Bad Reasons to Enroll in an Online College

If you’re thinking about enrolling in an online college, make sure that you’re doing it for the right reasons. A lot of new enrollees sign up, pay their tuition, and are disappointed that their online classes aren’t what they expected. There are definitely some good reasons for wanting to become an online student, such as the ability to balance school and family, the chance to earn a degree while continuing work, and the opportunity to enroll in an out-of-state institution. But, enrolling for the wrong reason can lead to frustration, lost tuition money, and transcripts that make transferring to another school a challenge. Here are some of the worst reasons to enroll in an online college: You Think It Will Be Easier If you think that earning an online degree is going to be a piece of cake, forget about it. Any legitimate, accredited program is held to strict standards regarding the content and rigor of their online courses. Many people actually find online classes more challenging because without a regular in-person class to attend it can be difficult to find the motivation to stay on track and keep up with the work. You Think It Will Be Cheaper Online colleges aren’t necessarily cheaper than their brick-and-mortar counterparts. While they don’t have the overhead of a physical campus, course design can be costly and finding professors that are good at teaching and technologically competent can be a challenge. It’s true that some legitimate online colleges are very affordable. However, others are twice as much as comparable brick-and-mortar schools. When it comes to comparing colleges, judge each institution individually and keep an eye out for hidden student fees. You Think It Will Be Faster If a school offers you a diploma in just a few weeks, you can rest assured that you’re being offered a piece of paper from a diploma mill and not an actual college. Using a diploma mill â€Å"degree† is not only unethical, but it is also illegal in many states. Some legitimate online colleges will help students transfer credits or earn credit based on the exam. However, accredited colleges won’t let you breeze through classes or get credit based on unproven â€Å"life experience.† You Want to Avoid Interacting With People While it’s true that online colleges have less personal interaction, you should realize that most quality colleges now require students to work with their professors and peers to some degree. In order for colleges to receive financial aid, they must offer online classes that include meaningful interaction rather than serve as online versions of mail correspondence courses. That means you can’t expect to just turn in assignments and get a grade. Instead, plan on being active on discussion boards, chat forums, and virtual group work. You Want to Avoid All of the General Education Requirements Some online colleges are marketed towards working professionals that want to avoid taking courses like Civics, Philosophy, and Astronomy. However, in order to keep their accreditation, legitimate online colleges must require at least a minimal amount of general education courses. You may be able to get away without that Astronomy class but plan on taking the basics like English, Math, and History. Telemarketing One of the worst ways decide to attend an online college is to give in to the continual calls of their telemarketing campaigns. Some of the less reputable colleges will call dozens of times to encourage new enrollees to sign up over the phone. Don’t fall for it. Make sure that you do your research and feel confident that the college you choose is right for you. The Online College Promises You Some Sort of Goodies Free GED courses? A new laptop computer? Forget about it. Anything that a college promises you in order to get you to enroll is simply added to the price of your tuition. A school that promises tech toys should probably receive quite a bit of scrutiny before you hand over your tuition check.

The Effect Of Mobile And Wireless Communication On The...

Introduction Information and communication has been changing rapidly during the past decades, and such changes will be affecting the society for the next five years. One effect is on individual lifestyles and this includes an increase of mobile usage and social network consumption. The changes also enable the appearance of cloud technology and the utilization of data management called big data. Another effect that is placed in a classroom. The classroom in the 21st century is virtual and allows stakeholders include students and teachers to access courses through online devices. Lin, H., Wang, Y., Li, C. (2016). Mobile learning has become more and more important in the educational context because the rapid advance and the popularity†¦show more content†¦Nowadays, students are able to access online learning through internet technology, available time, and resources. This collaborative system allows student groups interacting of learning, sharing and enabling learning eval uation. In terms of Thailand, the Thai government has the policy to support the use of technology in the education system. It is believed that technology increases students potential. To achieve this, teachers should apply more technology in classes. Therefore, The aim of this study is to improve higher students’ critical thinking skills with the utilization of the changes in the information and communication technology. To achieve this objective, the initial step of this research is to investigate the effectiveness of learning in a borderless classroom. The borderless classroom will be used as an alternative instrument which a lecturer can use to distribute learnings and/or lessons. Research Question 1. Study the borderless classroom: a modern collaborative learning model to enhance higher education students’ critical thinking skills. 2. Study the students’ satisfaction towards borderless classroom: a modern collaborative learning model. Rationale The progress of technology had improved digital technology and wireless network. They resulted in the expansion of mobile phones and portable computers have improved. The student could learned outside the

Japanese Street Fashion Free Essays

The beginning of the 21st century, it formed street fashion, a fashion style in which the wearer customizes outfits by adopting a mixture of current and traditional trends. At present, there are many styles of dress in Japan, created from a mix of both local and foreign labels. Some examples of popular styles are: Laity, Gaur and Decors fashion. We will write a custom essay sample on Japanese Street Fashion or any similar topic only for you Order Now Laity is a fashion subculture originating in Japan that is based on Victorian-era clothing. It is usually consisted of knee length skirt or dress with a cupcake† shape assisted by petticoats. Laity fashion has evolved into many different sub styles that are present in many parts of the world. The most popular sub categories are: gothic Laity, sweet Laity and the punk Laity. Laity has popularized by the more feminine visual eke or â€Å"visual style† artists. Visual eke is a fashion among Japanese musicians, who are usually male, featuring make-up, elaborate hair styles and flamboyant costumes Guar fashion is a type of Japanese street fashion that was popular in the sass, but shortly died out in the early sass. It is often portrayed as a sign of youth rebellion as it is the opposite of the traditional idea of beauty in Japan. Guar fashion is typically characterized by heavily bleached or dyed hair, highly decorated nails, and dramatic makeup. Popular sub categories include: Kangaroo, Him guar and Anne guar. The Decors style originated in the late ass and rose to great popularity both in and outside Japan. The clothes are usually in black, dark pink r baby pink and neon. A plain shirt and hooded are often worn with short tutu-like skirts. The most important part of the style is to pile on many layers of cute accessories until the clothes worn underneath are barely visible. Leg and arm warmers, knee socks, and many accessories such as necklaces, bracelets, rings, lights, children’s toys, mittens, face masks and sunglasses are worn atop each other in different layers. The style is worn to give the youthful and innocent image. How to cite Japanese Street Fashion, Essays

Developing Management Capability Entrepreneurship Relationships

Question: Describe about the Developing Management Capability for Entrepreneurship Relationships. Answer: Introduction This report is based on different aspects and roles of managers he / she have to play in the organisation. Developing manager capabilities is the main area that organisation and individual as a manager shall focus on. This report discusses about team and group development in organisation. How team are formed, main aim behind developing so and how manager competencies come into play while team development and effectiveness. This report discuss about different aspect of team and key definition required to be understood. Another discussion point of this report is different diagnostic models that can be used for identifying team development and managing other competencies in a team. At last, personal development has been developed so as to make analysis of what competencies are required to be developed an how identified competencies can be developed. Literature review on Team and Groups One of the most important capabilities that managers of organisation shall possess is of managing people in the business organisation. Among many other features of organisation, team and groups present at work place is one of the core factor of success. Over the last few years teams and groups in the organisation has became most crucial factor in organisational structure. Many theories and models have been developed to manage people in terms of groups and teams in the business organisation. In order to understand these theories or models we need to understand what teams and groups are. Team can be defined as the collection of different individual having different set of skills and abilities (Wilson, 2009). They are formed together for a specific or some specific objectives to be achieved. Team is more of formal collection of individuals having different roles and responsibilities and each one of them is equalled important for achievement of ultimate objective. On the other hand group s in the business organisation can be formal or informal also. There is no specific target behind developing groups or there can be some informal targets behind them. Most peculiar point in group is that; group is also collection of different people having same characteristics and nature and can influence achievement of organisational goals (Whitelaw, 2015). In order to understand different aspects of team and groups exist within organisation and to possess managing capabilities following key terms shall be understood: Human resource Initial stage of groups and teams is individuals that part of human resource of the business organisation. Teams and groups are part of and group management is a process of HRM cluster. Managers are responsible for managing groups and teams within the business organisation and they are required to possess different team building capabilities and skills. Managing groups and team is with the scope of management human resource and managers require complete different skills in managing the same (Robbins, 2003). Teams and groups sometimes act as a symbol of organisation as they and their act represent particular organisation. Team Cognition Team cognition can be defined as the process of developing and self-managing teams or groups within the organisation. Team cognition lead towards developing shared understanding among team or group members by influencing their behaviour. It is very much important for manager who is responsible for managing teams and groups to influence action and behaviour of each member. Manager is required to achieve synergy gain from the pool of different skills and abilities which exist in teams and groups of organisation. Manager developing cognition among teams is required to establish co-ordination among different members and this can be developed through explicit co-ordination or implicit co-ordination (Hllgren, 2010). Other key terms under team cognition is as under: Team building- Manager has to undertake different steps for building effective team. Manager is required to arrange sequence of different activities that bring team members together. Decision making process of team or groups- Most important aspect that manager has to develop in groups or teams are the decision making process with teams or groups. Therefore it required different set skill of manager in developing so. Self Management- Manager has to develop capabilities of self-management among group member so that they are able to identify and respond to threats by their own (Burke et al., 2014). Group Development Most important aspect of group or teams is their development under different circumstances. There are various well known development models that manager of business organisation can implement in order to develop effective group or team within organisation. Therefore another important skill or ability that manager shall possess is of developing groups and teams to achieve defined objectives (Wolfenden, 2015). Following are well know and used team development model that can be used by manager to develop group: Five-Phase group-development model- Forming- It is initial stage of developing team within business organisation under which team or group members are first meet and interact with each other in limited manner. At this period of time, roles and responsibilities, target objectives, team leader, manager, co-ordination performance, etc are decided. At this point manager, will be analysing behaviour of members for selecting effective steam leader. Storming- This phase or stage also known as testing stage in steam development process. At this stage, different members proving themselves as an effective team leader or for securing particular position with the team. Many sub-groups will be formed at this stage, planning and plotting starts at this stage. Manager is required to control members activities or inflame those activities. Norming- Norming is the word which is derived from the word norms, which means rules or standards. Therefore at this stage, loud sounds of individual members of the team will comes to an end and managerial capabilities of manager starts. At this of team development, manager has to develop some rules of interaction, behaviour, rules for communication and rules for interacting with each other. Under this stage of team development, manager is required to develop group cohesiveness among different members of the group (Quinn et al., 2015). Group cohesiveness is the development of united and we feeling among team members. Group cohesiveness develops the feeling of motivation and inspiration to achieve organisational objectives and manager shall possess such capability or skill. Performing- At this stage developed team starts working as a team, within organisational structure. Each member in the group is required to perform its own role and is responsible individually. At this stage of team development, communication process and communication channels are important activity that manager has to develop. Adjourning- This is the conclusion stage in the team development which means, at this stage all objectives of team or group has been achieved and team is no longer required by organisation. At this stage, group ceases to exist and comes to an end. Individual role of each member in the organisations starts from this point (Quinn et al., 2015). Meaning of Team and Team Leader One of the most important aspects of team or group is its team or group leader that leads team to achieve defined objectives. Team leader shall possess required skills and ability that enables him / her to lead effectively. Following are some characteristic of team: Team leader is the path finder and becomes common activity After development of team accountability is of team and not of individual member Own set of rules and objectives that are to be achieved More focus is on problem solving activities rather of performing activity Individual effectiveness is not measured any more but steam performance, team cohesiveness and team achievement is measured (Whetten and Cameron, 2011). Diagnostic Tools In this section of report, different diagnosis tools have been applied so as to identify personal ability and skills to be a competent manager. These tools are made and used to analyse self in terms of capabilities and skills that are required for different management aspects (Yakhlef, 2010). In this report, since team and group development has been under as development of manager capability. In this case, following are some models and theories that shall be used to analyse personal skill and capabilities: Diagnostic Tool 1: Turknett Leadership Character Model Under Turknett Leadership Character Model a diagnostic tool, there are different activities that are undertaken in order to analyse personal capabilities as manager. This model or diagnostic tool is based on leadership character of manager and it assesses different leadership aspects in individual (Goleman et al., 2004). This tool is base on survey of self and feedback that you get. Main elements of this tool are; Custom Organizational Effectiveness Surveys Leadership character 360 Retention index of manager 360 degree feedback Follow-up 360 Team characteristics survey Diagnostic Tool 2: The Big 5 This model is based on personality of individual and these personalities are then compared with roles of the individual in organisation. This model is introduced in 1950 and is treated as personality scale for managers of organisation (Antoncic et al., 2015). Following are five key characteristics of personalities: Openness- Proves strength of mine. Conscientiousness- I as a manager possess moderate level of conscientiousness which means level of care during work. Extraversion / Introversion- This proves to be strength for me as I am socially very active. Agreeableness- This proves weakness for me which means I am lacking at empathy level. Natural reaction- Weakness (Giluk, 2009) Diagnostic Tool 3: Emotional and Social Competency Inventory This tool supports assessment of level of emotional and social competency in developing manager. This model is based on coaching and mentoring manager of organisation in terms of social and emotional intelligence (Bansal and Hingorani, 2013). This tool also serves succession programme for leaders or manger of the organisation. Following are four assessment criteria under this tool: Self-Awareness Social Awareness Self-management Relationship Management Key Strength and weaknesses in managing other capabilities STRENGTH WEAKNESS Main strength is academic achievements and requirements of job are achieved under such academic qualification. Distraction is the main weakness that I need to overcome. There are certain points of time when I get distracted easily from my target. Critical thinking is another skill that I possess and every manager shall posses while solving problem. It is difficult for me to take decisions at last moment or decision making capability under pressure is missing. Flexibility and easy adaptability is the strength that I possess. Working in a team requires such capabilities. Initiating any process or any work capability is lacking in me. That means I am lacking in terms of leadership characteristic. Empathy level is slower side therefore it is difficult for me understand issue at ground level of others. Therefore lacks as a team performer. (Jessie, 2014) Personal Development Plan Based on above diagnostic tools and personal strength and weakness, there are some areas that requires improvement in order to be a successful and competent manager. Following are personal development plan that I need to follow: The purpose of Learning Present abilities Abilities or skills which are required Opportunities for development Criteria for achievement Time Taken Proof of acquired skills Efficient Team Performer Flexibility and adaptive to change that makes team player in an organisation. I need to develop empathy social competency so that I can understand what other team members issues are and problem are i.e. at emotional and social ground. Empathy social competency can be achieved by undertaking different programme. Emotional and Social Competency Inventory is one of the effective programmes that I shall undergo. Development of ability to understand team member and their nature or issue on social and emotional level (Price, 2012). It is 3 months programme. When I became best team player in team and take all team members together at empathic level. When start feeling problem of tem member as of mine. To be a Efficient team leader At present, I have acquired skills and capabilities of effective communication, flexibility, critical thinking and many other skills that a leader shall possess. Ability to take decision under pressure or at the last moment. Therefore skill or capability of decision making is required to be developed. Undergoing, Turknett Leadership Character Model is the opportunity for development. When I am able to take right decisions under pressure. 3 months are required When I start contributing my skill and capabilities in decision making process. (Grainger, 2014) Conclusion It can be concluded that, managers are key personnel of the business organisation that supports organisation at different levels. Skill or competencies of managing others in the organisation is required by manager in them so that direction can be provided to them. It can be concluded that team and group plays important role in achievement of organisational objectives in terms of problem solving approach. Competencies in the manager can be developed by different set of models or tool that tests competencies of manager at different levels. Most effective diagnostic tool is The Big five diagnostic tool that measures personality competencies of managers. Personal development plan shall be developed so that different aspects of manager can be achieved or developed. References Antoncic, B., Bratkovic, K., Singh, T. 2015. The Big Five PersonalityEntrepreneurship Relationship: Evidence from Slovenia. Journal of Small Business Management, 53 (3), 819 - 841. Bansal, I., Hingorani, P. 2013. Mapping Emotional Competencies of Mahatma Gandhi: A Biographical Analysis Approach. Journal of Human Values, 19 (2), 133 - 145. Burke, A.E., Benson, B., Englander, R., Carraccio, C. Hicks, P.J. 2014, "Domain of competence: Practice-based learning and improvement, Academic pediatrics,vol. 14, no. 2 Supply, pp. S38-S54. Giluk, T. L. 2009. Mindfulness, Big Five personality, and affect: A meta-analysis. Personality and Individual Differences, 47 (8), 805 - 811. Goleman D.,Boyatzis, R.E. McKee, A. (2004), Primal leadership: learning to lead with emotional intelligence, Harvard Business School Press, Boston, Mass. Grainger, A. 2014. Your personal development plan. British Journal of Healthcare Assistants, 8 (1), 6-18. Hllgren, M. (2010) Groupthink in temporary organizations International Journal of Managing Projects in Business, 3(1): pp. 94-110 Jessie, E. 2014. Modifying Defining Issues Test (DIT) as a tool for assessing secondary students socialemotional competencies. Asia Pacific Education Review, 15 (2), 247 - 256. Price, B. 2012, "Key principles in assessing students' practice-based learning",Nursing standard (Royal College of Nursing (Great Britain): 1987),vol. 26, no. 49, pp. 49. Quinn, Faerman, Thompson, McGrath St. Bright, D. (2015). Becoming a Master Manager: A competing values based approach, 6th ed., Wiley and Sons, Hoboken, N.J Robbins, S.P. (2003), Organisational Behaviour, Prentice Hall, Upper Saddle River Whetten, D.A. and Cameron, K.S. (2011) Developing Management Skills, 8th ed., Prentice Hall, Englewood Cliffs. Whitelaw, D. 2015, "Training",Journal of Failure Analysis and Prevention,vol. 15, no. 6, pp. 816. Wilson, D.G. (2009), Leading teams to effective decisions: the vital role of framing Development and Learning in Organizations, 23(2): pp 6-8 Wolfenden, F. 2015, "Learning in Landscapes of Practice: Boundaries, Identity and Knowledge ability in Practice-Based Learning",Journal of Interactive Media in Education, vol. 2015, no. 1. Yakhlef, A., Fretagsekonomiska institutional, Stockholms universitet Samhllsvetenskapliga fakulteten 2010, "The three facets of knowledge: A critique of the practice-based learning theory, Research Policy,vol. 39, no. 1, pp. 39-46.