Tips to successfully complete distance learning course

Tips to Successfully Complete Distance Learning Course

An article giving information on taking a course from home

Distance learning is one of the most common modes of education used by people who are unable to attend regular schools or colleges. This type of learning gives you flexibility to study at your own pace and time from anywhere in the world. However, distance education is not as easy as it sounds. The statistics shows that the percentage of dropouts in distance education is much higher than in the case of regular education.

Given here are few tips to complete your distance education program successfully.

Selection of the course and school:

The first and foremost thing is to choose your program carefully. Choose the one that can help you to either fulfill your career goals or the one that you are passionate about. Once you have decided the course you want to study, you should then select a good distance learning university or school to pursue it. Always enroll in a reputed and accredited educational institute.

Self motivation

To be successful in any distance education programs, you should have the determination and motivation to pursue and complete it. With virtual classrooms, it is possible today to interact with your teachers and fellow students, though not as frequently as in the case of the regular institutes. So, you should be self-motivated to complete your lessons and assignments on time.

Time management:

If you are a distance learner, it is likely that you are either working or have some other important responsibilities to handle. So, time management is very important for you. You should devote time regularly to your studies. Organizing and scheduling can help you to achieve your set targets. It is very common for distance learners to procrastinate. You should avoid it completely to be successful.

Good comprehending skills:

You have to learn by reading the study material provided by your distance education institute. Teachers and professors are not available regularly to explain and teach you each and every thing. So, it is very important that you develop good comprehending skills to understand your lessons properly.

Utilization of the resources:

Modern distance learning programs offer many facilities to their students. You should utilize these facilities that may include online libraries, virtual classrooms, tutors at the click of the mouse, online chats etc. These facilities can be very useful for you and can help to understand and complete your modules. Not only this, they can also help you to stay inspired and motivated.

Interact with fellow students and professors:

With technology, it is very easy to connect with your fellow students and professors. You should also take help from your friends and mentors. All this helps you in staying focused and achieving your goals easily.

In short, you should not take your distance education course casually. It requires lot of hard work and effort to successfully complete your distance education program. By following the simple tips given above, you can surely benefit a lot from your distance learning course.

Common mistakes singapore jc students make in gce ‘a’ level economics exams

2 Common Mistakes Singapore JC Students Make in GCE ‘A’ Level Economics Exams

In most GCE ‘A’ Level Examinations, 5 exam skills are commonly tested. Let’s begin by recalling these 5 skills:

 – knowledge, comprehension, application, analysis and evaluation.

The MOST IMPT is analysis! Wouldn’t you agree that you can write nothing on evaluation and still get A?

Well, If you haven’t realised, all the case study and essays questions that you always make you feel uncomfortable, perspiring, suffocating, are questions of highly analytical nature.

And that’s where the 2 common mistakes arise.

MISTAKE NO. 1: Failure to identify the correct analysis required

Here’s something useful right away: the paper tests 5 skills: knowledge, comprehension, application, analysis and evaluation.

The most difficult is ANALYSIS. And here’s the solution: Analysis requires you to be very detailed and thorough. All you need to do is to be thorough in your explanation of the key concepts in question

Let me illustrate:

NJC 2008 Prelim Section A, Q1(c):
“Using economic analysis, discuss the possible impact on the macroeconomy of UAE, as a result of persistent increases in the price of oil worldwide.” [6]

Let me think aloud here: the command word here is discuss, so I’ll reserve 2m for evaluation. So left 4m for analysis. So identify 2 points to analyse will do. The phrase “using economic analysis’ almost always suggest that you cannot extract the idea from the case, and so you’ll have to recall and brainstorm from your 2 years of learning.

So I’ll need 2 macro impacts. And obviously NEGATIVE impacts, since oil price goes up.

How to think of possible impacts? Simple. Just think in terms of the Macroeconomic Objectives of the government. Out of the 4 objectives, you’ll have to pick your 2 that you can explain the best.

For eg, I choose to tackle (i) inflation and (ii) unemployment.

Oil price leads to inflation. Now saying is not enough, coz there is almost NO ANALYSIS demonstrated. So you’ll have to very detailed. And S’pore context requires you to apply…

{S’pore being heavily reliant on trade, imports practically everything, from goods for consumption and also goods that are used in production. Thus, imported inflation is severe for S’pore, as oil price will drive the price of imports upwards.}

That’s your 2 marks. Easy right?

(Note: On our website, members’ section only, we have full answers to the essay and case studies for every JC, MI and IB Schools. If you wish to have access, just sign in here

MISTAKE NO. 2: Failure to provide relevant evaluation that stems from the analysis.

Now this is surprisingly the easier part of the 2. Yet many students still admit they are largely clueless about demonstrating evaluation skills.

In a nutshell, what you aim to evaluate and to sound “balanced”, has to stem from your earlier analysis.

Otherwise, the evaluation is of lower quality and may yield no marks.

Obviously, this skill is best demonstrated with an example. In our Economics Exam Skills Intensive Workshops, we are very thorough in imparting these high scoring exam skills to all our students.

by Adam Smith Economics Tuition Agency

How to look for a good financial aid advisor

How to look for a good financial aid advisor

When students go to college, there are a lot of things that weigh on their minds—and getting the right funding and financial support for the college they want to go to is one of their priorities. In fact, finding enough money for their college education at the institution of their choice is one of the bigger things on the minds of students and their parents and guardians these days. College funding can actually be obtained a few ways with student loans and grants being on the top of this list. Getting the help of a good financial aid advisor to determine your funding options for college is a good step to take when you are considering going to your targeted college or university.

These days, more and more students are opting for more affordable colleges or universities instead of aiming for their dream schools. Since college education is indeed rather expensive and not that easy to find funds for, a lot of students decide to go to colleges that do not offer the kind of courses they want or that are not as good as the ones they were first aiming for. Students should know that they can get into the kind of college or university they first dreamed of going to if only they tapped the right people to help them. College funding can be had for these schools with the help of a financial aid advisor who can review your situation and give you advice on what needs to be done to get you into the college of your dreams.

The right financial aid advisor can be easily found and with a little scrutiny, you can then ascertain what kind of help they can give you. This is important when you are considering asking them for advice on what you and your family should do and when it comes to the college education and your college funding that are needed for your future. A lot of advisors may tell you that your best option would be to try and get yourself into a cheaper community college for you to be able to finish your education at a lower cost. Others may tell you to sacrifice your parents’ pension and your home’s equity for these things. The right financial aid advisor will show you other options other than these.

A good advisor usually comes up with very sound ideas for getting you into the college of your choice while still have your parents keep their retirement funds and pensions intact. Since they can easily assess the need for funding by students and how much their parents can contribute, some of the suggestions and help they give usually point in the direction of college grants that are being given by the same colleges that these students want to go to. They can also point you towards other viable grant giving institutions that they can tap and they can easily pair your situation to the best possible grant giving body for your college education.

After phonics, what

After Phonics, What?

For the past several decades, parents and teachers have labored to teach children to read by helping them to learn the sounds of each letter and sounding them out to form words. The overall method is generally referred to as “phonics.” Unfortunately, the term “phonics” has mistakenly become a ubiquitous term meaning “the study of all letter sounds.” The simplicity of implementing phonics into a teaching technique is also the basis of its greatest problem in teaching the reading of English.

The word “phonics” is a shortened term for “phonetics.” Many languages can be said to be phonetic in the sense that one letter always represents the same sound. Beginning readers, sadly, soon learn that written English is not consistently phonetic. This makes written English one of the more difficult languages for people to learn to read and spell.

In English, the consonant sounds are phonetic in most instances. As a result, we can generally use phonics methods to begin to teach students to read the consonant letters. Of course, students eventually must learn a few exceptions to the universal application of phonics to the pronunciation of consonants.

The situation is substantially different for vowel letters. In English, vowel sounds are not coded phonetically. This is because every vowel letter can represent several vowel sounds. For example, the vowel letter “a” is read differently in the words “at” and “ate”, and “e” is read differently in “bed” and “bead”. Students (both children and adults) can readily see the visual distinction between “at” and “ate”, but are too often at a loss about why we read the letter “a” as a short vowel in the “at” and a long vowel in “ate”. Using a learning-to-read technique based entirely on phonics presents beginning readers with unwarranted confusion, stress and frustration when they try to “read” vowel letters phonetically.

There is a relatively new method that systematically helps beginning readers to know when each of the different sounds associated with a specific vowel is applicable and when it is not. It’s called syllabics.

The approach taken by syllabics is substantially different from phonics. When students have mastered reading all the consonants and the six main consonant blends, they are ready for the only thing left for them to learn: how to read the vowel letters, a, e, i, o, and u.

The secret to correctly reading a vowel letter lies in the way the word is spelled. Every word has a spelling code that clearly tells the student how to read each vowel letter in that word. Because they are the easiest to learn, syllabics begins with the shortest words (one syllable words). After students have mastered the basic spelling codes, which enable them not only to recognize how virtually any one-syllable word is pronounced and spelled, they are almost ready to leap forward to multi-syllable words.

The most common spelling code is what has been arbitrarily termed by many reading experts as the “VC” code. A word with the VC code contains only one vowel letter and ends with a consonant letter.

Just consider the words “at”, “sat”, and “scratch”. The rule for a word that has the VC spelling code is to read the vowel with a short vowel sound. When students have mastered the VC code, they can correctly apply it to any word with the VC code, “sounding-out” every consonant and vowel in order to “read” the word.

Applying the simple rule makes it completely unnecessary for students to guess or to memorize how to pronounce the letters.

For the student and the teacher, the most interesting aspect of the syllabics method is that there are only six codes to learn. Once they are all mastered, students will have conquered the challenges presented by phonics-based programs: They can now read virtually every English word. The exceptions are the groups of words that don’t comply with any known rule.

How to hammer-on and what this means

How To Hammer-On And What This Means

Hammering-on, as opposed to plucking each individual note while playing a guitar solo, is an important technique to understand if your progressions are to flow smoothly. Think of it as the difference between floating on top of the water on a day when the seas are rough versus a day when they are calm. You would much rather float on the water when the seas are calm lest the choppiness of the waves muddy up your experience. Hammering on, likewise, prevents choppiness in your sound. The best part is that learning how to do it effectively isn’t so difficult.

You should begin hammering on by playing a scale–say, the pentatonic scale in the first position, key of “G.” If you’re accustomed to plucking each individual note up and down the fingerboard, instead pluck the first note in the scale and place your finger in the position of the next note in the scale (this should be on the same string) without actually plucking the second note. So, you have played each of the two notes only having actually plucked the string one time. This is called hammering-on because your finger comes down hard like a hammer and presses down enough for the note to be heard without actually plucking it. To practice, try doing this with every other note in your pentatonic scale. On each string, you should pluck the first note and follow it up by hammering-on the second note as opposed to plucking the string again.

Hammering-on is beneficial to your playing because it eliminates the choppy sound of continuously-plucked notes, providing greater fluidity to the sound of any progression. Furthermore, it allows you to play faster than before since you’re not having to move your picking-hand into position so often. Hammering-on is how some of the world’s greatest guitar players are able to achieve the quickness they demonstrate each time they play a solo.

As for using using hammer-ons within your own progressions, wait until you’re comfortable using the technique in scales. Thankfully, this is one of the least difficult skills to master, and after an adequate number of hours spent practicing it, you should be hammering-on like a pro. In your original songs and melodies, you will quickly notice how much smoother your solos are sounding and how much more quickly you’re able to play them.

It’s also worth noting that the hammer-on technique is often learned in tandem with the pull-off technique. Pulling-off, however, involves plucking an individual note and then removing the finger used to play that note from the fingerboard so that another note is heard without having to pluck the string again. Like a hammer-on, a pull-off makes the sound of your guitar solos smoother and improves speed. When practicing scales with a hammer-on, it may be useful to hammer-on while moving up the scale and to pull-off on every other note while moving back down the scale. Learning each technique at the same time will greatly advance your playing proficiency, particularly when it comes to picking.

Exam peoplesoft application develper i: peopletools&peoplecode exam number/code : 1z0-241 exam name : peoplesoft application develper i: peopletools&peoplecode questions and answers : 210 q&as update time: 2010-06-24 1z0-241 price: $ 63

1z0-241 questions and answers

1z0-241 Exam
PeopleSoft Application Develper I: PeopleTools&PeopleCode
Exam Number/Code : 1z0-241
Exam Name : PeopleSoft Application Develper I: PeopleTools&PeopleCode
Questions and Answers : 210 Q&As
Update Time: 2010-06-24
1z0-241 Price: $ 63.00

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1z0-241 Exam Demo
3. Select the two properties of a summary page. (Choose two.)
A.It is display-only.
B.It contains only level zero.
C.It contains no related fields.
D.It references one record definition.
Answer: AC

4. Select the three statements that are true about search records. (Choose three.)
A.Search records build the search page for the component.
B.Search records are referenced only at level zero in the component.
C.Search records rarely reference views; they are usually SQL tables.
D.Search records populate level zero on all pages that are in the component.
E.Search records provide a high-level key to the primary records that are referenced in the component.
Answer: ADE

1z0-241 Exam Topics
PeopleTools I
Navigating PeopleSoft Applications
Access, enter and modify information in PeopleSoft applications.
Use PeopleBooks to find information.

Explaining PeopleSoft Architecture
Describe the structure of PeopleSoft databases.
Explain basic data transfer in PeopleSoft Pure Internet Architecture.
Identify the requirements for the development environment.

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