regulation,  to  appear  in  examinations  in  such  papers  as

decided  by  the  university  designated  to  conduct  the  examination.  If  these

students  qualify  in  this  examination,  the  university  concerned  shall  issue  a

certificate.  The  degree  along  with  the  said  qualifying  certificate  may  be

recognised  for  the  purpose  of  employment/promotion  under  Central Government.

(x) A  clarification  shall  be  issued  with  reference  to  Gazette  Notification  No.  44

dated  1.3.1995  that  it  shall  not  be  applicable  on  to  the  degrees/diplomas

awarded  by  the  universities  established  by  or  under  an  Act  of  Parliament  or

State  Legislature  before  1985,  in  the  streams  of  Humanities/Commerce  and

Social Sciences.

(xi) The  policy  initiatives  spelt  out  in  succeeding  paragraphs  shall  be  equally

applicable  to  institutions  offering  distance  education/intending  to  offer

distance education.

(b)  All  universities  and  institutions  offering  programmes  through  the  distance mode shall

need  to have prior recognition/approval  for  offering such  programmes  and accreditation from

designated  competent  authority, mandatorily  in  respect  of  the  programmes  offered  by  them.

The  violators  of  this  shall  be  liable  for  appropriate  penalty  as  prescribed  by  law.  The

universities/institutions  offering  education  through  distance  mode  and  found  involved  in

cheating  of  students/people  by  giving  wrong/false  information  or  wilfully  suppressing  the

information shall also be dealt  with strictly  under the penal provisions  of  law.

(c)  The  universities  /  institutes  shall  have  their  own  study  centres  for  face  to  face

counselling  and  removal  of  difficulties  as  also  to  seek  other  academic  and  administrative

assistance.  Franchising  of  distance education  by  any  university,  institutions  whether  public  or

private shall not  be  allowed.

(d )  The  universities /institutions shall  only  offer  such programmes  through  distance  mode

which  are  on  offer  on  their  campuses  through  conventional  mode.   In  case  of  open

universities,  they  shall  necessarily  have  the  required  departments  and  faculties  prior  to

offering relevant  programmes through distance mode.

(e)  It  would  be mandatory for  all universities and  education  institutions offering  distance

education  to  use  Information  and  Communication  Technology  (ICT)  in  delivery  of  their

programmes,  management  of  the  student  and  university  affairs  through  a  web  portal  or  any

other  such  platform.  The  said  platform  shall  invariably,  display  in  public  domain,  the

information  about  the  statutory  and  other  approvals  along  with  other  necessary  information

about  the  programmes  on  offer  through  distance  mode,  their  accreditation  and  students

enrolled,  year- wise,  etc.  This  may  be  linked  to  a  national  database,  as  and  when  created,  to

facilitate  the stakeholders  to take a view  on  the recognition  of  the degrees for the  purpose  of

academic motion or  employment  with/under  them.

(f)    All  universities/education institutions shall  make  optimal use of e-learning  contents  for

delivery/offering  their  programmes  through  distance  mode.  They  shall  also  be

encouraged/required  to  adopt  e-surveillance  technology  for  conduct  of  clean,  fair  and

transparent examinations.

(g)  The focus of distance education  shall  be  to wage opportunity  of education to people

at  educationally  disadvantaged  situations  such as  living  in  remote  and  rural  areas, adults with

no or  limited  access  to  education of their choice etc.

(h)  In  order  to  promote  flexible and need based learning,  choice-based credit system  shall

be  promoted  and  all  ODE  institutions  shall  be  encouraged  to  adopt  this  system  and  evolve  a mechanism  for  acceptance  and  transfer  of  credits  of  the  courses  successfully  completed  by

students  in  face-to-face  or  distance  mode.  For  the  purpose,  establishment  of  a  credit  bank

may  be  considered.  Similarly,  conventional  universities,  offering  face  to  face  mode

programmes  shall  be  encouraged  to  accept  the  credits  earned  by  the  students  through

distance mode.  A switch over from annual to semester system shall be essential.

 

(i)  Convergence  of  the  face-to-face  mode  teaching  departments  of  conventional

universities  with  their  distance  education directorates/correspondence  course wings  as  also

with  open  universities/institutions  offering  distance  education,  shall  be  impressed  upon  to

bridge the gap  in distance and conventional face-to-face mode of education.

 

(j)  Reputed  Foreign  education  providers  well  established,  recognized  and  accredited  by

competent  dominance in their  country and  willing  to  offer  their education programmes  in  India

shall be allowed, subject to the fulfilment of the legal stipulation of the country.

 

(k)  A  National  Information  and  Communication  Technology  infrastructure  for  networking

of ODE institutions shall  be  created under National  Mission on Education  through  Information

and Communication Technology.

 

(l)  Efforts  would  be  made  to  create  favourable  environment  for  research  in  Open  and Distance Education (ODE) system by setting up  infrastructure like e- libraries, digital  data-base,

online journals, holding regular workshops, seminars etc.

 

(m)  Training  and  orientation  programmes  for  educators  and  administrators  in  ODE  system

with  focus on  use of ICT and self-learning practice, shall be encouraged.

(n)  ODE  institutions  shall  be  encouraged  to  take  care  the  educational  needs  of  learners

with  disabilities and senior citizens.

(o)  An  official  notification  clarifying  the  issue  of  recognition  of  academic  qualification,

earned through distance mode,  for  the  purpose of employment, shall be issued.

(p)   A  mechanism  shall be  set  up  for  evaluation  of  degrees  of  foreign  universities  for  the

purpose  of  academic  pursuit  as  well  as  for  employment  under  the  Central  Government.  This

may include  the  assessment  of  the  credentials  of  the  university  concerned  as  also  to  test  the

competence of the degree holder,  if  needed.

Bible Versus Quran Versus Sciences (11) the Bat

One of the inherited doctrines of mankind is that the Quran is quoted or borrowed from the Bible.

The Bible categorizes the Bat among the “BIRDS”. Zoologists state that Bat is an animal (mammals). The Bible speaks about flying birds that achievement on all fours.

Such creatures have not been present yet.

This illustrates the contradictions between the Bible and Sciences.

In next article about the Rabbit, you will find out how the Quran speaks about the animals and birds.

Bat in the Bible:

The Bat is “detested” and “abominated” and it is a symbol of darkness, desolation or ruin.

Leviticus 11:13-20 (New International Version)

Unclean and Detested bird:

13 “These are the “BIRDS” you are to detest and not take because they are detestable: the eagle, the vulture, the black vulture, 14 the red kite, any kind of black kite, 15 any kind of raven, 16 the horned owl, the screech owl, the gull, any kind of hawk, 17 the tiny owl, the cormorant, the great owl, 18 the white owl, the desert owl, the osprey, 19 the stork, any kind of heron, the hoopoe and the bat, 20 ” ‘All flying insects that achievement on all fours are to be detestable to you.

Deuteronomy 14:11-19 (New International Version)

Unclean Food:

11 You might take any clean bird. 12 But these you might not eat: the eagle, the vulture, the black vulture, 13 the red kite, the black kite, any kind of falcon, 14 any kind of raven, 15 the horned owl, the screech owl, the gull, any kind of hawk, 16 the tiny owl, the great owl, the white owl, 17 the desert owl, the osprey, the cormorant, 18 the stork, any kind of heron, the hoopoe and the bat, 19 All flying insects that swarm are unclean to you; do not take them. 20 But any winged creature that is clean you might eat.

Isaiah 2:19-21 (New International Version)

19 Men will flee to caves in the rocks and to holes in the ground from dread of the LORD and the splendor of his majesty, when he rises to shake the earth. 20 In that day men will throw away to the rodents and bats their idols of silver and idols of gold, which they prefabricated to worship. 21 They will flee to caverns in the rocks and to the overhanging crags from dread of the LORD and the splendor of his majesty, when he rises to shake the earth.

The Bible categorizes the Bat among the “BIRDS” in the list of unclean animals.

According to these verses, Bat is a “BIRD” that should be “DETESTED” and “abominated” and it is a symbol of darkness, desolation or ruin.

Here again, you notice the obvious contradiction between the Bible and Science.

Bat is a bird states Bible!

However, the Zoologists state that Bat is an animal (mammals).

Bats are exceptional. Even though they share the characteristics of all mammals e.g., hair, keeping up body temperature, the ability to bear their young alive and take care of them; however, bats is the only mammals to truly fly.

Not only that but we have also:

Birds that achievement on four! (Leviticus 11: 20)

‘All flying insects that achievement on all fours are to be detestable to you.

To the ideal of my knowledge I do not recall or know any bird(s) that achievement on fours.

Does any one identify, please let me discern.

The Bats and Sciences:

Bats, the shy, nocturnal creatures are among the most captivating and calm animals on earth. They are very important to the ecology and environment and improve our lives in many ways. Insect intake bats take millions of bugs night by night, and fruit bats get us some 400 marketable products.

Yet for all they do, bats are constantly executed due to mythology, superstition, false notion and fear. The Western civilization has generally considered bats with superstition, fear, and uncertainty.

Too often, favourite mistaken belief has prefabricated them as “dirty,” “disease carriers,” or “blood suckers,” an unwelcome reputation to be sure.

Because bats are small, secretive, feed at night, and are unfamiliar to most people, they are sometimes regarded as rare. On the contrary, they are found throughout the world.

Bats take different kinds of food; most bats consume a variety of insects such as moths, beetles, gnats, and crickets. Some specialize in catching land insects like grasshoppers or roaches.

Another false concept:

“Blind as a bat” is a common saying yet it is not true. All bats can see, even though vision might be less important than other senses. Unlike birds, bats are color blind and, therefore, not dependent on color for locating and choosing their food.

Is the Bat Inventor?

The Bats have used the Ultrasonic before man:

Some 50 millions years ago, the Bats used the acoustic and echo-technology before man. They emit a series of supersonic cries through the mouth or nose and detect flying insects by the echoes reflected back. Bats emit sounds in the unhearable range and navigate in response to echoes. Man has discovered this art of science at 1940.

What is important to know?

Regardless of the Biblical concept for the Bats, They are advantageous members of the animal population. They help to control night-flying insects; they can pollinate flowers, and spread out the seeds of plants. Their excreta are rich in nitrogen and are sold as fertilizer.

The more we learn about the bat’s biology and habits, the more we accept and appreciate this soft furry creature as a natural part of our environment which helps us to have a healthy ecosystem.

Appreciating the role of Bats:

Only in China, exhibited in art and handicrafts, has the bat reached respectability as a sign of cheerfulness, happiness and excellent fortune.

In addition, the great role played by the Bat World Sanctuary in USA emphasizes the vital value of the bats. The target of the Bat World Sanctuary is to end the abuse and destruction of bats and wage bat rehabilitation and therein, thousands of bats are rescued apiece year.

The Bat in the Quran:

This subject needs an independent article to show the reader how the Quran speaks about the animals and birds.

You will find out in the next article about the Rabbit how the Quran speaks about the animals and birds.

Last but not least, the belief place by the scholars stated that the Bat is “detested” and “abominated” and it is a symbol of darkness, desolation or ruin. However, when we have read and knew the facts; we changed our mind dramatically.

The question is: is each belief and/or establishment that you have inherited or acquired true?

More Shake And Learn Science Articles

Six Final Project Ideas For Middle School Science Classes

Final projects are a great way to cap off a year of science education. Many middle school science classes assign a huge project to be finished either by the end of the first semester of the school year or by the end of the second semester. These projects are used to gauge how much students have learned, as well as to determine if the student is progressing at an appropriate rate. Here are six doable ways to evaluate student progress.

#1 – Science Journal Project

The first final project that science instructors can assign is a semester or year long science journal project. For this project students will keep a journal for the specified period. They will be required to make a minimum number of entries and they will be required to hit a minimum page count. Instructors can assign subjects for the students to write on apiece week or they can grant students to pick their own topics.

#2 – Process Report

The second final project that middle school science instructors can assign is a process report. This project will require students to choose a science process and to develop a thesis statement around it. The thesis statement can predict a relationship between the process and other factors or it can analyze the application of this process. Since this is a final project the page count will be between eight and ten pages.

#3 – Science Fair Projects

A science clean project always makes a good final project option. These projects can be used to evaluate how well students have mastered the scientific method, as well as be used to determine the capability of the student to problem solve and to think critically. This is a great option for 6th through 8th grade students.

#4 – Instruct a Class

Another project that can be assigned is a “Teach a Class” project. For this project apiece student or group of students will be asked to instruct a science class. They will be given a topic and instructions on how to develop a lesson plan. Students will then need to develop an informational lecture, a guided learning activity, an independent learning activity and they will be required to evaluate their students’ work.

#5 – Science Demonstrations

A science demonstration is another way to test the science skill proficiency of a student. Since this is a final project option the demonstration will need to include background information on the process or concept that is being demonstrated. Students will also need to write up a report on their concept that includes the steps for the demonstration.

#6 – Comprehensive Examination

One of the quickest ways to evaluate how your students have progressed over the school year is to give a comprehensive exam. A comprehensive exam will cover all of the concepts that were studied during the semester or the year. These exams can be prefabricated up of multiple questions, short answers and essay questions. You can also create an exam that includes only one essay question.

Mini-doc about “The Learning Express” by Kris Johnson and Othello in Conjunction with Progression, Inc. Video by Jeremy Ian Thomas. www.jeremyianthomas.com “The Learning Express is a hip hop and talking presentation targeted towards students in grades K – 5. The program was created by Kris Johnson (musician) and Othello (MC) in conjunction with Progression Inc.. Each presentation instructs students about different subjects including science, math, English, history, and music. The purpose of The Learning Express is to wage students with a fun, educational, and interactive presentation; expose them to high calibre instrumental and vocal music; and to showcase positive role models who care about education and are dedicated to their craft. The students are led through a script that instructs them about apiece subject, defines key vocabulary words, and then learn songs with catchy hooks that cover the basics of the presentation. You will find The Learning Express to be a positive, entertaining, and educational program that is sure to get your students excited about learning!” contact: dkcrutcher@progressionarts.org
Video Rating: 5 / 5

Some Important Science Fiction Books

#1: Dune (Frank Herbert)

Science Fiction doesn\’t get much superior then this. Dune is each Science Fiction aficionado\’s wet dream. Many people claim Dune is Science Fiction\’s answer to \”Lord of the Rings\” and I have to agree: it sure is. For more details www.be-a-stargazer.com There are many good science fiction books, but Dune is indeed a giant among giants. It truly is a pinnacle of Science Fiction literary achievement. If you haven\’t read Dune, doesn\’t waste any more time. Read it now!

# 2: Starship Troopers (Robert Heinlein)

War is beautiful according to Robert Heinlein. This is a novel about the glorification of war. The premise: space-marines wearing special armor effort vicious alien insect aliens. This is classic \”old school\” science fiction at it\’s best. It\’s a rip-roaring ride through the accumulation that you don\’t want to miss.

#3 : Ender\’s Game (Orson Scott Card)

This is one of the corner stones of science fiction and one novel that you shouldn\’t miss. A critique on society, the story of a boy who refuses to give up, a effort to save the fate of mankind – this science fiction book combines them all into one addictive and compelling mix that shouldn\’t be missed.

#4: Foundation (Isaac Asimov)

This is undoubtedly on of the finest works of science fiction ever written. If you a fan of science fiction with grandiose and epic storylines, get your hand on this book.

A corollary: Foundation is a series for people who love grand and complex ideas. If you are looking for a book heavy on the action but thin on concepts, this might not be the book for you. The strength of the ideas presented are the focus of this story, not the characterization. Regardless, this is one of those Science Fiction books that you just need to read. You will never think about Science Fiction the same way after reading the Foundation series.

#5: Snow Crash (Neal Stephenson)

Part-time coder and pizza delivery boy and full time samurai swordsman, meet Hiro Protagonist. Snow Crash is breath taking novel with action and pacing thick enough to drown in. Snow Crash redefined and rejuvenated the Cyberpunk genre. For more details www.fire-itup.com If you want a novel with bucket loads of action, futuristic technologies ala The Matrix, and the gritty futuristic dystopia of the Blade Runner world, Snow Crash is the perfect recommendation.

#6: Forever War (Joe Haldeman)

The Forever War is pretty much The Vietnam War in space. It\’s brutal and bloody and makes a strong case that war really is pointless. Don\’t let the strong political statement of the novel deter you, however; this is Science Fiction at its finest: a complex, disturbing novel that makes you think…and feel. It\’s a great science fiction story that you don\’t want to miss, a true masterpiece of the genre.

#7: The Night\’s Dawn (Peter Hamilton)

This is space opera science fiction done right: Big space battles, a massive cast of compelling characters, political tension between planets, and an all out grand adventure. There is a good deal of space opera in the science fiction genre already, but Peter Hamilton is one of the ideal character writers in the genre and his plots are just so shit interesting. He really knows how to write a rip-roaring adventure that keeps you up into the late hours of the morning. Those in the mood for something huge with lots of action, both in and out of space, Night\’s Dawn trilogy delivers.

#8: Gap (Steven R. Donaldson)

This disturbing series is a dark ride into hell that you don\’t want to miss. It\’s one of the darkest set of books I\’ve read, period. But the world that Stephen Donaldson draws is superb. Stephen Donaldson is an author that cares deeply about characterization, and he excels at crafting anti-heroes. If you are looking for some dark space opera, I highly advocate the Gap series.

#9: Otherland (Tad William)

Those looking for something like the Matrix in written form need look no longer. Otherland is about as close as you\’ll get. With less mumbo jumbo psycho babble and more realism, Otherland makes for a really compelling read. Otherland starts slow, but those willing give it a chance will be greatly rewarded.

#10: Modified Carbon (Richard Morgan)

This is one dystopian cyberpunk with a lot of style and some seriously punishing action. I guarantee that once you begin reading this novel, you won\’t be putting it down. Morgan is a man with some visionary ideas; he always has interesting characters, twisting plots, and heart-pounding action. Those that love Blade Runner, Snow Crash, and Neuromancer are in for a treat.

Keeping kids interested in their education is a struggle that’s visaged parents for generations. While some kids love going to school and have a genuine thirst for knowledge, others see learning as something they’re forced to do when they’d rather be playing.

Science toys are a great way to stimulate children’s natural curiosity, and to keep them entertained while learning about science and nature. In fact, with science toys, kids can have so much fun, they might not even realise they’re learning something new.

Classic Newton’s Cradle

This addictive toy has been a favourite of bored executives for many years. Gently raising then releasing one of the end pendulums will cause energy to travel through the three static centre pendulums, before actuation the final pendulum outwards. When the final pendulum comes back, the process is repeated over and over, teaching kids about the conservation of momentum and energy.

Drinking Bird

Dip the Drinking Bird’s beak into a glass of water, and he’ll carry on drinking for hours. A favourite curiosity in the 60s and 70s, the Drinking Bird demonstrates a variety of physical laws including the combined gas law, the saint gas law, the Maxwell-Boltzmann distribution, the heat of vaporisation, torque, centre of mass and capillary action.

The Drinking Bird is a mesmerising sight for all ages, but as it’s prefabricated of glass and contains a volatile liquid, we advocate close adult supervision.

Fun Fly Stick

Watching electricity in action is one of the most fascinating ways to see science at work.

The Fun Fly Stick is a wand that makes a collection of metal toys fly, as if by illusion – Harry Potter fans will no doubt find this toy especially enthralling! The Fun Fly Stick contains a Van de Graaff generator that generates an electrostatic charge. When you raise the Fun Fly Stick, the toys become charged so that the wand repels them, and they float upwards away from the wand.

Hologram Chamber

The Hologram Chamber uses light and mirrors to create an optical illusion, so that small objects put in the centre of the Hologram Chamber appear to hover in mid-air. Kids can have hours of fun making small objects seem to levitate in the Hologram Chamber.

Sun Print Kit

Children can have hours of fun learning about primeval photography by making their own prints using the Sun Print Kit. Place an goal – or a selection of objects – on a sheet of Sun Print paper and leave it in the sun, then rinse the Sun Print paper in clean water to fix the image. The Sun Print Kit is a great way to instruct kids about the science of photography, while encouraging their creativity.

Triassic Triops Kit

These curious aquatic creatures have been around since the Triassic Period, when Tyrannosaurus rex still walked the earth.

Triops are hatched from dried out eggs which have evolved to survive long periods of drought. While Triops don’t make quite as exciting a pet as a dog or a cat, they are nevertheless fascinating to watch, and instruct kids about nature and the responsibilities of pet ownership.

Microscope Set

One of the ideal ways to encourage an interest in science and nature from a young age is to purchase your child a Microscope Set. Anything small enough to sit on the microscope’s stage can be scrutinised by your child – flowers, seeds, leaves and insects are fascinating when seen through a microscope, and will keep your child interested for hours on end.

The Microscope Set contains a variety of additional accessories including test tubes, slides, tweezers and a probe, as well as a sturdy carrying case which protects the microscope and accessories when they’re not in use.

Children have enquiring minds and love learning how things work. While they’re young, children’s minds are like sponges, soaking up information very easily. Take advantage of this by providing educational toys that help your child develop an interest in science, technology and nature, and pave the way for your child wanting to unravel the universe’s mysteries later in life. You never know – your child might well be the next Newton, inactivity to be discovered…

Several universities have recently started offering distance learning in agriculture programs that make it simple for you to get eligible in agricultural engineering and allied sciences from the convenience of your own home. Some of these include agronomy, turf-grass management, plant pathology, horticulture, hydroponics, weed sciences, pasture management, animal nutrition and husbandry amongst several other agriculture-related disciplines.

In current years, there has been an ever-increasing demand for salaried agricultural and food scientists for conducting work research in a variety of areas that directly impact the food and agriculture industry. There has also been a rise in demand in current times for eligible staff for managing the technically challenging aspects of agribusinesses. Let us take a look at some of these distance learning in agriculture programs, and the courses they offer.

Kansas Say University

This University distance learning in agriculture program is accredited by the Northwest Association of Colleges and Schools. It offers a master’s degree program in Agribusiness that is geared towards advanced learners. If you plan to register for this program, you would be required to make two one-week on-campus visits annually, for the duration of the course.

Oregon Say University

Oregon Say University offers an online B.S. degree in General Agriculture, through the Universities’ Extended Campus. To be eligible for applying for this course, you would have to complete educational instruction worth a full year of biology and two terms of chemistry, all having work components. The University is accredited by the Northwest Association of Schools and Colleges.

University of Illinois Online

University of Illinois Online offers the following distance learning in agriculture programs:

Professional Development Sequence In Dairy Science (Certificate)
The program is open to undergraduates and students with a bachelor’s degree. Classes are conducted via the internet.

Online Master’s Degree in Agricultural Education
This is a professional degree for students who wish to become high school or community college teachers of agriculture programs. The minimum stipulation is a four-year degree in agricultural education or allied fields of study.

Texas A&M University

Texas A&M University offers a Master of Agriculture online degree program that is intended to prepare individuals for a fulfilling career in natural resource management, plant sciences, poultry sciences and life sciences. This is a non-thesis degree program. Texas A&M University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. Delivery methods include videoconferencing over the world wide web and CD-ROM presentations for interactive learning. There are no residency requirements.

University of Georgia (Center for Continuing Education)

The University of Georgia offers a distance learning in agriculture certification course on the Principles of Turfgrass management. This course was originally designed and developed in association with the Professional Lawn Care Association of USA (PLCAA).

Iowa Say University

Iowa Say University currently offers two masters degree programs:

Master of Agriculture
This degree aims to wage graduates, who are professionally involved in the agricultural and food system with advanced training in the science, technology and business of agriculture. The course also emphasizes leadership development and the use of statistical analysis.

Master of Science in Agronomy
This distance learning in agriculture program emphasizes the development of technical skills involved in crop management, soil and water management, and pest management. It is a non-thesis degree. Both these programs are delivered in the say of Iowa via the Iowa Communications Network, and in the U.S. and Canada via the medium of the internet.

Science. Your children probably either love it or hate it. I know few children who are in between. For those who love it, the recommendations in this article will thrill them to no end. And for those who would rather take a trip to the dentist than perform a science experiment, these supplements will help to place the fun into science. In fact, they’ll be having so much fun they’ll forget they’re actually learning something about the subject they can’t stand.

Here are 16 recommended supplements to turn your child into a science “love it” kid, after all.

1. HOWS AND WHYS OF SCIENCE. This complete “lab” is perfect for the child who adores to discover how things work. Explore spider webs, how to make a rainbow, and many other HOWs and WHYs of the world. Conduct experiments and draw conclusions. Suggested for ages 8+

2. MAGIC SCHOOL BUS JOURNEY INTO THE HUMAN BODY. Fasten your seatbelt and join Ms. Frizzle and the gang on a trip through the human body. Includes a life-size poster with 8 sheets of sticker body parts. Suggested for ages 5+

3. VEGGIEHEADS GAME. A fun board game for older children that instructs about health, body basics and making good food choices. Suggested for ages 12+

4. MY FIRST THREE NATURE GAMES. Three games in one box! Includes Baby Animals Memory Game, Who’s afraid of the Fox, and Hide-and-Seek Dominoes. Suggested for grades PK+

5. TASTY SCIENCE. Combine snack time and science with this tasty kit. Includes ingredients, work equipment, and recipes. Suggested for ages 6+

6. THE INVENTION GAME. This is a wild game of wacky inventions. Think you can guess what apiece invention and gizmo does? Select the most correct answers and you win! Suggested for ages 12+

7. THE SOLAR SYSTEM GAME. Explore space and learn interesting facts such as which planet could float on water and which planet has the highest mountain. Game features actual NASA photographs. Suggested for grades 3+

8. BUGGO. Adults might rename this game YUCKO. But children will love digging for bugs in the sand. Enhances memory and counting. Suggested for ages 5+

9. OCEANOPOLY. Swim around the board as your favorite sea creature. Instructs fascinating facts about the ocean and everything in it. Suggested for ages 8+

10. TOTALLY GROSS! Yes, some science is, indeed gross! Stretch your slime around the board and perform various completely gross antics. Suggested for ages 8+

11. ICE CREAM KIT. Your children will scream for science with this yummy kit. Learn about solids, liquids and gases while inventing your own cover cream product! Suggested for ages 8+

12. REACTION. This competitive game tests chemical reactions. The player who builds the most molecules, wins! A great introduction to chemistry. Suggested for ages 10+

13. SKELETONS IN THE CLOSET. 6 fun games in 1! The first player to assemble their skeleton wins! No bones about it! Suggested for ages 7+

14. DECK OF DOGS. Perfect for pet lovers! Learn about various breeds of dogs and interesting facts about them. Includes 2 versions. Suggested for ages 7+

15. HA CHOO! Exciting board game where all players begin out with a fever and set out to reduce their temperature to normal. Instructs the principles of good health. Suggested for ages 4-6.

16. PEARLY WHITES. Make them smile with this fun game. Helps children learn or brush up on their oral hygiene knowledge and dental health. Suggested for ages 6+

This gives you a few recommendations on how to place the fun back into the subject of science. Now it’s time to experiment with which of these supplements will become their favorite!