MBA admission counseling services relate to MBA application strategy,
school short listing, MBA essay editing, interview preparation and all
such processes. These services are beneficiary to one only if one is at a
later stage of completing one's application i.e. after the applicant
has finished writing essays and has carried out editing in the
prescribed format. MBA admission counseling services are basically
needed when a student needs a third party perspective on application for
a fine tuning to the final level so as to tantamount to easier
acceptance of such applications. The business school admissions
consultants who offer these counseling services also provide the
students with Interactive brainstorming sessions, essay reviews,
complete resume editing, reference letter, critiques, mock interview
sessions, application assistance and other such services. As the economy
shifts, top B-schools put their alumni networks and career services
into top gear to help all- the past alumni, the present students and the
tomorrow's graduates. Their contributions are helping students ride out
rough economic waters that have been around for quite some time in
these recent years. The main advantage of taking counseling services
from business school admissions consultants is that it helps in decision
making process by saving the efforts of tediously researching
universities.
The explosion of the business is an outgrowth of the internet, which
allows consultants easier access to potential clients and a much larger
reach than ever could have been imagined, has resulted in ever
increasing number of people eager to get a prestigious MBA degree. Top
most schools have a rigorous admission procedure to select students into
their programs, wherein admission decisions are not formula driven but
are dependent on the applicants overall profile. Thus there is a buildup
of pressure in the students to be efficient and effective in entirety
and perform at their best. So, there is a growing popularity of
undergraduate consulting, which has made it even more natural to seek
advice when pursuing a graduate degree. The growing necessity of such
counseling is needed as MBA has become such a large and lucrative
business that it needs a highly sophisticated and professional experts
touch.These consultants who give such counseling services have
impressive accomplishments in the corporate world as they have worked
for many leading business powerhouses. These organizations manage to
accomplish what most prospective MBA candidates expect from a top-notch
MBA program.
GMAT is the main exam for a student applying for a course of MBA. A
good GMAT scorecard enables a student to get through topmost B schools.
GMAT stands for Graduate Management Admission test consisting of
Quantitative reasoning, verbal reasoning, integrated reasoning, and
analytical writing skills. For a student in North India, GMAT
preparation coaching institute Delhi enables its students to boost their
preparations and makes sure that each one of them pitches in their best
foot forward. These GMAT preparation coaching institutes Delhi first
brush up the basics which each student is expected to know before they
enroll themselves, the respective class sessions are conducted with a
high impact instruction led sessions focusing on the right balance of
content with many other practical applications helping students prepare
in a smarter manner. Such classes ensure a convenient and structured
GMAT course in a classroom format wherein the students have the luxury
of studying as well as interaction with others for better understanding.
Jumat, 08 Agustus 2014
Kamis, 07 Agustus 2014
5 Good Reasons to Get a Masters Degree in Early Childhood Education
It is no secret that the further you take your education, the better you will fare in your career. There are a multitude of reasons that someone would want to get a masters degree in early childhood education. Preschool children learn in a much different way than other age groups, so this is one area of specialty that requires particular focus.
1. Greater level of education:
Of course, that one seems obvious, considering that a master is a higher degree than an associate or a bachelor's. However, one of the reasons that an educator would choose to go into a master program is that there is a more inclusive course-load. MS degree programs in early childhood education will delve more deeply into child psychology, family engagement and other aspects.
Pursuing MS in early childhood education will also help you to continue to learn more techniques for dealing with the career specific situations you may find yourself faced with, on all stages of your career.
2. Broader range of career prospects:
Supervisory jobs that you may want to work your way into will require a graduate degree. It is also the next logical step towards furthering your educational career if you want to grow. There will be career options in areas even outside of education, such as social work.
Other options may include deeper government work, such as working with educational policy and more. Associates degrees and Bachelors degrees are great first steps and they certainly can be an excellent place to hold your career. However, if you are interested in growing and furthering your career, a master's is definitely the way to go.
3. Flexibility:
This degree not only broadens your career prospects, it can also make a vast difference in what you are able to do with those prospects. For many, it can mean branching out into other areas of early childhood education specialty, such as special education or working with larger groups of children, or working in an administrative capacity.
Additionally, with competition in the education fields growing more all the time, having MS will give you a wider variety of choices, as opposed to those contemporaries that may not have such an extensive education.
4. Greater Salary Range:
According to the US Department of Labor, those with an associates or bachelors can expect to bring in anywhere from $23,000 to $40,000 per year. However, those with a master degree may be able to expect to see an annual salary of often, greater than $60,000. Because this is a specialty, there are usually incentives in place. You won't typically see those incentives in private education; however, public education does often have a salary ladder that indicates a graduate degree will improve your yearly salary.
5. Greater Level of knowledge To Hand Down:
One of the most frequently cited benefits for obtaining a master's in early childhood education is that the teacher can then pass that level of learning down to their students. By gaining a more in depth education in a variety of areas, an educator who furthers their education can then expect to be able to pass both the knowledge but the techniques on to the students.
1. Greater level of education:
Of course, that one seems obvious, considering that a master is a higher degree than an associate or a bachelor's. However, one of the reasons that an educator would choose to go into a master program is that there is a more inclusive course-load. MS degree programs in early childhood education will delve more deeply into child psychology, family engagement and other aspects.
Pursuing MS in early childhood education will also help you to continue to learn more techniques for dealing with the career specific situations you may find yourself faced with, on all stages of your career.
2. Broader range of career prospects:
Supervisory jobs that you may want to work your way into will require a graduate degree. It is also the next logical step towards furthering your educational career if you want to grow. There will be career options in areas even outside of education, such as social work.
Other options may include deeper government work, such as working with educational policy and more. Associates degrees and Bachelors degrees are great first steps and they certainly can be an excellent place to hold your career. However, if you are interested in growing and furthering your career, a master's is definitely the way to go.
3. Flexibility:
This degree not only broadens your career prospects, it can also make a vast difference in what you are able to do with those prospects. For many, it can mean branching out into other areas of early childhood education specialty, such as special education or working with larger groups of children, or working in an administrative capacity.
Additionally, with competition in the education fields growing more all the time, having MS will give you a wider variety of choices, as opposed to those contemporaries that may not have such an extensive education.
4. Greater Salary Range:
According to the US Department of Labor, those with an associates or bachelors can expect to bring in anywhere from $23,000 to $40,000 per year. However, those with a master degree may be able to expect to see an annual salary of often, greater than $60,000. Because this is a specialty, there are usually incentives in place. You won't typically see those incentives in private education; however, public education does often have a salary ladder that indicates a graduate degree will improve your yearly salary.
5. Greater Level of knowledge To Hand Down:
One of the most frequently cited benefits for obtaining a master's in early childhood education is that the teacher can then pass that level of learning down to their students. By gaining a more in depth education in a variety of areas, an educator who furthers their education can then expect to be able to pass both the knowledge but the techniques on to the students.
Sabtu, 23 November 2013
Higher Education and Society
Institutions of education, and the system of which they are a part, face
a host of unprecedented challenges from forces in society that affect
and are influenced by these very institutions and their communities of
learners and educators. Among these forces are sweeping demographic
changes, shrinking provincial budgets, revolutionary advances in
information and telecommunication technologies, globalization,
competition from new educational providers, market pressures to shape
educational and scholarly practices toward profit-driven ends, and
increasing demands and pressures for fundamental changes in public
policy and public accountability relative to the role of higher
education in addressing pressing issues of communities and the society
at large. Anyone of these challenges would be significant on their own,
but collectively they increase the complexity and difficulty for
education to sustain or advance the fundamental work of serving the
public good.
Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.
Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A "movement" approach for change holds greater promise for transforming academic culture than the prevailing "organizational" approach.
Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.
The Common Agenda is specifically designed to support a "movement" approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.
A Common Agenda
The Common Agenda is intended to be a "living" document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.
This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society's pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system
VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusively, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.
MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.
GUIDING PRINCIPLES
I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.
We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.
We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to "walk the talk" relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.
THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complementarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as "point persons" for that particular item. A list of "point persons," with their organizational affiliation(s) is included with the common agenda.
ISSUES
ISSUE 1: MISSION AND ACTIONS
Public understanding more and more equates higher education benefits with acquiring a "good job" and receiving "higher salaries." To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.
Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.
Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.
Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogued on every level of society. Organize a series of civil dialogued with various public sectors about higher education and the public good.
ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS
Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.
Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.
Goal: Create broad and dispersed communication systems and processes.
Action Items:
Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).
Goal: Create and support strategic alliances and diverse collaborations.
Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns
ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS
Education should attend to the implicit and explicit consequences of its work, and reexamine "what counts" to integrate research, teaching and service for the public good to the core working of the institution.
Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.
Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education
Goal: Foster a deeper commitment to the public good.
Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development
Goal: Identify, recognize, and support engaged scholarship.
Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions
Goal: Bring graduate education into alignment with the civic mission.
Action Items: Work with disciplinary associations to hold dialogued on ways graduate student training can incorporate public engagement, involvement and service Promote "civic engagement" within academic and professional disciplines according to the disciplines' definition of "civic engagement" Incorporate the concept of higher education for the public good into current graduate education reform efforts
ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM
Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.
Goal: Align governing structures and administrative strategies.
Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.
Goal: Publicly recognize and support valuable engagement work.
Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.
Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.
Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.
Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).
Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.
Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.
Goal: Cultivate stronger ties between the university, federal and provincial government.
Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogued between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.
Ms. Ashcan Salem
Senior Lecturer
Bahia University
Karachi
Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.
Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A "movement" approach for change holds greater promise for transforming academic culture than the prevailing "organizational" approach.
Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.
The Common Agenda is specifically designed to support a "movement" approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.
A Common Agenda
The Common Agenda is intended to be a "living" document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.
This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society's pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system
VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusively, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.
MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.
GUIDING PRINCIPLES
I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.
We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.
We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to "walk the talk" relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.
THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complementarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as "point persons" for that particular item. A list of "point persons," with their organizational affiliation(s) is included with the common agenda.
ISSUES
ISSUE 1: MISSION AND ACTIONS
Public understanding more and more equates higher education benefits with acquiring a "good job" and receiving "higher salaries." To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.
Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.
Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.
Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogued on every level of society. Organize a series of civil dialogued with various public sectors about higher education and the public good.
ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS
Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.
Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.
Goal: Create broad and dispersed communication systems and processes.
Action Items:
Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).
Goal: Create and support strategic alliances and diverse collaborations.
Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns
ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS
Education should attend to the implicit and explicit consequences of its work, and reexamine "what counts" to integrate research, teaching and service for the public good to the core working of the institution.
Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.
Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education
Goal: Foster a deeper commitment to the public good.
Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development
Goal: Identify, recognize, and support engaged scholarship.
Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions
Goal: Bring graduate education into alignment with the civic mission.
Action Items: Work with disciplinary associations to hold dialogued on ways graduate student training can incorporate public engagement, involvement and service Promote "civic engagement" within academic and professional disciplines according to the disciplines' definition of "civic engagement" Incorporate the concept of higher education for the public good into current graduate education reform efforts
ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM
Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.
Goal: Align governing structures and administrative strategies.
Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.
Goal: Publicly recognize and support valuable engagement work.
Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.
Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.
Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.
Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).
Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.
Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.
Goal: Cultivate stronger ties between the university, federal and provincial government.
Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogued between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.
Ms. Ashcan Salem
Senior Lecturer
Bahia University
Karachi
Rabu, 06 November 2013
School Facilities Maintenance: How Using a Building Maintenance Programme Can Help
Maintaining schools is vital both in terms of ensuring that all
students and teachers have a comfortable environment conducive to
learning as well as in financial terms. School facilities maintenance
strategies play an important role in the school's overall effectiveness,
safety, and financial well-being. With much at stake, school facilities
maintenance should never be left to chance. But where should you begin?
Facilities Maintenance Strategy Development
If your school lacks a maintenance strategy, start by developing one. Preventative maintenance can extend the useful life of buildings, heating and air conditioning systems, electrical systems, playground equipment, and more, making it important to adopt a proactive approach to facilities maintenance. Not only should your team be equipped and empowered to respond promptly to issues, they should also be empowered to do so proactively.
As you develop your strategy, you may find yourself, or others on your team, questioning the need for prioritising preventative building maintenance. Keep these key points in mind and stress them as often as necessary:
Identify and include stakeholders in the process.
In addition to developing a facilities maintenance strategy that stresses preventative maintenance and supports the school's goal of providing a safe, comfortable environment for students and staff, it's smart to invest in a building maintenance program me. Software is commonly used to automate essential tasks in virtually every other field. Today, specialized software does the same for facilities maintenance. Using a building maintenance programme, you can schedule work, assign work, track assets, manage inventory, document service, and much more.
Using your maintenance strategy as a framework, you can configure your building maintenance programme to support your efforts. For example, if you've identified best practices for maintaining your school's HVAC system, configure your software to support those best practices. This may mean setting up an automatic schedule of preventative maintenance or requiring technicians to follow a specific checklist when performing an inspection or repair. You can do something similar for each asset under your care.
In addition to automating preventative maintenance, your building maintenance programme can also help you to quantify the value that your maintenance strategy brings to the school. For example, when it's time to purchase new equipment, you could run reliability reports and calculate the total cost of ownership for equipment the school has owned in the past to help make a smarter buying decision.
If you're responsible for a school's facilities maintenance, you play an important role in the school's long-term success. Create a proactive maintenance plan and use a building maintenance programme to make that plan a reality.
Facilities Maintenance Strategy Development
If your school lacks a maintenance strategy, start by developing one. Preventative maintenance can extend the useful life of buildings, heating and air conditioning systems, electrical systems, playground equipment, and more, making it important to adopt a proactive approach to facilities maintenance. Not only should your team be equipped and empowered to respond promptly to issues, they should also be empowered to do so proactively.
As you develop your strategy, you may find yourself, or others on your team, questioning the need for prioritising preventative building maintenance. Keep these key points in mind and stress them as often as necessary:
- Facilities maintenance saves money.
- Well maintained equipment and buildings last longer; thus, replacement costs decrease over time.
- Increased system efficiency reduces energy costs.
- Fewer large-scale repairs are required which means lower renovation costs over time.
- A proactive response means fewer unexpected problems.
- A proactive facilities maintenance program supports the school's goals of providing a clean, comfortable, and safe environment.
Identify and include stakeholders in the process.
- Conduct a school facilities audit so that you know exactly what you have under your care.
- Identify needs.
- Set priorities and milestones.
- Create a budget
- Train your staff.
- Implement your plan.
- Document your work.
- Review and revise your plan annually.
In addition to developing a facilities maintenance strategy that stresses preventative maintenance and supports the school's goal of providing a safe, comfortable environment for students and staff, it's smart to invest in a building maintenance program me. Software is commonly used to automate essential tasks in virtually every other field. Today, specialized software does the same for facilities maintenance. Using a building maintenance programme, you can schedule work, assign work, track assets, manage inventory, document service, and much more.
Using your maintenance strategy as a framework, you can configure your building maintenance programme to support your efforts. For example, if you've identified best practices for maintaining your school's HVAC system, configure your software to support those best practices. This may mean setting up an automatic schedule of preventative maintenance or requiring technicians to follow a specific checklist when performing an inspection or repair. You can do something similar for each asset under your care.
In addition to automating preventative maintenance, your building maintenance programme can also help you to quantify the value that your maintenance strategy brings to the school. For example, when it's time to purchase new equipment, you could run reliability reports and calculate the total cost of ownership for equipment the school has owned in the past to help make a smarter buying decision.
If you're responsible for a school's facilities maintenance, you play an important role in the school's long-term success. Create a proactive maintenance plan and use a building maintenance programme to make that plan a reality.
Martin Beckett
is an experienced freelance business writer and maintenance manager
based in London. He has worked with many facilities maintenance
companies but found the building maintenance software by eMaint EU was much more practical for his company. For more questions, feel free to connect with him over at Google+.
Jumat, 01 November 2013
The Psychology of Education
On the need for an individualistic educational psychology emphasizing on the central role of the learner
Education and psychology are related in more than just one way and the psychology of education could be related to educational principles in psychology or how education as a discipline is taught within psychology as a subject and how these two disciplines merge. This is primarily the focus of educational psychology which studies how human learning occurs, what ways of teaching are most effective, what different methods should be used to teach gifted or disabled children and how principles of psychology could help in the study of schools as social systems.
Psychological education would be completely focused on learning methods as structured or imparted according to psychological and individual needs of the students. Education would differ according to culture, values, attitudes, social systems, mindset and all these factors are important in the study of education in psychology.
Educational psychology is the application of psychological objectives within educational systems and psychological education as I distinguish here is application of educational objectives in psychological processes. The first focus of using psychology in education is more general and the second approach of using education in psychology is more individualistic. However as far as present study of educational approach to psychology is concerned, there is no difference between individualistic educational psychology and general educational psychology and all interrelationships between psychology and education are considered within the broad discipline of educational psychology.
However a distinction between the more general educational psychology and more specific psychological or individualistic education could help in understanding the nuances of individualistic study and give a subjective dimension to the study of psychology in education. This could also help in making learning systems more student based and according to the needs of culture, society, individual or personal factors. This sort of study with a focus on personal/psychological aspects of learning is not just about social objectives and objectives within educational systems but also about personal goals and objectives and the psychological processes involved in learning. There has to be a clearer demarcation between education in psychology as a general study and individualistic education in psychology as a more specific and subjective discipline.
As of now educational psychology encompasses a wide range of issues and topics including the use of technology and its relation to psychology, learning techniques and instructional design. It also considers the social, cognitive, behavioral dimensions of learning but it would be necessary to make education more personal and individualistic through a special branch with a psychological focus on education so that individual needs are considered. There could be two ways in which this branch of knowledge could evolve - either by strengthening psychological education or individualistic approach to the psychology of education or by having two distinct branches of general educational psychology and individualistic educational psychology.
As in client centered approach to psychology, a psychology of education should also include further research that would highlight the need for individualistic dimensions in learning. Learning psychology is the use of psychological theories for example that of Jean Piaget and Kohler in the study of learning techniques, especially among children. I have already discussed Piaget but briefly Piaget's theory highlights different stages of learning in children and Kohler suggested that learning occurs by sudden comprehension or understanding, however I will not go further into learning theories here. Whereas the focus of educational psychology is on learning techniques per se and the role of the learner is considered only secondary, a branch of individualistic psychology in education could help in emphasizing the role of the learner considering not just their disabilities or giftedness but also their personality patterns. This focus on personality patterns brings out the central role of understanding psychology in educational systems.
Educational psychology studies both the personal approaches to education as in giftedness, disability, learning theories applied to children and adults, and the more general objective approaches to learning as the role of schools as social or cultural systems.
The psychology of education could include the following branches:
General Educational Psychology
1. Learning Systems - As studied from individualistic learning perspectives and generalized learning perspectives, a discussion of the different theories, practices and systems or techniques of learning is an integral part of educational psychology and especially central to general educational psychology.
2. Social Systems - The use of education in social, cultural and economic systems could be considered within the psychological context and this relates to the role of education in society.
Individualistic Educational Psychology
1. Learning Systems - Learning techniques and systems or methods will have to be in accordance with the needs of the children or adult participants and according to skills of the teachers. Needs vary according to personal traits and abilities and individual needs will have to be considered during the learning process.
2. Social Systems - Individual learning psychology will have to be studied according to specific social and cultural backgrounds of the learners and thus a more subjective study of learning approaches and centralized role of the individual in the learning process considering their social, cultural or intellectual background will have to be considered.
Reflections in Psychology - Part II - Saber Roy (2010)
[http://www.saberiroy.com]
Saber Roy - Books
http://saberiroy.tripod.com/books
Education and psychology are related in more than just one way and the psychology of education could be related to educational principles in psychology or how education as a discipline is taught within psychology as a subject and how these two disciplines merge. This is primarily the focus of educational psychology which studies how human learning occurs, what ways of teaching are most effective, what different methods should be used to teach gifted or disabled children and how principles of psychology could help in the study of schools as social systems.
Psychological education would be completely focused on learning methods as structured or imparted according to psychological and individual needs of the students. Education would differ according to culture, values, attitudes, social systems, mindset and all these factors are important in the study of education in psychology.
Educational psychology is the application of psychological objectives within educational systems and psychological education as I distinguish here is application of educational objectives in psychological processes. The first focus of using psychology in education is more general and the second approach of using education in psychology is more individualistic. However as far as present study of educational approach to psychology is concerned, there is no difference between individualistic educational psychology and general educational psychology and all interrelationships between psychology and education are considered within the broad discipline of educational psychology.
However a distinction between the more general educational psychology and more specific psychological or individualistic education could help in understanding the nuances of individualistic study and give a subjective dimension to the study of psychology in education. This could also help in making learning systems more student based and according to the needs of culture, society, individual or personal factors. This sort of study with a focus on personal/psychological aspects of learning is not just about social objectives and objectives within educational systems but also about personal goals and objectives and the psychological processes involved in learning. There has to be a clearer demarcation between education in psychology as a general study and individualistic education in psychology as a more specific and subjective discipline.
As of now educational psychology encompasses a wide range of issues and topics including the use of technology and its relation to psychology, learning techniques and instructional design. It also considers the social, cognitive, behavioral dimensions of learning but it would be necessary to make education more personal and individualistic through a special branch with a psychological focus on education so that individual needs are considered. There could be two ways in which this branch of knowledge could evolve - either by strengthening psychological education or individualistic approach to the psychology of education or by having two distinct branches of general educational psychology and individualistic educational psychology.
As in client centered approach to psychology, a psychology of education should also include further research that would highlight the need for individualistic dimensions in learning. Learning psychology is the use of psychological theories for example that of Jean Piaget and Kohler in the study of learning techniques, especially among children. I have already discussed Piaget but briefly Piaget's theory highlights different stages of learning in children and Kohler suggested that learning occurs by sudden comprehension or understanding, however I will not go further into learning theories here. Whereas the focus of educational psychology is on learning techniques per se and the role of the learner is considered only secondary, a branch of individualistic psychology in education could help in emphasizing the role of the learner considering not just their disabilities or giftedness but also their personality patterns. This focus on personality patterns brings out the central role of understanding psychology in educational systems.
Educational psychology studies both the personal approaches to education as in giftedness, disability, learning theories applied to children and adults, and the more general objective approaches to learning as the role of schools as social or cultural systems.
The psychology of education could include the following branches:
General Educational Psychology
1. Learning Systems - As studied from individualistic learning perspectives and generalized learning perspectives, a discussion of the different theories, practices and systems or techniques of learning is an integral part of educational psychology and especially central to general educational psychology.
2. Social Systems - The use of education in social, cultural and economic systems could be considered within the psychological context and this relates to the role of education in society.
Individualistic Educational Psychology
1. Learning Systems - Learning techniques and systems or methods will have to be in accordance with the needs of the children or adult participants and according to skills of the teachers. Needs vary according to personal traits and abilities and individual needs will have to be considered during the learning process.
2. Social Systems - Individual learning psychology will have to be studied according to specific social and cultural backgrounds of the learners and thus a more subjective study of learning approaches and centralized role of the individual in the learning process considering their social, cultural or intellectual background will have to be considered.
Reflections in Psychology - Part II - Saber Roy (2010)
[http://www.saberiroy.com]
Saber Roy - Books
http://saberiroy.tripod.com/books
Kamis, 24 Oktober 2013
Distance Education Schools
With the myriad of distance education schools out there, there is no
reason why you or everyone should not take forward their education or
vocation. The good news is that several of these schools have found out
the factors that could hold human beings like you back from going to a
conventional school that demands them to stay in the school environment.
As a result, they have designed the courses and classes in a way to
have room for these persons. This indicate that you are the only one
that can delay yourself from moving forward educationally and getting
elevation in your place of work.
While it is good news that there are scores of distance education schools out there, I must advocate you to be very alert. You need to be very cautious if you ever want to move forward your calling and get that much needed increase or elevation in your office. The reason is because there are numerous deceptive distance education schools out there. They have different tactics by which they pick up their victim. They can send you spam emails, asking you to enroll for their program and complete it within a short period of time. Scores of human beings such as you have fallen victim to this means. Furthermore, their fee is often small compared to the legitimate educational institutions. I have to encourage you to evade these schools. They will not help you in the long run. For example, your boss or potential employer will effect a background check on the educational institution you attended and they may detect that the certificate OA€™re making available is deceitful. Let me recap for emphasis sake. Keep away from them.
One of the things you have to demand when searching for distance education schools is accreditation. Accreditation signifies to you that the school has all it takes to hand out the correct certificates that employers of labor will take and consequently give you the piece of work, raise or elevation you deserve. Never settle for the shortcut. Register with the best schools out there and get what you ought to have in the labor market and your office. There are a lot of methods you can avail yourself of to obtain real schools. Yellow pages and the mass media are good sources you should delve into. Plus, the web will help you select them. Never be in hurry when performing this. Make certain you read assessment about educational institutions offering distance education. You can obtain excellent and impartial view on education forums on the cyber web.
Attending a good quality and dependable distance education school is very principal to acquiring employment in our day and acquiring elevation in order to obtain that dream lifestyle you have always sought after. Seek for one today employing the suggestions in this expose. You will be glad you did.
While it is good news that there are scores of distance education schools out there, I must advocate you to be very alert. You need to be very cautious if you ever want to move forward your calling and get that much needed increase or elevation in your office. The reason is because there are numerous deceptive distance education schools out there. They have different tactics by which they pick up their victim. They can send you spam emails, asking you to enroll for their program and complete it within a short period of time. Scores of human beings such as you have fallen victim to this means. Furthermore, their fee is often small compared to the legitimate educational institutions. I have to encourage you to evade these schools. They will not help you in the long run. For example, your boss or potential employer will effect a background check on the educational institution you attended and they may detect that the certificate OA€™re making available is deceitful. Let me recap for emphasis sake. Keep away from them.
One of the things you have to demand when searching for distance education schools is accreditation. Accreditation signifies to you that the school has all it takes to hand out the correct certificates that employers of labor will take and consequently give you the piece of work, raise or elevation you deserve. Never settle for the shortcut. Register with the best schools out there and get what you ought to have in the labor market and your office. There are a lot of methods you can avail yourself of to obtain real schools. Yellow pages and the mass media are good sources you should delve into. Plus, the web will help you select them. Never be in hurry when performing this. Make certain you read assessment about educational institutions offering distance education. You can obtain excellent and impartial view on education forums on the cyber web.
Attending a good quality and dependable distance education school is very principal to acquiring employment in our day and acquiring elevation in order to obtain that dream lifestyle you have always sought after. Seek for one today employing the suggestions in this expose. You will be glad you did.
The Advantages of Joining a Boys School
Boys needs more discipline as compare to girls for their right
upbringing. Thus in reminding this fact in mind many private and
government boys schools have been comes into existence in Delhi. The
fees structure of these schools is also lower as compare to the other
public schools. Now days too many parents tend to get their male wards
admission into OA€™s school. All the boys€™ students are getting the
excellent academic and extra curricular activities to improve their
caliber in each sector of life.
We can conclude some major factors which distinguish boys schools from others in beneficiary manner are as follows:-
Boys are getting complete freedom to explore them:-
There is hardly any chance to impress any girl, make friendships with them, and take them for outing spending unnecessary money for fun activities can be stopped for boys in the boys school. Thus the boys can pay fully concentration towards their career building. Their whole time then devotes to explore their learning the new things without any shyness or gender bias. They can also excel those things such as dance, painting, language expertise, and music, cooking etc. These fields of art and extra talent are also very much career oriented and demands concentration to learn properly, and if your male child will get expertise learning in that then what€™s harm in it.
Boys schools demands strict & disciplined atmosphere in school:-
Any school is meant to learn education. But if we talk about boys separate schools then it dose not means they are separate from the rest of the society or needs to be trained in a separate teaching methodology. But it means that they should be treating in such a manner that will help them in a better way, to make their make over of the whole personality in a cultural and strict environment of the OA€™s schools. The teachers are specially trained for the OA€™s students to make them excel in academics studies as well all the other co-curricular activities. So that after schooling they can also behave in a responsible and dignified manner at home and among the friends.
Boys are not habitual to sit still for too much time:-
By knowing the facts that boys find it difficult to sit still for the long period of time on the same place, Thus teachers have included physical activity in the daily lesson plans, which helps the boys to pay more attention and learn better in boys€™ schools.
Teachers can also use "props" that girls wouldn't be tolerating - like garden snakes or microbes - that will keep boys interested in doing many school activities. Teachers are providing apart from reading and writing assignments - the subjects in which boys tend to struggle the most - can be developed to include gesture and physical active learning in their curriculum. Such type of activities enhances OA€™s psychic about handling challenging tasks in their schools also. In the OA€™s school, boys need not to show off the things in front of the girls. They are always become busy in attempting their various school activities.
We can conclude some major factors which distinguish boys schools from others in beneficiary manner are as follows:-
Boys are getting complete freedom to explore them:-
There is hardly any chance to impress any girl, make friendships with them, and take them for outing spending unnecessary money for fun activities can be stopped for boys in the boys school. Thus the boys can pay fully concentration towards their career building. Their whole time then devotes to explore their learning the new things without any shyness or gender bias. They can also excel those things such as dance, painting, language expertise, and music, cooking etc. These fields of art and extra talent are also very much career oriented and demands concentration to learn properly, and if your male child will get expertise learning in that then what€™s harm in it.
Boys schools demands strict & disciplined atmosphere in school:-
Any school is meant to learn education. But if we talk about boys separate schools then it dose not means they are separate from the rest of the society or needs to be trained in a separate teaching methodology. But it means that they should be treating in such a manner that will help them in a better way, to make their make over of the whole personality in a cultural and strict environment of the OA€™s schools. The teachers are specially trained for the OA€™s students to make them excel in academics studies as well all the other co-curricular activities. So that after schooling they can also behave in a responsible and dignified manner at home and among the friends.
Boys are not habitual to sit still for too much time:-
By knowing the facts that boys find it difficult to sit still for the long period of time on the same place, Thus teachers have included physical activity in the daily lesson plans, which helps the boys to pay more attention and learn better in boys€™ schools.
Teachers can also use "props" that girls wouldn't be tolerating - like garden snakes or microbes - that will keep boys interested in doing many school activities. Teachers are providing apart from reading and writing assignments - the subjects in which boys tend to struggle the most - can be developed to include gesture and physical active learning in their curriculum. Such type of activities enhances OA€™s psychic about handling challenging tasks in their schools also. In the OA€™s school, boys need not to show off the things in front of the girls. They are always become busy in attempting their various school activities.
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