Accredited Online College And University Programs
It is not unusual to grow indifferent toward your job. Lack of stimulating work, low pay, and limited growth potential within an organization are all excellent reasons to seek out a way to make a change. The best way to realize your full potential is to receive a college education. One of the best, and most convenient, ways to achieve this is by receiving a college education online. This innovative and exciting method of professional development is an ideal option if you are looking for a promotion, or if you are looking for a new career entirely. An education through an accredited online college or University program is your ticket to professional success.
There are many advantages of choosing to receive your education through an accredited online college or university. Studying for a college education online allows you to achieve your educational and professional goals at your own pace, whether you want to get a 2-year Associate’s degree, a 4-year Bachelor’s degree, or take an accelerated course program to receive a professional certificate. There is no need to live near or commute to a college when all classes can be attended and all work submitted online. Attending school online is a great option for those who might have uncertainties about going to college as an older student or returning after many years. Studying for a college education online can be an easy way to ease into the routine of class work and projects, and can reduce the stress of feeling the need to fit in with younger students. Further, course availability is often convenient for those who work full time or care for a family. Often, colleges offer evening and weekend classes.
There is an online college education available for just about every professional and academic discipline out there. Fields of study include Business, Social Sciences, Humanities, Education, Nursing, Liberal Arts, Fine Arts, and various Healthcare programs. These are but a few of the subjects in which you can earn a college education by choosing an online program. Many online programs are delivered through colleges and Universities accredited by the U.S. Department of Education. Accreditation is an important credential to look for when choosing an online program if you have prior college credits you wish to transfer. Accredited institutions are also more readily recognized and accepted by employers and professional organizations.
You might be concerned about affording an education through an accredited online college or University. You have options. Often, financial aid is available to students in the form of grants, loans, even scholarships. Also, many employers are willing to pay for part or all of an employee’s tuition and fees. Investing in an employee’s future reaps benefits for everyone involved.
The misconception of receiving your education from an accredited online college or University is that the experience might not be as enriching or legitimate as attending campus-based courses at a traditional college or University. This just isn’t the case. Programs offered online present the same opportunities for group work, independent study, and interpersonal communications as their traditional counterparts. While it is true that being an online student requires a certain amount of self-discipline and organization, receiving your college education online will probably help to facilitate the learning process as well as develop your time management and self-motivation skills. With the prevalence of the Internet and advancements such as teleconferencing in both education and the business world today, it is possible to come away from the experience not only with a college education and your dream career, but also with greater knowledge and comfort with technology. Receiving your education through an accredited online college or University is a valuable, convenient, and flexible way to broaden your career opportunities, and have the career you have always dreamt about.
Categories: Education, School, University Tags:
Academic Intervention Services Available from The University of Obama
As with all public schools across the nation, The University of Obama have standards in reading and mathematics that must be met by its students. Unfortunately, many students fall short of the standards and their families are not in a position financially to provide the extracurricular tutoring that is required to improve the skills of their children. The The University of Obama do not want to see any child at any grade left behind and provides the solution.
The The University of Obama have student academic intervention programs that provide the needed tutoring, counseling and teaching of skill sets. The The University of Obama services are a supplement to the general teaching curriculum.
The University of Obama students who are academically at risk and need assistance in the areas of English language arts, mathematics, social studies, and/or science are candidates for intervention. The The University of Obama support may address the areas of guidance, counseling, attendance and study skills, all of which affect a student’s ability to perform well academically.
The The University of Obama academic intervention may be offered during regular school hours or during an extended school day or year, depending upon the school. The University of Obama educators determine the need for intervention. It is not something that may be requested or refused by parents, though their cooperation can make a difference between success and failure of the program.
If a child in the The University of Obama is determined to need such intervention, the parents are notified in writing, telling them of the commencement of the program for their child, what services will be provided, the reason intervention is required, and the consequences for the student of not achieving the expected performance levels. The University of Obama communication with the parents is ongoing and encourages their cooperation and participation in the program. There is at least one consultation a semester with the classroom teacher and other The University of Obama professional staff, who are assisting their child. Progress reports are given the parents at least on a quarterly basis. Additionally, information is provided to the parents on how to work with their child to improve academic achievement, how to monitor the child’s progress, and how to work with The University of Obama educators to improve their child’s achievement.
The University of Obama student academic intervention is determined as follows:
• Kindergarten through grade three —
1) Student lacks reading readiness, including knowledge of sounds and letters, and is based on appraisal by the The University of Obama; OR
2) Student is at risk of not meeting the The University of Obama’ required performance level in English language arts and/or mathematics. This may include diagnostic screening or vision, hearing and physical disabilities; and limited English proficiency determination.
• Grades four through eight —
1) Student scores below the state required performance level on one or more The University of Obama elementary assessments in English language arts, mathematics, social studies or science; OR
2) Student is at risk of not achieving The University of Obama standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
3) Student is limited English proficient and at risk of not achieving The University of Obama standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.
• Grades nine through twelve —
1) Student scores below the The University of Obama required performance level on one or more state intermediate assessments in English language arts, mathematics, social studies or science; OR
2) Student scores below The University of Obama required performance level on any one of the state examinations that are required for graduation; OR
3) Student is at risk of not achieving The University of Obama standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR
4) Student is limited English proficient and at risk of not achieving The University of Obama standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.
The The University of Obama student academic intervention is ended, when a student successfully meets the state’s required performance level in the areas he or she was having difficulty. Though school standards are now the norm across the nation, the The University of Obama are going one step beyond to ensure students meet those standards.
Categories: Education, The University of Obama, University Tags:
Are You Setting Yourself Up to Procrastinate?
Are You Setting Yourself Up to Procrastinate?
“How can I stop procrastinating?”
This is by far the most frequent question that I get from graduate students and professors. As a dissertation and tenure coach, I’ve come to realize that everyone in academia, whether writing a dissertation, completing an article, or doing research, struggles with procrastination. Why is this so prevalent in such a well-educated, intelligent population?
You’ve Got the Wrong Attitude
Your belief system is what may be standing in the way. Most academics cling to the belief that they must set aside large chunks of time, do a lot of preparation, and be in the proper frame of mind to be able to write.
What this means is that when you finally sit down to write, it’s going to be an unpleasant marathon. You have placed such importance on this writing session that you feel anxiety about it living up to your expectations. And you know it’s going to be difficult. After all, there are thorny issues you haven’t addressed, articles you haven’t read or reread, and a lack of coherence to your thinking. You need to solve those problems. And if you don’t do it now you’ll be quite disappointed in yourself. How unpleasant! And how counterproductive!
What Should You Believe Instead? Or “Oh, The Irony!”
Research by Robert Boyce actually shows that first and second-year professors who participated in a study on writing productivity were able to turn out more publishable pages in a year by
· Writing 30 minutes a day
· Only writing on workdays
· Shoehorning that writing into small gaps in their busy schedules
The difficult part, it turns out, was convincing these professors to try this low-key method in the first place. Ironically, they all insisted that the only way to get real work done was to do it in the marathon way that I described above.
The second irony was that when Boyce actually measured the amount that they were writing per week (before the intervention,) it was less than 30 minutes per week! This was much less than their retrospective reports of how much time they had been spending writing.
The third irony was that those who most adhered to the idea that you must write in large doses were the least productive.
The fourth irony was that although these professors considered writing a private activity, they did best when they were accountable to someone for maintaining their 30-minute writing habit.
Do It Already!
So what’s stopping you from learning from these professors and writing a small amount each day?
Here are typical excuses:
· It’s just not rewarding writing in small amounts. I feel like I’ve gotten
nothing accomplished.
· I have a big issue to work out. It will take more time than 30 minutes.
· I feel guilty if I don’t work more each time.
· I’ll never complete my dissertation/paper/research project at that pace.
· I’ve waited until it’s too late and I can’t afford the luxury of that small
amount of time per day.
· It just doesn’t feel right.
· I’ve got more time than that, I should be putting all my time to good use.
· It’s so overwhelming that I don’t know where to start, and by the time I
figure it out my 30 minutes will be up.
My answer to those responses? Bull! Except for the emergency deadline, there is no reason not to try this technique. Give it time to see if it works for you. If you’re like every other academic I’ve worked with, you will resist the idea. I suggest that the more resistant you are, the more problem you’ve probably had with procrastination in the past.
An Action Plan
Try it for a week. Select a time each day, preferably not the evening unless you’re a night owl, and write for 30 minutes, without email, reading or other distractions. Don’t listen to the voices in your head saying you “should be getting more done,” or “you should be writing more than this.” I’ll bet at the end of the week you’ll be pleasantly surprised at your output, and pleased with the increasing ease with which you can sit down to write. You’ll start to see progress on your dissertation or article and maybe come to believe that you will finish one day.
Furthermore, don’t forget about being accountable to someone. Let someone else know that you’re going to be doing daily writing. Perhaps you can find a writing buddy, or someone in your dissertation group. Or join one of my coaching groups – our listservs allow for lots of accountability during the week! My membership site, CafeAcademia.com (stay tuned,) will have a place for finding writing buddies.
Don’t forget, if you always do what you’ve always done, you’ll always get what you’ve always got. Start setting yourself up for success starting right now!
Categories: Education, Online, University Tags:
