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Current Trends in Computer Job Market

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Posted: Oct 07, 2007 |Comments: 0
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The computer career options have undergone some major dramatic changes in the past ten years. An extremely rapid growth was experienced prior to the dot com bust. Then it was followed by the leveling off period with respect to the computer jobs. There is a great demand for computer professionals even today. We can say that there is no field without the influence of information technology. Even, students who are graduating form the science and arts streams have to equip themselves with computer knowledge. For example, geological sciences make use of spatial technology for which computer skills and applications are very much needed. Like wise the global positioning system technology is used by law enforcement agencies. It can also be used to track movements of vehicles, locating earth’s resources, movement of flight across the nation etc. The same way, computer technology has also got into the jobs of accountants. Computer jobs are mainly used for reducing time spent on operations and hence such computer skills are very high in demand.

Starting a career in computers can be difficult as many computer jobs call for experience. Hence when starting a career in computer jobs, less importance has to be given to the salary aspect. The more the hands on experience you gain the more the salary earned at a later stage. Sometimes such first time computer job can provide the individual with lot of exposure to the systems side, making him to work on different operating systems, different applications, etc. Qualifications and certifications can be very crucial in landing up on the computer jobs. Almost all the candidates, irrespective of their degrees go through a formal training in computers, making it very tough to have an edge over others. Certifications received from the developers of the computer applications will be considered as an edge over others when searching for a computer job.

While searching for computer jobs, it is good to study in a school or college, which offers job placement assistance. It does not stop with that. The student undergoing a computer course should excel in his studies to get noticed by their trainers, who might have known people in the computer industry and might recommend in getting the first computer job. Also the student should take initiative in asking for placement assistance by getting interviews in reputed companies for good computer jobs.

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Incorporating Computer Mediated Communication (Cmc) In English Language Teaching

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Incorporating Computer Mediated Communication (Cmc) In English Language Teaching

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Home Page > Education > Languages > Incorporating Computer Mediated Communication (Cmc) In English Language Teaching

Incorporating Computer Mediated Communication (Cmc) In English Language Teaching

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Posted: Mar 13, 2010 |Comments: 1
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Incorporating Computer Mediated Communication (CMC) in English Language Teaching

Introduction:

The quick development of technology has affected almost every aspect of our lives. It has influenced the efficiency of communication between people as well as the methods of education. The existence of internet, often abbreviated to the Net was and still a revolution in the field of communication and it has recently become an essential element in the field of education. The Net has also become a thriving community with many millions of people exchanging information, ideas and opinions. Hence, for language teachers involved in the communication process on a very basic level, it is the perfect medium. It saves them time and effort and they can quickly and cheaply find almost whatever materials they are looking for. Teachers can also incorporate the use of the Net in their teaching so that they create a motivating atmosphere for their students and they provide them with a special environment where they get connected with their counterparts worldwide.

This paper reports on the importance of integrating new technology by means of using computer-mediated communication (CMC) into classroom instruction. CMC as referred to in this paper is a comprehensive concept that mainly focuses on e-mail, Keypalling and computer conferencing. The paper begins with general discussion of some benefits of using CMC showing examples from previous projects. In the second part, a sample project is proposed to show one possible way of using CMC in language teaching. The last part of the paper gives a rational on the proposed project and reasons for considering the use of Key palling project in the Language Center at Sultan Qaboos University in Oman.

The benefits of using CMC in language teaching and some examples from the previous projects

(CMC) Computer Mediated Communication is defined as human interaction via computer networks and in online environments (Shulman, 2000). It is also an interdisciplinary mix of communication, technology, education, and journalism (ibid). The term (CMC) was first invented and coined by Hitz and Truff (1978) in their study of computer conferencing (Murray, 2000). Since then, the use of CMC has been developing in the field of ESL and EFL and it has become very popular during the 1990s due to the increasing use of the Internet in educational institutions.

Many educators now are making computer networks a part of their students’ learning experience (Bruce, 1991 cited in Liaw, 1998). The computer learning networks are based on several types of computer mediated communication. These can be generally classified into e-mail, synchronous and asynchronous conferencing (Warschauer et. al. 1996; p. 2). Email is considered asynchronous since the recipient doesn’t have to be on-line but can read the message later. In asynchronous conferencing the message is sent from one person to many recipients. There are two types of this; discussion lists which allow one message to be sent to thousands of e-mail addresses; and bulletin boards that allow a message to be posted in a central place where many people can access and read it. In synchronous conferencing, however, the message is sent instantly between one person and a group of people who are all on-line like what happens in the chat rooms.

ESL and EFL teachers have used CMC in many different ways and for many purposes. So many studies and research have acknowledged the use of internet in general and CMC in particular. Therefore, some teachers have implemented CMC projects locally within one group of students or between two groups in the same institution, and some others have chosen to find partners nationally or most popularly internationally. There are lots of sample projects in which CMC was used and proved successful. Looking at some of these projects we can identify some of the major advantages of using CMC with language students. The following are some of the main ones:

1. Developing language skills and critical thinking:

Computer-mediated communication seems to promote the development of language skills. As far as writing is concerned, CMC is particularly important if we are to introduce the students to the writing skill as a process. The traditional classroom environment doesn’t usually allow enough opportunity for students to discuss their written work and give feedback to each other. Computer-mediated discussions, however, provide the students with this opportunity. Leppanen and Kalaja (1995) found that engaging students in on-line discussions on their written assignments improved their written skills. They developed an ability of managing whole meaningful texts and also learned to look at their work from different perspectives. Some other studies found that students work harder when writing to real reader, for example, Fedderholt (2000) and therefore their skills improve dramatically. In another kepalling project initiated by the British Council between primary level pupils from two schools in Singapore and Birmingham, students proved to be more motivated and displayed a positive attitude towards writing (Ho, C.M. 1997). Moreover, analysis of the electronic messages also showed a maturity in pupils’ cognitive development and thinking skills over time in the type of questions posed (ibid). It has also been claimed in another study that kepalling helps to develop general study skills and critical thinking (Roberts, Rice and Thorsheim 1994, cited in Choi and Nesi, 1998).

With regard to reading, the students get enthusiastic to read what their key pals have written for them and hence they develop a sense of reading for interest. Choi 1998, shows that children’s reading skills improved greatly as a result of exchanging e-mails with their key pals. Qualitative studies in several online classrooms have described how students’ reading and writing processes became more collaborative and purposeful as students engage project-oriented research and writing for real audience (Barson et al , 1993, cited in Warschauer 1996).

Several studies also show that students speaking skills improve when engaged with activities based on CMC. Chun (1991) found that computer communication proved itself as a medium for facilitating the acquisition of interactive skills in speaking. Barson et al (1993, cited in Warschauer 1996, p.6) show that when they combined computer communication with a task-based approach to language learning, it did not only enhance interaction via computer but also resulted in a very active verbal collaboration as well.

2. Creating real natural atmosphere for learning the language and increasing the students’ motivation

One of the very important features of CMC is that it provides the students with authentic opportunities for real natural communication. This authentic sense of language communication requires students not only to read and write, but also to respond to the writing of others, which fosters a sense of personal engagement and discovery essential to successful language learning (Peterson, 1997). Therefore, it creates optimal conditions for learning to read and write, since it provides an authentic audience for written communication. Li (2000; 230) states that: ‘writing via e-mail creates authentic purpose and audience for writing, which are elements often lacking in the traditional writing classes’. Indeed when the student know that what they are writing is going to be read by interested readers, this gives them motivation not only to write but also to improve their writing so that it will be interesting and understood by their readers. Giving the students the opportunity to practice their language in authentic setting also improves their communication skills. Lin Ho (1997) claims that her students’ communication skills improved as a result of working collaboratively on a project with a class from another country via e-mail. In a similar study, Liaw (1998) noticed good improvement in her students’ communication skills.

Some research suggest that online learning activities are generally quite motivating for language learners, in part because learners feel they are gaining technical skills which will prove beneficial in the future (Warschauer, 1996). Learners are also motivated by the opportunity to work collaboratively in groups and create their own projects that reflect their own interests. Moreover, being involved in some CMC activities like kepalling develops the learners’ sense of awareness of the intercultural concerns, and of their being part of dynamic, international, global community which in turn, motivates them even more and raises their curiosity to know more about the cultures of their key pals.

3. Encouraging students’ autonomy and improving their learning skills

Warschauer (1995, cited in carrier, 1997, p284) claims that one of the benefits of e-mail is that it empowers students for independent learning. When integrating CMC in language instruction, the teacher is no more the central focus in the learning process. Instead the students themselves become responsible for their learning. Warschauer et al points out that: ‘the opportunity for students to communicate with each other, inside or outside the class, can create a new social dynamic based on student-student collaboration, with the teacher as facilitator. The teacher, therefore, is not seen as the provider of knowledge as it is the case in the traditional setting, but he is helping the students to learn and monitor their learning. In a study conducted by Leppanen and Kalaja (1995), on using computer conferencing for introducing writing as a process, they found that students dominated the discussion and gave each other a great deal of feedback of different kinds (see appendix 1 for sample discussion messages). Paramsks, (1993, cited in Warschauer et al 1996) sees that when the CMC projects are conducted in an international setting, they enhance students’ autonomy even more than when conducted locally.

Lin Ho (1997) and Shulman (2000) reported on two different projects between international groups of students and both of them showed that the students’ autonomy had increased dramatically during the projects. This autonomy that students gain has the potentiality of developing their learning skills and critical learning perspectives. Boirsasky (1990, cited in Warschauer et al 1996, p.2) asserts that using CMC helps students become ‘active learners seeking solutions for their problems’.

4. Promoting equality among learners and increasing their participation

In the traditional classroom, many social and personal inequalities effect students’ participation and overall production. There are groups of hesitant students, shy students, and weaker ones who avoid interaction in the class in order not to loose face. CMC, however, has the advantage of overcoming these inequalities through the anonymity afforded by electronic discussions and exchanges. It also reduces static social context clues related to race, handicap etc. (Sproull and Kiesler 1991, cited in Warschauer et all 1996, p.5), it reduces dynamic social context cues such as hesitation (Finholt et all 1986, cited in Warschauer et al 1996, p.6), and it allows students to contribute at their own time and pace (Selfe and Myre 1991, cited in Warschauer et al, 1996, p.6). CMC also tends to feature more balanced participation than face-to-face conversation, with less dominance by outspoken individuals.

Findings of some studies suggest that CMC can be a useful tool for encouraging greater participation of quiet or shy students and for creating alternatives to the traditional “IRF” discourse pattern which dominates most classrooms (Warschauer, 2001). Many other classroom studies have found that students’ participation and written output increased in electronic discussions. Shulman (2000) shows that students who were quiet and reluctant to participate in class were the most active participants in the internet project. Similarly, Hartman et al, 1991(cited in Warschauer 1996, p.6) found that less able and weaker writing students not only communicated more during electronic discussions, they also offered very useful comments to peers and end up producing better papers.

On the other hand though, the CMC can result in some other kinds of inequalities and we, as teachers, should not underestimate their negative effects. Students with dominant personality traits, more computer knowledge, or even better typing skills may take advantage of networks power to control discussions (Warschauer et all p. 1996.p.8). Here comes the role of the teacher to monitor and direct the students’ performance in a way that promotes cooperation rather than competition.

Implementing the project:

1. Pedagogical Implications

There are some pedagogical implications that should be taken into consideration in order to ensure the success of the project. As an example for these implications, teachers who are running the project should know well their fellow colleagues as collaborators in the project and the differing backgrounds of their schools and pupil profiles (Ho, C.M. 1997).This will help a lot in laying the foundation necessary for building up ties for their respective students in the two Universities. Another implication is that teachers in both Universities should clearly work out the specific objectives of the course in order to prevent any overlap of study in the research to be carried out and also clarify how the final outcomes will benefit the pupils in both Universities (ibid). Not only teachers should be aware of the objectives of the course; students need to understand theses objectives as well in order to be fully motivated and involved in the course which will lead them to appreciate the course even more. The students should also be informed about the procedures of implementing the course which in turn, guides and makes clear to them how much time and effort are required at each stage of the project (ibid).

2. Preparing the students:

The students of the two classes are given lessons of how to collect information by the means of questionnaires and interviews and this will be done during the first week (look at Appendix 1 for more information about the timetable of the project). The two teachers decide on the preparation lessons so that both classes are introduced to similar methods of collecting information. The students are also given an introduction about the purpose and objectives of the projects and asked for suggestions. A pre-planned preparation is needed to ensure the success of the project. In this stage, aspects like desk arrangements, teambuilding activities, fulfilling individual roles to meet group goals and timed task should be taken into consideration (Greenfield, Roseanne. 2003).

3. The organization of the class

Each class is divided into four groups so as to facilitate group work and assign different tasks for each group when working on the tasks. There should also be a representative/spokesman for each group who will be responsible for his group and make sure that the work is done on time so as not to cause any inconvenience or difficulties for the key pal partner group. The class configuration will vary each time as to suite the requirements of the activities or tasks being worked on.

4. Group work within each class:

In the first lesson, the teachers of both classes explain the overall project to their students and present the aims and objectives to them so that they are clear about the benefits of the project. The class work starts by introducing the students to different ways of collecting information like questionnaires and interviews. Then, both classes are divided into groups of four and each group should appoint a spokesman or a leader. The teachers explain to the students what they are required to do and teach them how to form appropriate questions to be included in their questionnaires and interviews. Then, the students in each group are asked to prepare a sample questionnaire for certain topics. The groups in both classes are asked to prepare a letter to their counterparts in the other class. In this letter, they should include some background information on the University, course, the students..etc in order to create a kind of rapport with their key pal group partner in the other class.

Then, the teachers should inform each group about the kind of tasks they are supposed to deal with. After the group work is divided, the students start working in their respective groups. As the students will need to look for information about different facilities available in their Universities (like food and bank facilities), they have to meet and work outside the class to discuss their work and make it ready to present in the next session.

In the next session, the students put together the different parts of the whole work. First, they discuss and give feedback on each other’s work, then they organize the layout of they have done. Before sending the final work to the partner class, they show it to the teacher for comments.

More information about the kinds of activities (details on weekly tasks) that would be included in the project is available in the project timetable (Appendix 1).

Rationale:

1. Why conduct the project within Oman?

One of the main obstacles of carrying out key palling projects is finding a partner class. The differences in timetables, educational system, holidays, interest and other problematic issues make it very difficult and often frustrating for any teacher to find a matching class for his group of students. In this project proposal, I managed to find a colleague teacher from a private University in Oman (Called Sohar University) to participate in the project. I have chosen to conduct the project in Oman because it has almost the same benefits for the students of a project in which the other key pal partner is from another country. I am aware that carrying out this project with a class from another country would have provided my students with a new cultural experience and would have broaden their awareness of the life style and educational system of that country. However, still in my context, both classes do not know each other and there are cultural and traditional differences between each and every region in Oman which allows each of the classes to be aware of each others’ way of living, traditions and differences. Moreover, the students of both classes belong to same level of English (intermediate) and they study the same subjects which allow the two teachers to create materials and exercises that serve their students’ needs and at the same time go along with the educational standards issued by the authorities in both Universities. Another reason for conducting the project with an Oman class partner is that students in both classes share a similar background about some common issues related to business in Oman which allows the two teachers to base some of their tasks and examples on the information the students already have.

2. Why is the project integrated within the overall course?

This keypalling project is designed so as to be integrated into an English for Business course and not as separated activity. The decision of getting it integrated in this way is based on some evidence from studies and projects previously conducted. Bruce Roberts, one of the coordinator of International Email Classroom Connection states:

There is a significant difference in educational outcome depending on whether a teacher chooses to incorporate email classroom connections as (1) an ADD-ON process, like one would include a guest speaker, or (2) an INTEGRATED process, in the way one would include a new textbook. The email classroom connection seems sufficiently complex and time consuming that if there are goals beyond merely having each student send a letter to a person at a distant school, the ADD-ON approach can lead to frustration and less-than-expected academic results–the necessary time and resources come from other things that also need to be done. On the other hand, when the email classroom connection processes are truly integrated into the ongoing structure of homework and student classroom interaction, then the results can be educationally transforming. (Warschauer, 1995, p. 95)

What is mentioned above highlights that a keypalling project will likely be most successful when it reflects in-depth planning and integration into the overall course being taught. It also shows that a keypalling project fits especially well with structured, project-based approach which allows learners to engage in increasingly complex tasks throughout a course.

The integration of the keypalling project is achieved through its objectives and through the involvement of students in a variety of tasks and activities in the project. The objectives of the project are chosen so that they match and serve the general aims of the English for Business course. They aim at increasing students’ motivation, promoting autonomy and equality among the students, introducing the students to the skill of writing as a process, and preparing the students for using language for authentic purposes similar to those which exist in the target situation where the students will work after graduation. All of these are important elements in the English for Business course. The timetable shows that the students in each class get involved in lots of classroom discussion and group work. This involves the teacher to monitor, coordinate and offer help when needed by the students. Before the students start the project tasks, the teachers give the students lessons related to the tasks required by the project. Teachers’ involvement is considered to be very vital for the success of this project and without their guidance and the student-centered activities; computers will do little to help students learn English (Berge and Collins 1995, cited in Gitsaki and Taylor, 1999, p. 48).

3. Why is the project conducted in a group-to-group basis?

There are some important reasons why I have chosen to conduct the project in a group-to-group basis. First of all, there are so many problems that are more likely to occur in e-mail exchange project when it is conducted in a student-to-student basis. One of the most common problems is ‘lack of response’ either because of the sudden absence of one of the students or because a student might not be motivated enough by his/her keypal partner. It is also very difficult for a teacher to monitor the work and to offer the same amount of help and advice when the project is done on a student-to-student basis. On the other hand, the previously mentioned problems could be easily avoided when the students are working collaboratively as a class or as groups. Secondly, this project is the first of its kind to be conducted at the Language Centre and therefore, I have decided to start with a less demanding version of it (group-to-group). Once the project has been done and has proven successful, more complex versions will be applied. I have also chosen the group basis because the authority of the Language Centre encourages all the teachers to promote and enhance the group work in their classes. Also, the efficiency of the facilities provided by the Language Centre has not been tested in such a project before, so conducting the project in a group to group basis will give a good opportunity to test them and at the same time it would be easier to handle problems if any of them occur than if the project was done on a student-to-student basis.

4. The Content

From my experience as a teacher and in almost all the classes I taught, I have noticed that students are very much interested in computers and internet and they are highly motivated to work with any project as far as it is related to the internet use. The materials of this project have been developed so as to serve the students needs and to attract them to some new aspects of using the internet in education. Incorporating such materials in the project will encourage the students to learn on their own whenever they use the internet outside the classroom. The Materials have also been designed to raise the students’ motivation to writing by giving them opportunities to write for authentic purposes and real audience. Moreover, the materials promote the idea of writing as a process in that students build their writing step by step making use of the comments and suggestions made by their keypal partners. Also, the materials used in the project and the strategies used to carry out the activities are very much similar to those the students will use in the target working context after graduation. More importantly, the materials help the students to apply their study area knowledge in selecting and organizing the necessary information. They will be working on specific and controlled topics rather than general ones. This reduces the chance of the students copying already-existing information.

5. How the students are assessed?

The students are assessed and given a grade on their performance in the project. The ‘10%’ grade seems fair considering the students work on the several writing and speaking tasks during the project. The project plan shows two methods of assessment. By the first one, sending copies of their work to the teacher, the teacher is able to assess the student’s awareness of the different tasks of the project and how much he/she got involved with them. Moreover, the teacher is able to make a judgment on whether the students’ writing skill has improved or not. On the other hand, the presentations assess the students’ speaking skills. Each student should have taken part in the discussions, weather as a class or in the groups, and by the end; they should have developed some confidence to speak.

6. The strengths of the project

Although this project is going to be carried out and organized between two universities within Oman which might looks like a disadvantage, it is actually one of the strong features of the project. Teachers will have more chances to contact each others by phone or to arrange a meeting in which they organize all the important issues related to the project. They could also do that throughout the project to make sure that everything is fine with both classes and even to suggest changes or new tasks which is really difficult to be done if the project was to be conducted with a class from outside Oman. Moreover, students share a common background and they study the same subjects and this could be made use of by the teachers when planning for tasks or providing examples. More than this is that students might develop friendship with their keypal partners and continue to exchange ideas and plans even after the project finishes which will in turn, contribute to the improvement of their language and their ability to socialize with others using the language. Another important aspect of this project is that it is integrated into the overall English for Business course which makes the students more committed to its tasks. The project also involves much classroom discussion and encourages groups to work independently from the teacher which is again fostering the students’ autonomy and independent learning skills. A third feature of strength, in my opinion, is that the project is conducted in a group-to-group basis, as mentioned above, which could also be a positive characteristic of the project considering its context. The content of the project is another aspect of strength in that it has been chosen to serve the students needs, suite the authority standards, create a real authentic learning environment for the students and to provide the students with learning situations very much similar to what they will have in their target working contexts after graduation.

7. The weaknesses of the project.

Asking the students to work individually would have made it more possible for the teachers to know that students are actually doing what they are supposed to do. Conducting the project in a group-to-group basis however makes that a bit difficult. Teachers would find it easy to know who participates in the class discussion. On the other hand, and since the projects requires the students to work out of the classroom, it would be difficult for the teacher to make sure that all members of a group are actually working unless he asks to see each one’s work every lesson which is time consuming. Another weakness is that students haven’t taken any obvious role in the planning and the designing phases of this project, otherwise, it would have been more effective and appropriate for them.

8. Possible problems

Conducting CMC projects in general and e-mail exchange in particular has some problems in common. It requires a careful pre-plan and a well preparation on the side of students and teachers as well. The following are some examples of the possible problems of e-mail exchange project:

# Technical problems like those related to the internet (the server could be down), the software and hardware of computers, typing and difficulty accessing equipments (Kung, 2000).

# Lack of response

# The partner teacher might not have the same understanding of the nature of the project, and working through differences can cause further delays.

# Difficulties in scheduling the computer labs and difficulties for the students to find computers outside the classroom to continue their activities.

In order to avoid the previous problems, teachers who are involved in the project should contact each other before the project starts. They should work together to arrange the kind of tasks and activities for the project and to set logical and feasible goals for it. They should cooperate throughout the course and try to make the objectives of the project clear to their students. More importantly, they should agree on a unified method of teaching and on a certain pace so that the two classes are working consistently without any delay. With regard to the technical problems or malfunctions, teachers should establish a connection with high tech experts to support them when any problem exists. The teachers should also arrange the schedule of the computer labs so that students could have the chance to work in these labs after the class time in order to enable them to complete their work. Lack of response could be avoided right from the beginning by encouraging the students to know some background information about their keypal partners so that both classes become more motivated and involved in the project. Also, teachers should advice their students to respect their keypal partners and to try to develop friendship with them.

9. Why should Keypalling projects be considered in language teaching at SQU?

Before I became a teacher at Sultan Qaboos University, I was a student in it and I could see how students are obsessed with technology, computers and internet. As students, we found it very difficult to find vacant computers to work on our assignments though there are so many computer labs in the University. All that because most of the students were wasting their times on the chatting programs and the other useless things on the net. After I became a teacher, I was involved in teaching computer skills to the students of Accounting Diploma and I could see how interested they were in the projects we were working on. I think that introducing the students of the Language Centre to the Kepalling project will not only motivate them and improve their computer skills, but will also change their look at the internet so that it becomes an important supporter to them in their education and learning of English Language. The time they have been wasting in the chatting rooms on the Net could be consumed to work on something more useful and fruitful. Moreover, students will learn how to use the internet to serve their own learning and this will not stop at the end of the project; it will rather continue with them for the rest of their lives. Based on this and on the previously given evidence at the beginning of the paper, the authority of the Language Centre may take further decisions on integrating the keypalling project in the courses they provide.

Conclusion:

“Key pals can be an extremely rewarding experience for your students, but don’t expect everything to go well the first time. Just like any other aspect of your teaching, it will take some experience to discover the best implementation for your own curriculum. Even with first-time glitches, however, you can be sure that it will be an experience that your students will not forget. Don’t be surprised to find some students exchanging snail-mail addresses with their Key pals, turning a virtual friendship into an actual one. It happens!”

Rob, 1996 (cited in Choi and Nesi 1998)

Computer mediated communication has proven successful in so many studies and projects previously conducted in the field of education. Kepalling project as an essential part of CMC does not only motivate students to take part in their language learning process; it also changes their perception of the internet and provides them with ongoing desires to learn as far as they are using the internet. However, conducting such a project needs a very careful plan and a well preparation on the side of teachers and students. I think that it would really be an extremely useful experience to implement and integrate the kepalling project in the overall English courses provided by the Language Centre at SQU since it has got all sorts of facilities and technical support required for the project.

References:

Carrier, Michael. 1997. ELT online: the rise of the Internet. ELT Journal. 51.

Choi, J. and H. Nesi.1998. An account of a pilot key pal project for Korean Children

Barson et al (1993). Foreign language learning using e-mail in a task-oriented perspective: Interuniversity experiments in communication and collaboration. Journal of Science Education and Technology, 4(2), 565-584.

Chun, M. D. 1994. Using computer networking to facilitate the acquisition of interactive competence. System. 22/1. p 18-31

Fedderholdt, K. 2001. An email exchange project between non-native and native speakers of English. ELT Journal 55/3 p. 273-80.

Gitsaki, C. and Taylor, R. 1999. Internet-based activities for ESL classroom. ReCALL. 11/1. p. 47-57

Greenfield, Roseanne. 2003. Collaborative e-mail exchange for teaching secondary esl: a case study in Hong Kong. Language Learning and Technology, Vol. 7, No. 1, January 2003, pp. 46-70

Ho, C.M. 1997. Developing intercultural awareness and writing skills through email exchange. The Internet TESL Journal, Vol. VI, No. 12, December 2000.

Jones. J. F. 2000. CALL and the responsibilities of teachers and administrators. ELT Journal. 55/4. p 360-366.

Kung, S. 2002. A framework for successful key-pall programs in language learning. CALL-EJ Online. 3/2

Leppanen, S. and P. Kalaja. 1995. Experimenting with computer conferencing in English for Academic Purposes. ELT Journal. 49/1. p

Li, Y. 2000. Linguistic Characteristics of ESL Writing in task-based e-mail activities. System. 28. p 229-45.

Liaw, M.L. 1998. Using electronic mail for English as a foreign language instruction. System. 26. p 335-51.

Murray, D. E. 2000. Protean communication: the language of computer-mediated communication. TESOL Quarterly. 34/3. p 397-419.

Nagel, P.S. E-mail in the virtual ESL/EFL Classroom. The Internet TESL Journal, 1/7. 1999.

Peterson, M. 1997. Language teaching and networking. System. 25/1. p 29-37.

Roberts, B. Rice, C. and Thorsheim, H. 1994. Education goals. IECC discussion

Shulman, M. 2000. Developing Global connections through computer-mediated communication. The Internet TESL Journal, Vol. VII, No. 6, June 2001

Warschauer, M. (1995). E-Mail for English teaching. Alexandria, VA: TESOL Publications.

Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawaii’s symposium. Honolulu, HI: University of Hawai’i, Second Language Teaching and Curriculum Center.

Warschauer, M., Turbee, L., & Roberts, B. (1996). Computer learning networks and student empowerment. System, 14(1), 1-14.

Warschauer, M. and K. Richard. (eds.) 2000. Network-based Language Teaching: Concepts and Practice.CUP.

Warschauer, M. (2001). Online communication. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 207-212). Cambridge: Cambridge University Press.

Warschauer, M. and P.F. Whittaker1997. The internet for English Teaching: guidelines for teachers. TESL Reporter. 30/1. pp 27-33.

Appendix (1)

Appendix 2: B/ Detailed Explanation of some of the lessons

Week Two: Saturday Lesson for SQU Class (Time: 1.30)

1. The teachers in both classes will arrange all the groups so that each group has a partner group in the other class. Each group in SQU class will receive an e-mail from its counterpart in Sohar class. This e-mail will include background information about the students, the university, the subjects, the educational system and the teachers. The aim of this first e-mail is to create a kind of rapport with the other class so that the students are motivated to work with their partner class. It is also meant to help the students in both classes to know some information about their partner class so that they have a kind of background about each other.

2. After receiving this e-mail, the students in SQU class would have some time to talk about their partners in Sohar class. Then, they would compare their own e-mail (the first e-mail they sent to Sohar class) with the first e-mail they have got from Sohar class.

3. In each group, students would have collected some information about different banks and bank facilities using questionnaires, interviews and by gathering some publications from banks (they were asked to prepare this task in the previous lesson and they got a day off to do that). In each group, the students will discuss and analyze their questionnaires and interviews and they will organize the information they have got. After that, there will be an open discussion in the class in which the representative of each group explains to the other groups the kind of information collected by his/her group.

4. Then, each group will transform its information in either a chart or graph (what best suites their organization). They already know how to do that because all of them took a course about the use of Microsoft Office (including EXCEL, the program used to produce these charts and graphs).

5. After finishing this, each group will show its work to the teacher and will get his comments on what they have done. Each group will send its work including the information, the charts and graphs to their key pal partner group.

Notice:

Throughout the lesson, the teacher will be monitoring the work, offering help and advice when needed, moving around the groups to make sure all the group members are involved in the work. He/she will not try to change the content of what each group has done because the content is meant to be the students’ own ideas and production. He/she is more like a facilitator and a guide in the class rather than as a dictator who imposes his/her ideas and instructions upon the students (He/she would be MORE as a guide on the side rather than as a sage on the stage).

Week Two: Tuesday Lesson for SQU Class (Time: 1.30)

1. Each group in the SQU class will receive a response from their counterparts in Sohar class with some comments and suggestions on the work. Then, the students in each group will discuss together these comments and suggestions and will make whatever change is required on the work.

2. After that, an open discussion will be held and each group will try to explain what they would include in their report. Also, each group will be asked to give more suggestions and opinions to the other groups so that they help each other improving their works.

3. Then, each group prepares a report in which they recommend a certain bank because of the good facilities it provides to its customers. Then, each group sends its report to their counterpart in Sohar class so as to get more comments and suggestions from them.

4. Each group in SQU class will receive the work of their counterparts in Sohar class. They will comment on their work and provide them with some suggestions where needed. Then, they will send these comments and suggestions back to the students in Sohar class.

Week Three: Saturday Lesson for SQU Class (Time: 1.30)

1. Each group will receive its report back with the comments and suggestions made by their counterpart in Sohar class. The students in each group will discuss the suggestions given by their keypal partner and they will make whatever change is needed.

2. A class discussion will be held and each group will be asked to report back to the rest of the groups in the class and to explain what would they include in their final report.

3. The students in each group will make use of the comments and suggestions of their Keypal partner group as well as their colleagues in the same class when preparing the final draft. Finally, they would post the final draft in the discussion forum on the Keypal Website, on the following address:

4. The teacher will introduce the students to the next task and he/she will explain how and what the students are supposed to do and to prepare for the next lesson. He/she will also answer any query made by the students on the new task and he/she would provide them with some advice on how to collect the required information.

Appendix 2: A/ A sample lesson from the Keypalling project

Week Two: Saturday Lesson for SQU Class (Time: 1.30)

1. You will receive an e-mail from your keypal partner in Sohar class. This e-mail will include background information about your partners and the subjects they are studying, their University, their teachers and the educational system in Sohar University. The aim of this e-mail is to make you familiar with the other class and to help you make friendship with them before you start the actual work.

2. After you receive the e-mail, discuss what your partners have mentioned. Compare the information in the e-mail you have sent to them with the information in the e-mail you have received from them. Are there any differences between the two Universities?

3. Now, try to analyze and discuss the information you have got about the banks and the different facilities they provide (they were asked to prepare this task in the previous lesson and they had one day off to do that). After you finish, tell the other groups in the class about your bank and listen to what they say about their banks. Compare the facilities provided by the different banks.

4. Now, transform the final information you have got into charts or graphs (what best suites your organization of the content).

5. Finally, show your work to the teacher and get some suggestions or comments on your work. Then, send your information and graphs to your keypal partner in Sohar class.

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About the Author:

Rashid Al Maamari

BA in English for English Specialists from Sultan Qaboos University (2001)

MA in ESP from the University of Warwick (2003)

Teaching English Language in the Language Centre at Sultan Qaboos University since 2001

Office Tel: +968 24142854

Mobile: +968 99378100

E-mail: rashidm@squ.edu.om

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1. Ali 02/05/2010

Omani students are dumb. They dont know nothing but a spoon feeding. lolz///

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Rashid Al Maamari

BA in English for English Specialists from Sultan Qaboos University (2001)

MA in ESP from the University of Warwick (2003)

Teaching English Language in the Language Centre at Sultan Qaboos University since 2001

Office Tel: +968 24142854

Mobile: +968 99378100

E-mail: rashidm@squ.edu.om

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Onboard Computer

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Posted: Jan 06, 2011 |Comments: 0
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The UC San Diego mechanical engineering undergraduates installed a computer and sensors on a surfboard and recorded the speed of the water flowing beneath the board. While the students surfed, the onboard computer sent water velocity information to a laptop on shore in real time.

This is part of Benjamin Thompson’s quest to discover if surfboards have an optimal flexibility — a board stiffness that makes surfing as enjoyable as possible. Thompson is a UC San Diego structural engineering Ph.D. student studying the fluid-structure interaction between surfboards and waves. By outfitting a surfboard with sensors and electronics that shuttle data back to shore, the mechanical engineering undergraduates built some of the technological foundation for Thompson’s science-of-surfboards project.

Four undergraduates from the Department of Mechanical and Aerospace Engineering (MAE) at the UC San Diego Jacobs School of Engineering outfitted a surfboard with eight sensors and an onboard-computer or “microcontroller.” The students dug trenches into the board’s foam and ran wires connecting the sensors to the onboard computer. From this computer, the data travels via a wireless channel to a laptop on land — in this case, a beach in Del Mar, Calif.

The onboard computer also saves the data on a memory card.

“We were stoked to get good data and to be surfing for school,” said Dan Ferguson, one of the two mechanical engineering undergraduates who surfed while the onboard computer captured water velocity information and transmitted it back to land.

The four mechanical engineering majors built the wired surfboard for their senior design project, the culmination of the MAE 156 course sequence. Each project has a sponsor, and in this case, the sponsor was Benjamin Thompson, the structural engineering Ph.D. student from UC San Diego and founder of the surfboard Web site www.itsbattery.com.

The onboard computer such as Acer Aspire 1680 Battery, Acer Aspire 2200 battery and Acer BATBL50L6 battery is in a watertight case the shape of a medium-sized box of chocolates. It sits at the front of the surfboard and glows blue. “What’s on your board? What is that?” fellow surfers asked Ferguson. “We’d have to tell them it’s a microprocessor connected to velocity sensors, and they would kind of nod and paddle away. It created a minor stir.”

Each of the eight sensors embedded into the bottom of the board is a “bend sensor.” The faster the water beneath the board moves, with respect to the board, the more the sensors bend, explained Trevor Owen, the other surfer on the four-person mechanical engineering team.

The data from the sensors runs through wires embedded in the board to the microcontroller. “You can see where we carved channels in the board,” said Owen.

The most interesting part of the project for senior mechanical engineering major Victor Correa was using the microcontrollers and wireless transmitters to get the data to land.

Thompson, the project sponsor, is already working on a smaller version of the onboard computer. He hopes to shrink it down to the size of a cell phone and embed it flush with the top surface of the board.

Assembling, waterproofing and installing the microcontroller, connecting it to the sensors, and successfully transmitting the collected data to a computer on land required persistence and a lot of learning, explained senior mechanical engineering major Julia Tsai. “Everything hypothetically should take five minutes, but everything took at least three hours.”

Even though the team has finished their class project, Ferguson plans to keep working with Thompson. “This project is going to apply some science that most likely [board] shapers understand pretty well…it’s going to settle the debates. It’s going to be black and white hard data to let them know for sure which ideas work, which concepts work, and why they work.”

Surfboard Flex Surfboard flex refers to the temporary shape changes that surfboards are thought to undergo. While many surfers say flex makes their boards feel springy in the water, it has not been scientifically measured. Thompson hopes to scientifically document surfboard flex. Then he wants to determine if there is an amount of flexibility that enhances the performance and feel of a surfboard, and if this optimal flexibility depends on other factors such as surfer experience or wave conditions.

The surfboard project falls within a hot area of engineering research: the study of fluid-structure interactions. According to UC San Diego structural engineering professor Qiang Zhu, the study of fluid-structure interaction is important due to the large number of applications in mechanical, civil, aerospace and biological engineering. “In my opinion, its popularity in recent years is partly attributed to advances in experimental and computational techniques which allow many important processes to be studied in detail,” said Zhu.

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Computer Software for Interior Design

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Computer Software for Interior Design

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Home Page > Computers > Computer Software for Interior Design

Computer Software for Interior Design

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Posted: Jul 09, 2010 |

]]>

Interior design students will use interior design software that the professionals use in their everyday designing work. A popular program is SmartDraw. With the program you get thousands of ready-made graphics for fixtures for the kitchen, bathroom and for furniture. Other graphics include lighting fixtures, cabinets, landscape elements and office furniture.

The interior design software also includes textures for tiled floors, custom cabinetry and granite countertops. Smartdraw is easy to use software that will help you create fantastic design plans in minutes. It is quite fast and easy.

You will be able to design anything with SmartDraw interior design software such as house and garage plans, offices, kitchen and bathroom plans and even closet plans. The software is a real time saver for the interior design student and professional. This software is downloadable and ready to use right away.

SmartDraw interior design software offers free tech support and examples from professional interior design plans.

Another interior design software is Microspot Interiors. This software is designed for the Mac and allows the user to visualize their plans in 3D. This software is simple to use for both professionals and do it yourself home designers.

Microspot Interiors is a interior design software that is very popular among Mac users because of it’s simplicity and the price tag which is just a fraction of the cost of most professional design software. The power of this software allows the user to come up with unlimited design possibilities. The advanced drawing tools of the software do most of the work. You can design the shape of the room and add virtually anything you want. You can also design the rooms in any particular size you want. Lighting tools are used to add sunlight to a room as well.

Microspot Interiors includes hundreds of furniture items and accessories, many of which were requested by users in the Microspot users’ forum.

Interior design software is used extensively in the interior design profession. It allows the designer to virtually look at what their design plan will look like before implementing it.

Many interior design schools will offer online learning as part of their curriculum. The online method is designed so that the student can set their own pace and style of learning according to what really works best for them.

Interior design software is very helpful and useful but it requires a computer with a monitor that has the capacity for a high resolution that works with complex graphics. You will also need a lot of space on your hard drive to save files and to run the program. It would be a good idea to save your files to a re-writeable CD or DVD as well for backup.

There are many interior design software programs available on the market. If you can get a trial copy then that will give you a chance to test the product before buying.

Good luck with your search for interior design software. You will be very satisfied when you find the right software for your needs.

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Virtual Decorator – Interior Design

Source: http://www.articlesbase.com/computers-articles/computer-software-for-interior-design-2803741.html

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Computer Programmer Career Track

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Computer Programmer Career Track

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Posted: Mar 26, 2010 |Comments: 0
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Roles and Responsibilities :

The primary role of a Computer Programmer is to address programs according to the instructions bent primarily by computer software engineers and systems analysts. In a nutshell, Computer Programmers are the ones that yield the completed designs and catechumen them into the instructions that the computer can in fact follow. The instructions are coded into a programming language. In some cases, programmers are aswell accepted to apperceive belvedere specific languages acclimated in database programming. Abounding programmers at the action akin are aswell accepted to apperceive platform-specific languages acclimated in database programming. Responsibilities cover updating; repairing, modifying and accretion absolute programs as able-bodied as active tests to accredit that the affairs will aftermath the adapted outcome.

Applications Programmers are the ones that in fact address programs to handle absolute specific jobs, alter absolute software or adapt all-encompassing applications while Systems Programmers address programs to advance and ascendancy computer systems software such as operating systems, database and/or networked systems. In some abate organizations, the programmers may aswell be amenable for systems assay and the absolute programming. In abounding cases, however, technology is replacing the charge to address basal cipher which doesn’t augur able-bodied for those because entering the field. According to the U.S. Department of Labor, however, the “demand for programmers with able acquisitive programming capabilities and abstruse specialization in areas such as client/server programming, wireless applications, multimedia technology, and clear user interface (GUI) should appear from the amplification of intranets, extranets, and Internet applications. Programmers aswell will be bare to actualize and advance able systems and bury these technologies in added products. Finally, growing accent on cyber-security will advance to added appeal for programmers who are accustomed with agenda aegis issues and accomplished in application adapted aegis technology.”

Advancement Opportunities :

The advance opportunities for computer Programmers are abounding and usually alpha with a advance to a Advance Programmer. A Advance Programmer position will added than acceptable cover authoritative duties. System programming is usually the next career footfall for Computer Programmers who accept completed systems software courses. Programmer Analysts and Systems Analysts are aswell analytic steps. Abounding programmers are aswell award that absolute application and consulting gives them the abandon to aces and accept their projects.

Advancement Opportunities :

Educational Requirements :

Although appropriate abilities and training will alter abased aloft the position and industry in which you’re working, the appeal for accomplishment sets is even added apprenticed by abstruse changes. In some positions, alum degrees may be required. While acceptable accent ability is still important, C++ and Java are the programming languages of choice. GUI and systems programming abilities are aswell approved after. In addition, accepted business abilities will be an asset in any organization. Systems programmers usually charge a 4-year amount in computer science and all-encompassing ability of a array of operating systems. They are usually aswell accepted to be accomplished in database systems such as DB2, Sybase and/or Oracle.

Salary Abeyant : (As appear by the U.S. Dept. of Labor)

Position Bacon Ambit (2003)

Median Average Earnings $60.290

Starting bacon for graduates with B.A. in Computer Programming $45,558

Salary ambit for Applications Development Programmers $51,500 – $80,500

Salary ambit for Software Developers $55,000 – $87,750

Salary ambit for Mainframe Programmers $53,250 – $68,750

Industry Certifications :

Computer programmers accept a array of options if it comes to abacus certifications to their resumes. It is acerb recommended that abeyant candidates attain Accent certifications as able-bodied as bell-ringer or software specific certifications.

For added decision of this commodity forth with the awning shots and added appointment

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I recently came through an article regarding d use of cloud computing for tracking the container & its document.a small device is fitted on the container for this purpose.can u tel d name of d device

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?Meet a Growing Demand by Becoming a Computer and Communication Networking Professional

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Home Page > Education > College and University >  Meet a Growing Demand by Becoming a Computer and Communication Networking Professional

 Meet a Growing Demand by Becoming a Computer and Communication Networking Professional

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Computer and communication networking is a very intricate and important field. It involves the communication between computer systems or devices. A network is any set of computers or devices that are connected to each other with the ability to exchange data. The professionals who work in computer and communication networking are responsible for a number of tasks that ensure these networking are functioning smoothly. Now is a great time to become a networking professional, as Ontario is experiencing a critical need for properly trained graduates.

To become an expert in this field, a solid foundation is needed. Centennial College’s Computer and Communication Networking program allows students to be part of a select group to receive a four-year Bachelor’s Degree in Applied Information Sciences. It is the only post-secondary institution in Ontario to offer a bachelor’s degree program in Computer and Communication Networking. To apply, candidates must present at minimum an Ontario Secondary School Diploma (OSSD) with a minimum of six 12U, 12M, OAC credits or equivalent or be 19 years of age or older. There are also minimum academic prerequisites, such as: English 12U and one from the following: Math 12U Advanced Functions, Math 12U Calculus and Vectors, Math 12U Mathematics of Data Management or equivalent. Possession of minimum admission requirements does not guarantee admission to program.

Once you are accepted into the Computer and Communication Networking program, you will take courses in both business and technology. Some of these courses include: Computer Networking Fundamentals, Computer Architecture, Database Design and Modeling, Communication Technology and much more. All of the courses are offered in equipped classrooms and state-of-the-art laboratories that are specially engineered and feature VoIP, Cellular Networks, Wireless Broadband (WiMax), Advanced Routing and Switching or Network Management. Aside from the practical side of training, this program also offers a mandatory co-op option. During the 15-week co-op, students are placed with companies such as financial institutions, Fortune 500 organizations, IMB as well as private sector companies. A minimum C grade in ENG-110, minimum 2.0 GPA and minimum 80 per cent of year 1 and 2 courses required for COOP-221. During your studies, you can specialize in network security or wireless systems.

When graduates enter the field, they are prepared for a variety of jobs in computer and communication networking. These job titles include: project management analyst, IT program manager, technical account manager, business account manager, network administrator, network analyst and network support. Tasks vary among the different areas of computer and communication networking. For example, IT program managers are responsible for running complex projects or programs from design and development to production. They also define resources and schedule implementation, direct and oversee the project engineering team, perform assessments, as well design and maintain technical and project documentation. Meanwhile, technical account managers help customers make changes to accounts, such as updating payment and production information. They are also in charge of helping companies forecast revenue based on customer accounts. Yet anther job example in this field is a network analyst. This professional installs, lays out and maintains all network components. He or she plans, designs, analyzes and provides technical support for data communications and network or group of networks. The network analyst also conducts research and evaluation of network technology. The wide variety of computer and communication networking jobs ensures graduates do something that not only is profitable, but that also truly interests them.

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Emma -
About the Author:

Emma writes about the Centennial College Computer and Communications Networking program. She also documents the prerequisites and outcomes of the program. She explains about business communication course also. Business communication is important factor for the students as it can change their career for the better.

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 Take Computer Networking Training to Get the Leading Edge in a Competitive Field

Computer and Communication Networks professionals are in high demand in Ontario. Centennial College is the only post-secondary institution in the province to offer a bachelor’s degree program in computer networking training.

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 Take Computer Networking Training to Get the Leading Edge in a Competitive Field

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Home Page > Education > College and University >  Take Computer Networking Training to Get the Leading Edge in a Competitive Field

 Take Computer Networking Training to Get the Leading Edge in a Competitive Field

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Posted: Jan 18, 2011 |Comments: 0
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]]>

Computer and communication networking is the communication between computer systems and devices. To clarify further, a network is any set of computers or devices that are connected to each other with the ability to exchange data. Ensuring that the networks are functioning as they should are computer networking professionals, who are in very high demand in Ontario.

There are a variety of jobs within the computer and communication networking field. They include: IT program managers, network administrators, project management analysts, business account managers, technical account managers, network analysts and network support. Let’s take a look at a few of these options. For example, a network analyst installs, lays out and maintains all network components. He or she plans, designs, analyzes and provides technical support for data communications and network or group of networks. The network analyst also conducts research and evaluation of network technology. Another job is that of a technical account manager who helps customers to make changes to accounts, such as updating payment and production information. He or she is also in charge of helping companies forecast revenue based on customer accounts. The last example is an IT program manager who runs complex projects or programs from design and development stages to production. He or she also defines resources and schedules implementation, directs and oversees the project engineering team, performs assessments, as well designs and maintains technical and project documentation.

In order to enter the field, you must obtain computer networking training. Through Centennial College’s Computer and Communication Networking program students are part of a select group to receive a four-year Bachelor’s Degree in Applied Information Sciences. It is the only post-secondary institution in Ontario to offer a bachelor’s degree program in Computer and Communication Networking.

During the duration of the program, students take computer networking training courses in both business and technology. These courses are conducted via state-of-the-art laboratories that are specially engineered and feature VoIP, Cellular Networks, Wireless Broadband (WiMax), Advanced Routing and Switching or Network Management. Specific courses within this computer and communication networks program are Business Consulting, Enterprise Network Design, Advanced Switching and Routing, Wireless Networks, Principals of Computer and Networking Security and many others.

To supplement their in-class learning, students participate in a 15-week mandatory co-op placement, during which they are placed in financial institutions, Fortune 500 organizations, IMB as well as private sector companies. A minimum C grade in ENG-110, minimum 2.0 GPA and minimum 80 per cent of year 1 and 2 courses required for COOP-221.

To apply, candidates must present at minimum an Ontario Secondary School Diploma (OSSD) with a minimum of six 12U, 12M, OAC credits or equivalent or be 19 years of age or older. There are also minimum academic prerequisites, such as: English 12U and one from the following: Math 12U Advanced Functions, Math 12U Calculus and Vectors, Math 12U Mathematics of Data Management or equivalent. Possession of minimum admission requirements does not guarantee admission to program.

Retrieved from “http://www.articlesbase.com/college-and-university-articles/take-computer-networking-training-to-get-the-leading-edge-in-a-competitive-field-4059105.html”

(ArticlesBase SC #4059105)

Michael McGraw -
About the Author:

In this article, Klaudia writes of the computer networking training that students can attain by attending Centennial College. The program takes 4 years to complete during which students study both business and technology. Business communication course is important factor for the students as it can change their career for the better.

]]>

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What are ports in computer networking ?
Does the ipad work on edge network ?
I have done my M.C.A bt i dont now practicle work bt i want to do best job in computer field plz tel me what type of course is beneficial for me

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Brian Johnl

Education>
College and Universityl
Jan 21, 2011

Meaning of Human Rights in Western Philosophy

Human Rights play a vital role in the battle against oppression. Cultural relativist reporters of human rights argue that they can be used as a mechanism of oppression itself. They view universal rights as insensate to cultural dissimilarity. Some developing states call the human rights strategy a new form of western imperialism.

By:
Brian Johnl

Education>
College and Universityl
Jan 21, 2011

Lithuania – Successes in Overcoming Communism since becoming a Member of the European Union

The growth of the EU, the largest in its history, will bring deep changes to Europe. The EU population will now increase by 28 percent, with arable land increasing by nearly 40 percent. Accession to the EU carries deep political representation for the citizens of the candidate countries. It will be a concrete signal to the world that Lithuania has finally broken free from its Communist past and rejoined Europe….

By:
Brian Johnl

Education>
College and Universityl
Jan 21, 2011

Multiculturalism in Adult Education from the Point of View of a Brazilian Immigrant

My Interview subject was Dr. William Mello PhD. Dr. Mello is an associated Professor in Labor Studies at Indiana University. He was raised in Brazil and acquired his education in Brazil and New York. My conversation with him turned out to be very interesting as he had very fascinating insights which I would not have been able to glean from…..

By:
Brian Johnl

Education>
College and Universityl
Jan 21, 2011

Differences between the Holy Scriptures and the Talmud

The Holy Scriptures and the Talmud are very important part of Judaic studies, though it can be said that there is a significant difference between the two works. And this paper explores the focus of both the works keeping in mind the significance of each in the Judaic tradition.

By:
Brian Johnl

Education>
College and Universityl
Jan 21, 2011

Continuing Education for Radiology Technicians

It’s important to understand continuing education for radiology technicians if you’re planning on going into this field. Fifteen years ago a new requirement was put into place by the American Registry of Radiologic Technologists, requiring that any ARRT registered rad tech complete 24 hours of continuing education credits in order to keep their professional status.

By:
The Sider Groupl

Education>
College and Universityl
Jan 21, 2011

Business Psychology Applications

Business psychology is booming. It is becoming more common for leaders in the business world to consult psychologists in order to improve the ability of organizations to function effectively, grow, and solve complex problems.

By:
Helping Psychologyl

Education>
College and Universityl
Jan 21, 2011

 Take Computer Networking Training to Get the Leading Edge in a Competitive Field

Enhance the Efficiency of a Company as a Computer Systems Technician

Education>
College and Universityl
Jan 18, 2011

Centennial College’s Computer Systems Technician – Networking program focuses on the latest in computer systems and network technology. It is nationally accredited, which makes it respected in the field.

By:
Michael McGrawl
Educationl
Nov 25, 2010

Take on Fundraising as a Professional Career Option

This above article discusses and mentions the charitable work that non-profit organizations undertake to help and cater to people by fundraising methods. It also focuses on Centennial College’s Fundraising program.

Make Production More Efficient with Automation and Robotics

Education>
College and Universityl
Nov 19, 2010

Automation and Robotics focuses on designing assembly lines and robots. It includes machine design and building, manufacturing, application support, components testing, systems integration, maintenance, technical sales and services.

Automotive Painters Use Their Creativity and Precision for Success in the Field

Education>
College and Universityl
Nov 19, 2010

The field of auto body painting entails everything from preparing the cars to be painted by sanding and priming to actually painting the vehicles and adding decorative touches. Professionals must attend a specialized program, such as the Automotive Painter program at Centennial College to be successful in the auto body industry.

Open Doors to a New Career with Auto Body Repair Techniques

Automotive>
Classicsl
Sep 14, 2010

The Auto Body Repair Techniques program at Centennial College offers an alternative route towards obtaining hard-to-get apprenticeship positions. It teaches practical skills and theory.

Art and Design Foundation Studies Prepare You for a Creative Career

Education>
College and Universityl
Sep 14, 2010

This information is based on the Art and Design Foundation Studies at Centennial College in Toronto. The program prepares students for specialized creative programs that lead to a variety of careers.

Centennial College offers Automotive Training Programs

Education>
College and Universityl
Sep 13, 2010

This article is about automotive schools, and automotive training at Centennial College that is highly motivated.