CONTINUING EDUCATION: ITS BENEFITS IN GLOBAL DEVELOPMENT

Tags: Toefl, ENOCIS, Enoch Olinga, continuing education, DeVry, Phoenix University, adult education Global Development and Continuing Education:

In most fields of study and societies, continuing education courses are a standard part of the curriculum. Continuing Education programs help students stay up to date with accessible and a relatively easy method of acquiring new information related to the changes, methods, breakthroughs and research in their field of expertise and general global development The Enoch Olinga College (ENOCIS) is one such project continuously strives to address these ever changing needs of global change focusing on training students paying special attention to cultural and intellectual background.

For many reasons, most people take an education break and don’t complete their degrees. This hiatus causes students to lose confidence and with time, even forget the study material contents. A Continuing Education course helps these students regain this self esteem and confidence in their skills helping them to complete their education.

Most continuing education courses students take are related to their previous field of study. Besides, boosting the confidence of the individual, continuing education courses also help the person to pursue the profession of his choice and form a solid career base.

Continuing Education – A key to Success:

Continuing education courses are provided in numerous subjects. These courses are also available online, in colleges and on the Internet.  Online courses are the most popular amongst adult education students, because they not only facilitate communication opportunities between student and faculty but also because courses may be taken at hours convenient to them.

The origin of The Enoch Olinga College (ENOCIS) learning model can be traced to the Sons of David Foundation (SOD) which advanced the funds to create this new paradigm in learning.

Although, continuing education courses are available online, it does not mean that a student has to sit at home and study. Because of the transportability of continuing education courses and their ease of use with modern technology, on line study has generated a lot of enthusiasm. Numerous seminars and conferences are set up by educational institutions to facilitate this new and innovative interactive platform.

Continuing education courses are also used in traditional colleges and have become core material in such recognized institutions as Purdue, DeVry and Phoenix University. Although, these courses cannot be considered the same as a traditional college education, a pupil can use on line course as an adjunct to their college studies. Large numbers of recognized institutions have mushroomed up which broadens the course offerings. Courses are structured especially to address the experienced study groups and adults. In fact, on university transcripts there is no notation as to whether a class was taken on line or in a classroom environment. A degree from an accredited university is a valid degree whether on line or on campus.

Most of the courses available through on line continuing education are fields of study which are constantly evolving and regularly have new scientific breakthroughs. These on line courses actualize materials students have already learned. Traditionally, these courses don’t have a lot of introductory material because it is assumed that pupils already have knowledge about the fundamentals of the topic.

ENOCIS – a Class apart:

The duration of the continuing education courses are varied.  They also have flexible hours to accommodate the needs and the requirements of the working professionals. Continuing education courses are a window of opportunity to majority of the people, who have a dream of graduating and fulfilling their career goals. Continuing education online also helps professionals to remain up to date in their field, making sure that their knowledge does not become obsolete.

There are some institutes which stand apart from the rest such as Enoch Olinga College, which helps the student in the preparation of real life experiences, helping their education not only to benefit the student but also  society and  family.

About The Author

David W Morris is an international development specialist with The Enoch Olinga College (ENOCIS) and author of several publications on socio economic development. David is a regular contributor to online article sites on the topics of on line education, underserved peoples, scholarship and educational excellence, continuing education programs and on line TOEFL and language development. David W Morris is also a successful online advisor of ranking blog site www.enocis.blogspot.com.

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10 Easy Arithmetic Tricks

Tags: arithmatic, math, education, calculations, number games, number tricksTheme by Alexified. Content copyright Jamie Frater

Math can be terrifying for many people. This list will hopefully improve your general knowledge of mathematical tricks and your speed when you need to do math in your head.

1. The 11 Times Trick

We all know the trick when multiplying by ten - add 0 to the end of the number, but did you know there is an equally easy trick for multiplying a two digit number by 11? This is it:

Take the original number and imagine a space between the two digits (in this example we will use 52:

5_2

Now add the two numbers together and put them in the middle:

5_(5+2)_2

That is it - you have the answer: 572.

If the numbers in the middle add up to a 2 digit number, just insert the second number and add 1 to the first:

9_(9+9)_9

(9+1)_8_9

10_8_9

1089 - It works every time.

2. Quick Square

If you need to square a 2 digit number ending in 5, you can do so very easily with this trick. Mulitply the first digit by itself + 1, and put 25 on the end. That is all!

25² = (2x(2+1)) & 25

2 x 3 = 6

625

3. Multiply by 5

Most people memorize the 5 times tables very easily, but when you get in to larger numbers it gets more complex - or does it? This trick is super easy.

Take any number, then divide it by 2 (in other words, halve the number). If the result is whole, add a 0 at the end. If it is not, ignore the remainder and add a 5 at the end. It works every time:

2682 x 5 = (2682 / 2) & 5 or 0

2682 / 2 = 1341 (whole number so add 0)

13410

Let’s try another:

5887 x 5

2943.5 (fractional number (ignore remainder, add 5)

29435

4. Multiply by 9

This one is simple - to multiple any number between 1 and 9 by 9 hold both hands in front of your face - drop the finger that corresponds to the number you are multiplying (for example 9×3 - drop your third finger) - count the fingers before the dropped finger (in the case of 9×3 it is 2) then count the numbers after (in this case 7) - the answer is 27.

5. Multiply by 4

This is a very simple trick which may appear obvious to some, but to others it is not. The trick is to simply multiply by two, then multiply by two again:

58 x 4 = (58 x 2) + (58 x 2) = (116) + (116) = 232

6. Calculate a Tip

If you need to leave a 15% tip, here is the easy way to do it. Work out 10% (divide the number by 10) - then add that number to half its value and you have your answer:

15% of $25 = (10% of 25) + ((10% of 25) / 2)

$2.50 + $1.25 = $3.75

7. Tough Multiplication

If you have a large number to multiply and one of the numbers is even, you can easily subdivide to get to the answer:

32 x 125, is the same as:
16 x 250 is the same as:
8 x 500 is the same as:
4 x 1000 = 4,000

8. Dividing by 5

Dividing a large number by five is actually very simple. All you do is multiply by 2 and move the decimal point:

195 / 5

Step1: 195 * 2 = 390
Step2: Move the decimal: 39.0 or just 39

2978 / 5

step 1: 2978 * 2 = 5956
Step2: 595.6

9. Subtracting from 1,000

To subtract a large number from 1,000 you can use this basic rule: subtract all but the last number from 9, then subtract the last number from 10:

1000
-648

step1: subtract 6 from 9 = 3
step2: subtract 4 from 9 = 5
step3: subtract 8 from 10 = 2

answer: 352

10. Assorted Multiplication Rules

Multiply by 5: Multiply by 10 and divide by 2.
Multiply by 6: Sometimes multiplying by 3 and then 2 is easy.
Multiply by 9: Multiply by 10 and subtract the original number.
Multiply by 12: Multiply by 10 and add twice the original number.
Multiply by 13: Multiply by 3 and add 10 times original number.
Multiply by 14: Multiply by 7 and then multiply by 2
Multiply by 15: Multiply by 10 and add 5 times the original number, as above.
Multiply by 16: You can double four times, if you want to. Or you can multiply by 8 and then by 2.
Multiply by 17: Multiply by 7 and add 10 times original number.
Multiply by 18: Multiply by 20 and subtract twice the original number (which is obvious from the first step).
Multiply by 19: Multiply by 20 and subtract the original number.
Multiply by 24: Multiply by 8 and then multiply by 3.
Multiply by 27: Multiply by 30 and subtract 3 times the original number (which is obvious from the first step).
Multiply by 45: Multiply by 50 and subtract 5 times the original number (which is obvious from the first step).
Multiply by 90: Multiply by 9 (as above) and put a zero on the right.
Multiply by 98: Multiply by 100 and subtract twice the original number.
Multiply by 99: Multiply by 100 and subtract the original number.

Bonus: Percentages

Yanni in comment 23 gave an excellent tip for working out percentages, so I have taken the liberty of duplicating it here:

Find 7 % of 300. Sound Difficult?

Percents: First of all you need to understand the word “Percent.” The first part is PER , as in 10 tricks per listverse page. PER = FOR EACH. The second part of the word is CENT, as in 100. Like Century = 100 years. 100 CENTS in 1 dollar… etc. Ok… so PERCENT = For Each 100.

So, it follows that 7 PERCENT of 100, is 7. (7 for each hundred, of only 1 hundred).
8 % of 100 = 8. 35.73% of 100 = 35.73
But how is that useful??

Back to the 7% of 300 question. 7% of the first hundred is 7. 7% of 2nd hundred is also 7, and yep, 7% of the 3rd hundred is also 7. So 7+7+7 = 21.

If 8 % of 100 is 8, it follows that 8% of 50 is half of 8 , or 4.

Break down every number that’s asked into questions of 100, if the number is less then 100, then move the decimal point accordingly.

EXAMPLES:
8%200 = ? 8 + 8 = 16.
8%250 = ? 8 + 8 + 4 = 20.
8%25 = 2.0 (Moving the decimal back).
15%300 = 15+15+15 =45.
15%350 = 15+15+15+7.5 = 52.5

Also it’s useful to know that you can always flip percents, like 3% of 100 is the same as 100% of 3.

35% of 8 is the same as 8% of 35.

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