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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Distance Learning for Sustainable Development: A concrete application by the World Agroforestry Centre

Tags: distance learning, agroforestry, reforestation, on line education

Panama City, Panama, 30 August 2007: The World Agroforestry Centre offers an innovative training course “Contextualising Teaching and Learning in Schools Using Natural Resources - the case of school tree nurseries” by distance learning.

The Enoch Olinga College (ENOCIS) Development and Education encourages practitioners to discover and take advantage of this concrete example of a Distance Learning project in the field of Sustainable Development.

Context: according to the project, many attempts have been made to adjust educational content so that it becomes relevant to sustainable development. In practice, this has often meant the introduction of new topics or subjects, for example natural resources or environmental management. Relatively little emphasis has been placed, however, on the development of education strategies that are based on the immediate context in which the school is located.

This training course will deal with the use of natural resources as a way of contextualising primary and secondary education and making teaching and learning more relevant to the local situation. Tree nurseries in schools will be used as examples to demonstrate this concept.

The training course is of interest and open to teachers in primary and secondary schools, lecturers, education officials, representatives of NGOs and CBOs as well as educators active in education for sustainable development. There are no course fees to be paid if one's application is accepted. The training course will take place from 17 September to 5 October 2007. The deadline for receiving applications is 7 September 2007. A resource associated to this highlight includes a PDF document introducing the training course and further information about how to apply. Picture Credit: The World Agroforestry Centre

For more information on the ENOCIS Project please visit our web site www.enocis.org.   Education: The Tool to Break the Chains of Poverty.

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Pros And Cons Of Distance Education

By Tony Jacowski

Previously, it was possible to practice distance learning only through the mail. However, in recent times, with the help of technological advancements, these programs are also available online. Distance learning is beneficial to those students who not only wish to complete higher studies but also need to earn a living at the same time. It is also ideal for those who can study only part-time, as they may be busy with other activities. Distance learning programs are offered for education at any level, but are more popular with university studies.

Distance education, as the name suggests, is a method of implementing education to students living in distant places and cannot access further education. Using this approach, the student is not required to attend classes like in a regular school or college. Education is imparted through correspondence and communication between the institution and the pupil.

Procedure

In order to gain knowledge and complete higher studies, a student does not have to attend regular educational institutions. Distance learning makes the task of achieving the desired course of education easier while sitting in the comfort of your home. In distance learning, you do not have the advantage of receiving personal attention and guidance of a teacher or a professor as in a regular school. Instead you need to study on your own.

The educational institution supplies all the required educational material, resources and references. This correspondence will help you to stay in touch and move in pace with the activities and course of studies of other students attending regular schools and colleges. The institution usually provides an entire range of books, audio and visual aids such as tapes and CDs where you have enrolled.

Requirements

In order to implement distance-learning programs effectively, you need to correspond and communicate with the instructors regularly. To enable efficient and quick communication, it may be necessary for you to install a computer. To clear your doubts and answer your queries, you may also have to download certain programs and suggested websites or interact with the professor through videoconferences.

Advantages

Distance learning provides you the convenience of studying in the comfort of your home and saves you from the daily grind of commuting. You have the liberty of performing other chores and completing studies at the same time. These programs offer immense flexibility of pace, especially to those who are involved in other occupational activities. Disadvantages

You will be entirely by yourself and can receive help only through the resources supplied by the institution. If you are not good at grasping and learning without the supervision and guidance of an instructor, the program may prove to be quite a challenging task. If you cannot adhere to deadlines and have a habit of procrastinating, distance learning is not a very good idea.

A simple guide to make the task of distance learning easier is to follow basic rules and management techniques. Prepare a timetable and allocate appropriate hours to studies and other activities. Dedicate the required time and attention to learning. Stay in regular contact with your teachers and other students so that you don’t lag behind. Do not hesitate to ask questions and clear your doubts. Put in all the hard work and effort as you would in a regular school.

Before you finally decide to enroll as a student of distance education, remember to consider the positive and negative aspects so that the program proves to be beneficial.

Tony Jacowski is a quality analyst for The MBA Journal. Aveta Solutions

a

Online Degrees: Who Would Hire an Online Grad?

Online Degrees:  Who Would Hire an Online Grad?

by Jennifer Mulrean Tags: Distance Education and Training Council (DETC), Seattle Times, Los Angeles Times, Phoenix University, Sloan Consortium, Vault, Columbia University, Columbia Video Network

We know. You're naturally curious, committed to lifelong learning, and generally ambitious. Those are great reasons to pursue an education. But with the high price of college, it's safe to bet that you're also hoping that degree will pay off in more practical terms--with a first job, a promotion, or a job change, perhaps.

The good news is, it probably will. In simple terms of dollars and cents, a college degree can be worth millions in income over the course of your life. According to the most recent United States Census Bureau survey, people holding bachelor's degrees are expected to earn $2.1 million over the course of their working lifetime--almost $1 million more than the $1.2 million in lifetime earnings for people who hold high school diplomas only.

But before you pile up those riches, you first have to get through the door of the human resources department. As a current or prospective online student, it's important to consider how an online degree will measure up against those earned at traditional brick-and-mortar programs.

Attitudes in flux¿
When asked directly, well-known Fortune 500 companies such as Intel and Wal-Mart said they'd accept online degrees, provided they come from regionally accredited programs.

The last time the question seems to have been put to human resources departments on a broad scale, however, was in late 2000, when Vault, a job-search service and publisher, surveyed almost 300 hiring managers. At the time, 77 percent of respondents said online degrees earned from well-known schools--the Stanford Universities of the world--were more valuable than those from online-only institutions.

A lot has changed since then, including the number of people enrolled in online courses. A 2004 Sloan Consortium report estimated that more than 2.6 million people logged on to at least one online class in the fall of 2004.

Support from employers¿
If you're attending a school that offers both campus-based and online courses, chances are your diploma won't distinguish whether you logged on or sat in a traditional classroom to earn it. At Columbia University, for example, online students can earn various graduate engineering degrees through Columbia Video Network (CVN). There's no need to distinguish the degrees as having been earned online because they're identical to the courses delivered at the physical campus.

"The degree (CVN students) earn is identical to what the offline students are getting," says Evan Jacobs, marketing manager for CVN. "The modality is secondary; the content is what's important and it's exactly the same."

Many of the CVN students are adults with full-time jobs, and as such, Jacobs estimates that 80 to 90 percent have their tuition reimbursed by their employer. The University of Phoenix estimates that a similar percentage of its own student body also has their tuition reimbursed by their employer.
 
"They have the full support of their companies," Jacobs says. "The fact that the employers are reimbursing them for their tuition is really a validation of our program and of distance learning."

"We've heard from a lot of students that they didn't feel they'd have been able to get that promotion or that next job without the skills and knowledge we provide," he says. And as the number of online students¿ increases, attitudes toward online degrees should continue to open up even further.

The bottom line¿
Randy Miller, CEO and founder of ReadyMinds, which offers distance career counseling to everyone from students in college to adult learners, says that just in the last two years, human resources departments have become more comfortable with online degrees.

"They're realizing a lot of quality applicants are going the nontraditional route--if you can still call it that--and they don't want to miss out on this quality applicant pool," he says.

Of course there will always be people--recruiters included--who are have reservations about new kinds of learning. But for some perspective, consider a survey by the Distance Education and Training Council (DETC) that found that almost 70 percent of corporate supervisors rated the value of a distance degree as "just as valuable" or "more valuable" than resident-school degrees in the same field. The survey pool, however, was comprised of managers with at least one employee who had earned a degree through a DETC-accredited distance program, suggesting that familiarity breeds acceptance for quality programs.

In the end, Miller says, job seekers of all types have many of the same challenges. "It really comes down to the individual--they still have to distinguish themselves," he says.

About the Author

Jennifer Mulrean is a writer on MSN Money. She has written articles for the Seattle Times, the Los Angeles Times, and In Style magazine. She lives in Seattle.

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House Panel Moves to Raise Pell Grant and Block Accreditation Changes

Tags: Pell Grant, Scholarships, Department of Education, accreditation processGrant Programs Eligible for ENOCIS Students Await New Legislation in Congress observes University...

House Panel Moves to Raise Pell Grant and Block Accreditation Changes

By KELLY FIELD

Washington

A Congressional panel has moved to block the Education Department from making changes in the accreditation process, approving a spending measure that would cut off funds for such changes.

The bill, which would finance most higher-education programs for the 2008 fiscal year, would also raise the maximum Pell Grant by $390, the largest increase since the end of the Clinton administration, and provide $750-million in additional money for the National Institutes of Health.

An appropriations subcommittee of the U.S. House of Representatives approved the bill this month, one week after Sen. Lamar Alexander, a Tennessee Republican, warned Secretary of Education Margaret Spellings that he would seek to stop her department from using its regulatory authority to transform the way colleges are accredited. The department is considering regulations that would introduce new measures of "student-learning outcomes" into accreditation and prohibit colleges from denying the transfer of academic credits solely on the basis of the sending college's type of accreditation.

In a floor speech late last month, Mr. Alexander, who served as education secretary during the administration of President Bush's father, said he would offer an amendment to legislation to reauthorize the Higher Education Act that would prohibit the department from issuing any final regulations on accreditation until after Congress passes the much-delayed reauthorization bill. The Senate is expected to take that bill up later this month.

"Congress needs to legislate first," Senator Alexander said. "Then the department can regulate."

Cheryl Smith, an aide to Rep. David R. Obey, chairman of the appropriations subcommittee, said the spending limitation in the education appropriations measure was also meant to signal that the department should wait for Congress to act. Mr. Obey, a Wisconsin Democrat, added the spending restriction to the bill at the request of college lobbyists and presidents.

The measure still needs the approval of the full Committee on Appropriations before heading to the House floor for debate.

Outspending the President

Over all, the subcommittee's bill would provide $151.5-billion for federal labor, health, and education programs, an increase of nearly 5 percent over this year's spending levels and $10.6-billion more than President Bush proposed. The largest single increase in the bill would go to the Pell Grant program, which would receive $2-billion — or 14.6 percent — more in the 2008 fiscal year, which begins October 1.

The proposed $390 jump in the maximum Pell Grant would come on top of a $260 increase enacted this year. Combined, they bring the maximum Pell Grant to $4,700, $100 more than President Bush proposed in his most recent budget, released in February.

The bill would also restore funds for several education programs that the president had sought to eliminate, including the Leveraging Educational Assistance Partnership program, or LEAP, which matches each dollar that states commit to need-based aid, and Supplemental Educational Opportunity Grants, which augment Pell Grants for needy students. Another campus-based program, Federal Work-Study, would see a gain of $138,000, to $980.5-million.

The federal TRIO college-preparation programs, which the president has proposed abolishing in the past, and for which he proposed level funds in his latest proposal, would get $40-million more under the House panel's bill, rising to $868.2-million. Gear Up, another college-preparation program for which the president proposed no increase, would get $20-million more, or $323.4-million.

Hispanic-serving institutions and historically black colleges and universities would both receive an increase of almost 5 percent — $4.6-million and $11.4-million more, respectively.

Standing Pat With Perkins

Lobbyists for higher-education institutions said they were relieved that the House panel's proposal would increase the maximum Pell Grant without raiding other programs. President Bush's budget would have paid for the Pell Grant increase by slashing subsidies to student-loan companies and killing the Supplemental Educational Opportunity Grant and the LEAP programs.

"This is the direction we need to be going in," said Stephanie Giesecke, director of budget and appropriations for the National Association of Independent Colleges and Universities. "We hope the Senate will at least match it."

The bill did not appear to provide any new money for "capital contributions" to the Perkins Loan program. Such contributions — along with institutional matching funds and proceeds from repaid loans — go into a pool of revolving funds from which colleges make new Perkins Loans to students from low- and middle-income families.

However, the bill would provide $65.5-million for Perkins Loans forgiveness, the same as in the current fiscal year. President Bush had proposed abolishing that program.

For the National Institutes of Health, the House's bill includes $29.65-billion, $1-billion more than the president's request, and a 2.6-percent increase over the current fiscal year. Mr. Obey called that the largest increase in four years, saying it would allow the agency to finance 545 more grants than it did this year. The NIH is the largest single source of funds for academic research.

The Association of American Universities, which represents leading public and private research universities in the United States and Canada, said it was pleased that the committee had proposed a second straight increase for the agency after three years of flat federal support levels and despite the administration's proposed $511-million cut. "We need to restore momentum to NIH," said Robert M. Berdahl, the association's president.

But the Federation of American Societies for Experimental Biology, which has called on Congress to increase spending on the agency by 6.7 percent in each of the next three years, expressed disappointment that the proposed increase was below the rate of inflation. "The flat funding we have experienced over the past several years has had a devastating effect on the scientific enterprise," said Leo T. Furcht, the federation's president.

The bill rejects the president's plan to all but eliminate funds for the Health Professions program, which trains students from minority groups and disadvantaged backgrounds to be physicians, dentists, and other health professionals and encourages them to work in poor and rural areas. Instead it would provide a 24-percent increase for the program, to $228.3-million.That money would help offset a deep cut passed two years ago, when the program's budget was halved, to $145.2-million.

The panel also approved an 11-percent increase for a related program that supports nursing education, which Mr. Bush proposed reducing in 2008.

http://chronicle.com
Section: Government & Politics
Volume 53, Issue 42, Page A21

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The Enoch Olinga College (ENOCIS) Appoints Admission Officers in Latin America and the Caribbean

Tags: Ministerio de Educacion, Martin Torrijos, TOEFL, universal languageThe Enoch Olinga College (ENOCIS) Appoints Admission Officers in Latin America and the Caribbean

The launching of the ENOCIS Basic English program for Spanish speaking students has attracted such an influx of students that the Enoch Olinga College has found it necessary to establish Admissions Representatives in 21 countries of Latin America and the Caribbean. ENOCIS hopes that this more personal attention to its student body will create a higher level of student satisfaction with the program through more personal attention to students’ needs. Previously, ENOCIS used a centralized office in the United States to address the requests of students around the world. One of the directors, David W Morris, commented, “I hope this more personal attention in each student’s native language and culture will improve the educational experience,” adding, “It is evident that one universal language needs to be developed around the world to decrease misunderstanding and confusion between diverse races and cultures.”

The Enoch Olinga College of Intercultural Studies, Inc. is an online institute of higher education whose purpose is to provide the equivalent of a four-year college degree to international students who, for various reasons, have trouble physically attending an accredited college or university. There is a great demand for higher education in many parts of the world that cannot be met locally, due to limited resources, lack of qualified faculty, or the expense of attending traditional brick-and-mortar institutions. The expensive option of traveling to a foreign country for higher education is not available to more than a few people.

Education and access to opportunity is what separates technologically “developed” from “developing” nations. There should not be such a binding relationship between excellence, the capability of serving one’s community, and the financial resources to educate children to technologically advance their nations.

“The objective is to realize a massive transformation of the curriculum, a proposal that intends to improve the quality of education, to benefit the students and the development of our own country.”-Dr Miguel A Canizales, Ministro de Educación de Panamá

“The only way we are goig to break this vicious cycle of poverty, is to educate and improve the quality of life of our children.”-Presidente de Panama Martín Torrijos, 7 de Abril, 2006

The Enoch Olinga College is a project developed with the assistance of the Sons of David Foundation and with the cooperative guidance of the Ministry of Government and Justice of the office of Political Indigenista in Panama.  ENOCIS is designed to offer educational opportunities to the underserved peoples of the world. For more information on the ENOCIS project, please visit the web site www.enocis.org. Education: the tool to break the chains of poverty.  

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