Saturday, August 29, 2009

Co-op education key to career success


Colin Ramdeen is a big believer in personal balance, especially when it comes to education.

“You could be the smartest person in the class, but if you don’t know how to sell yourself in a job interview or know how to work with other personalities effectively, then you’re probably going to have bumps in your career,” he says.

Ramdeen graduated from Centennial’s Computer Systems and Network Technology Co-op program in 1996 and currently works as Manager of Training and Documentation at Redknee Inc., a global provider of innovative communication software products and services.

He credits his co-op education for providing him with his inner equilibrium. He also counsels other co-op students, whom he frequently oversees in his job at Redknee, about the importance of developing people skills.

“Co-op students need to be balanced. They have to know their technical skills, but also possess the soft skills needed to work with people and learn how to maneuver in an organization.”

Co-operative education – which requires students to work with employers as part of their curriculum before they graduate – has been a big boon to the colleges and universities that offer it. For minds that learn better by doing rather than by rote, co-op education is a rich learning opportunity that works.

“My co-op program was great. You learn on the job about what really matters to employers in terms of knowledge and skills,” he says.

Centennial has been offering co-op education for more than 20 years. It’s an appealing option for students of the college’s three-year business and engineering technology programs. Co-op is often cited as the primary reason they choose to come to college rather than university, which does not offer as wide a variety of co-op programs.

Students qualify for work if they maintain a minimum grade point average (GPA) of 2.50 during the first year of the program. The college finds them an employer that can provide work related to their field of study, usually for wages or a stipend.

Ramdeen’s own success owes a lot to his co-op experience.


Back in high school, Ramdeen had decided to pursue engineering and applied to all the right universities. But a chance meeting with a counsellor had him thinking about college for the first time.

“I was tossing up the idea of going to college for the hands-on learning, which someone told me would be good to try. Besides, I knew lots of people who had gone to university and ended up coming to college anyway to get the work experience.”

He enrolled in Centennial’s electronics program, but later switched to computer systems and networks. Ramdeen also got involved in student government on campus – the Centennial College Student Association Inc. – as an engineering student representative and, eventually, student president.

“I learned to juggle a busy life: I had a part-time job, my studies, a girlfriend, the Student Association, and I was the lone driver in the family,” he smiles. “After an easy first year in college, things got very complicated – but I learned to manage the various responsibilities.”

When it came time to start his co-op assignment, he picked EDS, a large information technology (IT) outsourcing company. His time there was so fruitful, the company hired him right out of co-op and he scarcely had time to write his final exams before starting his job as an Infrastructure Analyst Developer.

After three years of exemplary service, Ramdeen realized that his EDS client had a very conservative strategy and he wasn’t learning anything new on the job. On a lark, he went to a job interview at Redknee – and got the position.

Working as a deployment analyst for clients all over the world, Ramdeen trains client company employees to work with new software often required to implement wireless networks.

“The technology is mind-boggling. Last week I was setting up a wireless network in a nation where the citizens sometimes don’t even have four walls. Yet you’ll see them walking around with two cell phones in their pockets.”

The technology is changing rapidly, which means solutions companies like Redknee have to be able to provide the right software to make everything work right. Training is a big part of the equation, too, since the wireless company has to take over when the Redknee employees head back to Canada.

Ramdeen especially likes the fact that he’s the lone college graduate in an organization filled with university grads. Eight years later, Ramdeen is still at Redknee, managing the technical training.


source: www.centennialcollege.ca/success/ramdeen

Research and Classroom Teaching

I bring my research in the economics and economic history of film very much into my teaching. I do this because firstly, I think that I have something to say that is novel; secondly, film is such a peculiar type of commodity that it stimulates comparison and contrast, thirdly, because students as a ready audience help you think about the nature and presentation of your ideas; and finally, almost everybody has an affinity with films as a source of entertainment and cultural reference.

My major research publications have been in the journals of economic history (Sedgwick and Pokorny 1998, Sedgwick 2002, Sedgwick and Pokorny 2005a), cultural economics (Pokorny and Sedgwick 2001), and film studies (Sedgwick 2007). I have also written a 300 page monograph (Sedgwick, 2000), and edited a book of readings (Sedgwick and Pokorny 2005b). All of this work is predicated on understanding the peculiar characteristics of film as a commodity and the empirical regularities which govern the statistical distribution of revenues, costs and returns, across the 20th Century.

Perhaps the most interesting teaching project that I am involved with is a final year undergraduate class in Industrial Economics, for which, along with my colleague Dr Guglielmo Volpe, I have received two lots of mini project funding from the Economics Network. The experiment that I run is described elsewhere on the Economics Network website.

I wanted to make students aware that often general theory does not appear to explain actual experience very successfully and that by engaging them with the idiosyncratic qualities of particular industries — in this case the film industry — they were more likely to develop critical faculties. The students are given a dataset that Mike Pokorny (Westminster University) and I obtained from an industrial source and required to make sense of the data in the light of standard industrial economics (organisation) theory.

In another final year undergraduate module that I lead, the 'Economics of Film and the Arts', students are asked to test a consumer theory that I have been developing concerning the disparity that consumers commonly experience between (ex ante) expectation and (ex post) realisation and how this might affect future decision making. This is a case in which my students help me to think through my research design, while they are encouraged to be creative as well as critical.

Finally, I have developed a MA International Business Research Methods module in which students are required to write a research paper on whether the Hofstede Index of Cultural Distance provides a good explanation for the demand for Hollywood movies across international markets — data for which students obtain from datasets held by the trade journals Variety and Screen International. Here students are responsible for their own research design. However, what they find is that demand preferences differ dramatically between cultures. In testing Hofstede's Index, students help me understand the success of Hollywood better, while they enjoy learning about the significance of cultural differences in shaping demand.


source: www.economicsnetwork.ac.uk/showcase/sedgwick_research


Eric Schmidt at IBM Business Partners Leadership Conference




source: www.youtube.com/watch?v=YXtn6NpitHY

About National Education Policy Review


The review of the National Education Policy (1998-2010) undertaken by the Ministry of Education is a landmark and timely exercise. The Ministry realized that rapid developments on both domestic and international fronts had overtaken the objectives and projections of the existing policy, and that a new articulation of the educational priorities and future of Pakistan was needed in light of the Devolution of Power Plan, the Millennium Development Goals and Education for All. The Inter Provincial Education Ministers Conference of January 2005 endorsed the review of the National Education Policy- (NEPR). A Policy Review team was put up in September 2005, with the mandate to undertake the revision exercise

source: moe.gov.pk/nepr/

How to get better essays while reducing your work and plagiarism

Several years ago while working as an external tutor on a distance-learning Masters programme I had to deal frequently with students who had an excessive reliance on textbooks and other sources while writing essays. Some, but not all, of these students did not have English as a first language. We found that even if they could be persuaded to avoid outright plagiarism, many students invariably structured their essays slavishly using the same framework and argument-structure set out in the primary reading resource. The result was a set of essays which were boringly similar, and which demonstrated little evidence that the student had actually assimilated the material let alone had moved on to the higher levels of analysis. By contrast their final exam answers, despite being written in more trying conditions, demonstrated a much higher level of independent exposition, comprehension and analysis.

In addition to the central support provided to encourage students to produce better essays I wrote a short piece which I would send to my tutees with some suggestions. In particular, I encouraged them to have confidence in their ability to write without the crutch of textbooks open in front of them. I suggested they read the source material, make notes as they felt necessary, and reflect on the topic for a time in the light of their reading. Once that process was complete they should then, and only then, attempt to write the essay, placing all the original source material in another room, and relying only on the draft outline and notes they had previously compiled. Despite my entreaties I suspect most of these distance learners were reluctant to forgo the support of the textbooks.

The more I thought about this, the more I realised that this was the way I wanted all my students to write essays. I suspect my experience mirrors that of most lecturers in that the essays by my conventional students also tend to rely excessively on the textbook and there is often a suspicion about the extent of plagiarism both between students and from outside sources. Given this, the logical thing to do was to implement an essay writing structure which mirrored the model I set out for the distance-learning students, with the difference that I could enforce compliance with the final step.

As a consequence I abandoned the conventional home-written essay. Instead students were given an essay topic to research several weeks in advance and then on a set day they had to write the essay in a lecture room. Students were allowed to bring in with them one A4 page with an essay plan and notes and this page had to be submitted with the essay. The time allowed was 90 minutes for a full essay or 50 minutes for a short problem-based tutorial essay. I am usually flexible on the time allowed for the full essay but students rarely feel they need more time.

Assessment

The result was vastly better written essays which were clearly thought through, displaying a high level of comprehension and analysis, and vastly superior to the usual regurgitation we receive. The exercise had the additional benefits that the essays were substantially shorter than their home-written counterparts, were easier to mark, and were clearly the students' own work. An independent comparison of essays on identical topics written for conventional weekly tutorial groups in two succeeding years concluded that the essays written under this method appeared to be systematically better. While students were initially very wary and nervous about the process, subsequent feedback via focus groups and questionnaires suggested that a majority of students preferred this process. In particular they felt that they spent less time messing around trying to figure out where to start and that the process forced them to assimilate the material better and to reflect upon it in a more substantial fashion. The fact that the question was identified in advance and that they were allowed to bring in notes meant that the exercise did not have the same level of pressure associated with an unseen examination. The questionnaire scores for 'usefulness of assigned work' rose from an average of 3.4 to 3.8 (out of 5) with no discernible change in variance.

Applicability

This method can obviously be used across a wide range of assessments. Variations on the theme include revealing the essay title only when students arrive to write the essay, allowing student to choose their own essay title within the topic, giving students similar quantitative problems in advance, etc. We have used it for assignments for weekly microeconomics seminars where the teaching assistants said that supervising and correcting 16 assignments (two students per tutorial group) written in one hour in the preceding week took less time than correcting 16 home- written essays. I have also used it for 3rd year major mid-module essays counting towards the final assessment. Over the last year or so we have been attempting to restructure many of our home-based assessments into variants of this sort to improve the provenance of submitted work.


source: economicsnetwork.ac.uk

Monday, August 24, 2009

UNESCO Portal on Higher Education Institutions

This portal offers access to on-line information on higher education institutions recognized or otherwise sanctioned by competent authorities in participating countries.

It provides students, employers and other interested parties with access to authoritative and up-to-date information on the status of higher education institutions and quality assurance in these countries.

The country information on this portal is managed and updated by relevant authorities in participating countries. More information on the national processes for recognizing or otherwise sanctioning institutions is available on the country pages.

Users are encouraged to consult several sources of information before making important decisions regarding matters such as the choice of an institution, course of study or the status of qualifications. Individuals wishing to have their qualifications recognized for work or further study are advised to consult the competent authorities of the country in which they are seeking to have their qualifications recognised. It is also important to note that some institutions not on the national lists may offer quality programmes. Users are encouraged to contact the national contact point(s) for each country, if necessary, for further information.


source :portal.unesco.org

Quaid-i-Azam University Islamabad.

nternational Islamic University, Islamabad, Pakistan.

BAHRIA UNIVERSITY ISLAMABAD CAMPUS


Welcome to Bahria University, an Institute of unbounded potential with quality and innovation as our guiding star. Since I took over as Rector Bahria University, I have observed an aptitude of limitless prospects within the students. It is my vision to make Bahria University the best educational institute in the country.

This challenge may seem daunting, but I am confident we will rise to the occasion. It will entail discipline and integrated effort, as they say “NONE OF US IS AS SMART AS ALL OF US”. I want to create an environment of collaboration and teamwork to make this vision our collective obligation. In order to imbue leadership and instill discipline while maintaining the friendly environment, we must create an interactive student based learning environment where the student’s mind can thrive with creativity.

We also need to work on the weakest link of the class to ensure superior standards and produce human resource of the highest quality.

We have to pursue self reliance, for independence begets genius. We must be self dependant in order to lead. To be the best we have to rely on our own originality and imagination.

My strategy to achieve the vision is to incorporate practicality with theory. We must create the requisite bridge between the university and the corporate sector, opening the doors for immense research potential which in turn will allow the students to utilize their academic knowledge for practical projects.

We must blend the right balance of short-term focus and long-term ambition, for ourselves and for the coming generations whose opportunities will be shaped by our choices.

Each student has to be groomed to be a leader.


source bye ; bci.edu.pk/RectorMessage.aspx

HIV positive student turned out of school

A nine-year-old HIV positive student was turned out of a government-run primary school in Uttar Pradesh’s Allahabad district as the principal mistakenly feared he would spread the virus among other children, officials said Monday.

A complaint was Monday filed against the principal of Belmonda Primary School in Allahabad for "humiliating" the the Class 4 student, a resident of Jasra locality, an official said.

"We learnt that the nine-year-old was Saturday shooed away from the school by its principal for being HIV positive," Brijesh Mishra, official in-charge of primary education in the district, told IANS over telephone from Allahabad, some 200 km from here.

"We still don’t know how the school principal came to know that the boy was HIV positive. We have initiated an inquiry in this regard," he said.

According to officials, the child’s parents had died of AIDS in Soraon locality. While the mother died nearly three years ago, his father died last June. After his father’s death, the boy’s maternal uncle brought him to his home in Jasra and had admitted him to the school.

"We assure that the student will not have to face any problems from the school administration. We will take stern action against the principal who was responsible for the incident," Mishra said.

"The incident exposes that it’s not only the illiterate, awareness about AIDS and HIV is quite low amongst the educated class as well," he added.


source bye : www.aussieindolanka.com

PakistanWomen

With Women rising in this poor country, we provide them with all the exposure on web. The only purpose of this website is to make sure that in Pakistan this uprising of Women does not go unnoticed by the world. This Pakistan Women website sheds light on the females in pakistan from every possible angle, showing the strength of women in Pakistan to everyone. Their burst in the fashion scene, their working alongside with men, girls sharing their problems online, the women in our political scene, their struggle, stories of hardship through which these women go, their life style in Pakistan, working women in Pakistan and the difficulties they face. You will find everything about the Pakistani Women here.


Pakistani Girl fashion in pakistan pakistani Girl Dresses Girls in pakistan pakistani Girls Fashion Industry


source bye : www.pakistanwomen.info

BISCS free education for poor childrens

Children of poor families to get free education under BISCS
Multan, Aug 23: Foreign Minister Makhdoom Shah Mehmood Qureshi said on Saturday that children of the poor families will get quality education free of cost under Benazir Income Support Card Scheme (BISCS).

Addressing the inauguration ceremony of Imperial College of Technology and Management, a private sector institution, he said that a survey was in progress in Multan as a model district and the families to be identified and registered as poor will also enjoy health insurance cover in addition to free education up to university level. One boy or girl of a poor family will also be entitled to get technical or vocational education at government expenses, he added.

Poor families will also be able to avail medical facilities at state owned hospitals after showing the card.

He said that on-going poverty reduction survey was being carried out to identify poor families and to extend financial assistance to them irrespective of their political affiliations.

Foreign Minister said that World Bank has appreciated the BISP and promised whatever funding this programme needs for execution. He added that the government provided its forms to all the legislators no matter which political party they represent.

Foreign Minister said that every poor family whether having political affiliations with PPP or any other party will get financial support and other benefits under the Benazir Income Support Card Scheme.

He admitted there were scores of jobless youngsters despite having FA, BA, and MA degrees adding that MA pass people apply even for a post of constable that requires educational qualification up to matriculation level.

He said that public sector can not offer jobs to every educated person and urged the people to divert to technical education to produce skilled workers, technologists and professionals.

"There would have been a dynamic private sector that serves as the engine of national economic growth had we paid attention to technical education," he added. He said that even a farm worker or technician can play role to enhance per acre yield at the farm.

The FM said that we need to pay attention to technical and vocational education and training if we want to earn foreign exchange by sending our skilled work force abroad. He added that last year, Pakistan received US$7 billion as foreign remittance from overseas Pakistanis working in other countries.

He said: "We need to understand the importance of skill and have to establish technical and management institutes which can produce skilled workers who not only improve their financial conditions but also contribute to the national economic development."

Earlier college principal Nazir Sindhu presented the address of welcome.

MPA Malik Akhtar, MPA Abdul Waheed Arain, besides notables of the city attended the ceremony. APP


sorce bye : www.interface.edu.pk


Greece fires spread despite lull in winds


ATHENS, Greece — Fire crews outside Athens scrambled today to exploit a lull in high winds, but the flames spread further and dozens of nuns had to be rescued from a convent threatened by one blaze, officials said.

The massive wildfires broke out Friday and have razed about 58 square miles of forest and brush, damaged or destroyed scores of homes and forced thousands to flee outlying areas of the capital.

At least five people were being treated for burns and several dozen had reported breathing problems, but none of the injuries is serious, Health Ministry officials said.

At first light today, 17 water-dropping planes and helicopters resumed operations, swooping over flames near populated areas.

"There are some signs of optimism but no letting up of the firefighting effort. We have a chance to contain this nightmare that has burned the city's main forest area," Athens regional governor Yiannis Sgouros said.

"After this, we will assess the extent of this catastrophe -- how many homes were destroyed, and how much damage was done."

Winds were expected to pick up later today.

Fires raged, meanwhile, at the coastal town of Nea Makri and nearby Marathon -- site of one of ancient history's most famous battlegrounds -- to the northeast of the capital, and at Vilia to the northwest.

At Nea Makri, a blaze was tearing down a hillside toward houses, and a dozen nuns were rescued from a nearby Christian Orthodox convent threatened by fire. Volunteers, clutching branches and with water-soaked towels wrapped around their necks, beat back the flames as the evacuation took place.

Elsewhere, residents defended homes, soaking their front yards with garden hoses and buckets of water.

Fires continued to threaten the ancient fortress town of Rhamnus, home to two 2,500-year-old temples.

Up to 2,000 firefighters, soldiers and volunteers are involved in fighting fires stretching more than 30 miles northeast of Athens. Aircraft have been sent from France, Italy and Cyprus to join in the effort, with more help expected from other countries.

Officials have not said what started the fires -- the worst since deadly blazes ravaged southern Greece two years ago, killing 76 people. Hundreds of forest blazes plague Greece every summer and many are set intentionally -- often by unscrupulous land developers or animal farmers seeking to expand their grazing land.

Six major fires were burning early today across Greece, including blazes on the islands of Evia and Skyros in the Aegean Sea and Zakynthos in the west.

sourrce bye: www.latimes.com

Relationship Education, Personal Empowerment and Sex Education & Enrichment Programs

Through her affiliation with Council for Relationships and Smart Marriages, Dr. Rita can help you find programs in the Philadelphia area as well as throughout the country. We offer courses, workshops, seminars and group programs to help individuals and couples improve their relationship skills, grow and develop their sense of self, and learn new and effective ways to deal with the challenges in their lives.

Listen to Dr. Rita DeMaria discuss the
Benefits of Marriage Education.

(18 seconds - 977KB)

Listen to Dr. DeMaria's presentation from the Conscious Relationship Summit:
Creating a Passionate Partnershi

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source from :marriagedoctor.com

PREPARE For Your Marriage: A Workshop for Engaged Couples

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Cost: $349/couple
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  • October 10, 2009
    Saturday, 9:00 am - 4:30 pm in Spring House, PA
    Led by Peggy Vertreace, MFT, MA, DMin


For more information contact Rita DeMaria, PhD, Relationship Education Director, Council for Relationships at 215-628-2450 or click here to send her an email
.


source from :marriagedoctor.com

Free Relationship Education Preview 7:00 pm - 8:30 pm FREE

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source from :marriagedoctor.com