| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LIFE LONG LEARNING RELATION COMMUNITY": |
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Life Long Learning in Relation to Community Work., 2002.
This paper discusses the likelihood of ongoing education as part of the career of the community worker.
1,650 words (approx. 6.6 pages), 10 sources, $ 62.95
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Abstract
This paper discusses the likelihood of ongoing education as part of the career of the community worker and the enterprise of community work. Mention is made of how adult learners such as community workers differ from minors, and also, a few theorists of adult education in order to show what is needed by those who are called upon to teach adults.
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Long Distance University Learning, 2001.
Overview of this type of learning system. Effectiveness compared with classroom-based education.
1,125 words (approx. 4.5 pages), 6 sources, $ 39.95
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From the Paper
"Long distance university learning is touted by many as the coming thing. Different forms of long distance learning have been in use for decades, including the use of television broadcasts, videotapes, telephony, radio broadcasts, and now the computer and the Internet as ways of connecting teacher and student over a distance. Such services can be in real time, as when a lecturer is transmitted by closed-circuit television to distant sites, or on-demand, as when a lecture is placed on the Internet to be accessed at the convenience of the student. The trend toward this type of learning system is growing because of the convenience and a reduction in expenses, but at the same time, critics point out that there is also a loss to the student in not having the classroom experience and the direct contact of the face-to-face system of a traditional classroom."
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Learning from 'Don't Waste Your Life', 2006.
An analysis of the book "Don't Waste Your Life" by John Piper.
1,125 words (approx. 4.5 pages), 1 source, $ 44.95
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Abstract
This paper briefly summarizes and reviews each chapter of the book "Don't Waste Your Life" by John Piper, in which he discusses the concept of living a life with purpose and passion for Jesus. The paper discusses ways in which each of his major topics are especially relevant or important to current or future church leaders and what they might gain from his lessons.
From the Paper
"In the first chapter of John Piper's recent book 'Don't Waste Your Life', Piper remembers his childhood and early life and the signs and messages he received that he later realized were pointing him on the path towards the clergy. Some of the signs were obvious and directly relevant to church life, but others were more subtle, like those found in the words of popular music and what seemed to be random coincidence. From his experiences described in this chapter, the reader can also learn to see patters in his or her life, to find the experiences that have shone light on the path that they are following, leading them to their calling as a church leader."
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Work Life and Family Life, 2003.
Discusses issues involved in these two major aspects of life.
1,800 words (approx. 7.2 pages), 10 sources, $ 63.95
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Abstract
Shows conflicts between the two. Examines the problem of achieving a balance between both. Discusses stresses felt by workers and the need of employers to be less demanding and workers to accept responsibility for balancing their lives.
From the Paper
"There are several unique phases of individual growth identified by Stanley (2002), as moving the individual from a first adolescent job to graduation from high school or college and on to working and living as a single adult, moving into autonomous ..."
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"Life After Life" ( Raymond Moody ), 1996.
Examines 15 common stages of experience of near-death phenomenon(NDE)
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
" This study will examine the fifteen different kinds of experiences described by Raymond A. Moody, Jr. in Life After Life: The Investigation of A Phenomenon---Survival of Bodily Death. These experiences are features of the dying experience. Moody's book depends on the accounts of individuals who have "died" and returned from that experience. Therefore, it cannot be seen as a scientific work. Moody admits that a "proof" of these experiences are not "presently possible" (xvi). If the reader is to get anything out of the book, he or she must open his or her heart and mind to the possibility of the near-death experience.
Moody wants to try to answer the question "What is it like to die?" (1). For such an answer, he goes to people who have had, or who claim to have had, an experience in which they have physically "died" and come back to life. They are the only ones.."
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E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, $ 35.95
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Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
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Origins and Principles of Organisational Learning, 1999.
A contemporary review of the contributing research, theory, principles and practices which which underpins organisational learning and the learning organisation.
5,844 words (approx. 23.4 pages), 19 sources, MLA, $ 140.95
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Abstract
This paper surveys the main contributors to the theory and practice of organisational learning. It begins with a brief discussion on the origins of organisational learning and the environmental conditions, which have contributed to the recent rise in popularity in the methods and practices of the learning organisation. The contributions of Senge, (1990), Pedler M, Burgoyne J & Boydell T, (1996), Argyris C & Schon D, (1978, 1996) and Dixon N, (1999) to the organisational learning debate are compared and contrasted in order to gain an overview of the principles and practices involved.
From the Paper
"Personal mastery is the cornerstone of the learning organisation as depicted by Senge, (1990). It is seen as the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively. In this sense personal mastery is not about the acquisition of particular sets of skills and knowledge; rather it embodies two underlying processes which facilitate a more fundamental and transferable learning namely clarifying what is important and learning how to see reality more objectively. In practice the application of these processes at an individual level produces a ?creative tension? resulting from the juxtaposition of vision (what is important and desirable) and a clear perspective of reality (the current position). Such creative tension produces a force with the energy necessary to bring the two together."
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Lifelong Learning, 2007.
An overview of the definition and principles of lifelong learning.
3,109 words (approx. 12.4 pages), 13 sources, MLA, $ 90.95
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Abstract
This paper looks at how lifelong learning is a term that refers to a variety of programs to keep the modern worker up to speed on changes in his or her field and to make education an ongoing process. It discusses how lifelong learning is a reality for many and a goal for many more, while even more people may have no idea what it means even if they participate in it to some degree. The paper also examines how lifelong learning has a clear economic benefit when applied to job situations and to the needs of companies and how it benefits the individual in many ways, some economic, some social, and some in terms of personal self-actualization.
Outline:
Introduction
What is Lifelong Learning
Lifelong Learning--Context and Frameworks
Organizational Learning and Learning Cultures
Work Based Learning
Lifelong Learning and Community Development
Lifelong Learning and Civic Participation
Learning Society: Myth or Reality?
Conclusion
From the Paper
"Collaborative learning involves interpersonal processes by which a small group of students work together to complete an academic problem-solving task meant to promote learning. Under the collaborative learning approach, collaborative activities lead to emergent knowledge, which is the result (not summation) of interaction of the understandings of those who contribute to its formation (Whipple, 1987, p. 5). Collaborative activities enhance learning by allowing individuals to exercise, verify, solidify, and improve their mental models through discussions and information sharing during the problem-solving process. "
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Instructional Technology and Learning Disabilities, 2008.
An analysis of the role of instructional technology in the teaching of children with learning disabilities.
26,086 words (approx. 104.3 pages), 70 sources, APA, $ 249.95
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Abstract
This paper discusses learning in children with learning disabilities. It discusses the need for interventions and how they are more likely to succeed and to bring about successful outcomes if applied early and carried out by teaching experts. The paper specifically focuses on the role of instructional technology and how this can aid teaching children with learning disabilities.
Table of Contents:
Introduction
Section One
Learning Disabilities and Variations in Younger Children
Definitions and Overview
The Problematics of a Definition of Learning Disorder
Definitions and General Characteristics
Towards a Working Definition of LD
Overview of Learning Disabilities and Related Disorders
LD Characteristics and the Differentiation of Student Learning Needs
Characteristics and Variables
ADHD
The Issue of Multiple Intelligences
Dyslexia
Co-occurrence
Section 2
Learning Technologies and Learning Disabilities
Introduction: Overview of Learning Technologies
Advantages of Technology in Instruction
Control and Manipulation in Learning Among Sixth Graders
UDL
Other Aspects and Advantages of Technological Instruction
Technology, Confidence and Self-image
Instructional Technologies and Learning Disabilities
A Brief Overview of Theoretical Concerns
Theory and Instructional Technology for Learners with Disabilities
Various Assistive and Instructional Technologies
Specific Areas: Listening
Speech and Language
Reading
Writing
Language
Mathematics
Computers
Conclusions
From the Paper
"There is little doubt the advent of new technical innovations and computer assisted methods will increase and that there will be more methods of helping the learning disabled student on the market in the future. There is also no doubt that these technological means and methods do play a very important role in helping the learner in the modern educational context - and particularly the sixth grade student and other young adolescents."
"However what should be continually borne in mind is that technology changes the environments in which we work and learn. These changes should be researched and studied so that the impact of technology does not usurp those positive aspects from previous teaching methods and techniques that have proven to be of worth. There is a tendency in the excitement about new technologies in some quarters to, as it were, to " throw the baby out with the bath water". In other words, while technology undoubtedly brings great advances in the field of learning disabilities, it should also be treated with caution and 'interrogated' so that only the most effective and helpful technologies are employed."
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Learning Disabilities, 2002.
A look at the types of, causes of, and how to deal with learning disabilities in the classroom and in adult life.
2,153 words (approx. 8.6 pages), 9 sources, MLA, $ 67.95
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Abstract
This paper provides an insight into learning disabilities, neurological disorders that affect people?s ability to either interpret what they see and hear or to link information from different parts of the brain. It looks at how these limitations show up in many ways in individuals who are generally of average or above-average intelligence and how specific difficulties with oral and written language, coordination, self-control, or attention can extend to schoolwork and can impede learning to read, write, or do math. It also examines how learning disabilities may also cause major difficulties with organizational skills, social perception, and social interaction.
Outline
Introduction
Types of Learning Disabilities
Causes of Learning Disorders
Dealing with Learning Disabilities in the Classroom
Learning Disabilities in Adulthood
Recent Medical Research
From the Paper
"Difficulty manipulating small objects, poor balance, awkwardness with walking, running or climbing and a poor sense of surroundings can indicate a disorder involving motor skills and can affect the ability to learn, but do not meet the criteria for a specific learning disability, such as developmental speech and language, or academic skills disorder.
Problems regarding an individual?s social skills may indicate a learning disorder. Disinterest with, or difficulty in interaction with one?s peers, overly aggressive or withdrawn attitudes, sudden and extreme mood swings and/or frequent crying or tantrums are some signs of learning disabilities."
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The Effects of a Learning Disability, 2007.
This essay considers the effects that having a learning disability, such as attention deficit disorder (ADD), can have on a person's life.
2,074 words (approx. 8.3 pages), 7 sources, MLA, $ 65.95
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Abstract
In this article, the writer relates that learning disorders can be lifelong conditions, which, in many cases, can seriously affect many aspects of a person's life: work or school, family life, daily routines, and, in some cases, personal relationships and friendships. The writer notes that in some people, there are often many overlapping learning disorders, while others may just have a single learning difficulty that has little impact on other parts of their lives. This paper looks at the effects of having a learning disability by examining the ways in which the disability affects thinking and problem solving.
Outline:
Introduction
Identifying Learning Disorders
Developmental Language and Speech Disorders
Academic Skills Disorder
Conclusion
From the Paper
"A learning disorder cannot be diagnosed in the same sense as mumps or chicken pox, which is conditions that have a single, known cause, and which follow a predictable set of symptoms. Rather, LD is a broad term, embracing a pool of possible causes, treatments, symptoms, and outcomes. This is partly due to the fact that learning disorders can appear in many different forms, which makes any diagnosis complicated. However, not all learning problems are essentially learning disorders. Some children are just slower in developing certain skills, due to natural differences in their rate of growth and development."
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Blended Learning, 2007.
This paper explores blended learning as a teaching methodology for grades K-12.
2,050 words (approx. 8.2 pages), 27 sources, APA, $ 64.95
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Abstract
This paper explains that blended learning describes learning or training events or activities where e-learning is integrated into traditional forms of training by using many methods and resources that are derived from multiple information sources. The author points out that the unstructured learning environment, which characterizes blended learning, allows students to learn in the way that best suits them. The paper relates that on-line learning can be used in all grades but this use varies greatly depending on the grade and the teacher's own abilities to maximize the use of the computer and the Internet.
Table of Contents:
What is Blended Learning?
Characteristics of Blended Learning
Blended Learning K-12
Conclusion
From the Paper
"Blended learning must take place in both an on-line and off-line setting. The dual setting of on-line and off-line learning are combined to administrate the sharing of content, establishing and continuing communication, and stimulating interaction. The web enhances learning in that it aids in the pragmatic goals as well as augmenting the pedagogical goals. Another feature is that there is both structured and unstructured learning. Unstructured learning can take place on-line through both synchronous and asynchronous conversations (ie. on-line chats and also message boards)."
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Cooperative Learning, 2002.
A discussion of cooperative learning including its history, the current status of the theory and a classroom implementation plan.
6,969 words (approx. 27.9 pages), 18 sources, MLA, $ 157.95
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Abstract
This paper examines the concept of cooperative learning, the instructional use of small groups in which students work together to maximize their own and each other's learning through reaching shared goals. Through a literature review it evaluates the advantages of cooperative learning over competitive learning, grades, test scores, etc. and other methods. It looks at the general theory and provides a general implementation plan for applying it to today's classroom.
Outline
Introduction
History of Cooperative Learning
Current Status of Cooperative Learning Theory
Specifying the Precise Elements of Cooperative Learning That Maximize Learning Outcomes
Distinguishing Cooperative Learning Methods From Other Methods
Implementation of Cooperative Learning Strategies in The Classroom
The General Implementation Plan
Specific Example of Classroom Lesson
Summary
From the Paper
"It should be noted that structures can be used over and over again. They can also be used with almost any subject area and in a variety of grade levels. Every structure incorporates positive interdependence, individual accountability, and simultaneous interaction. Further, it is important that teachers understand that in terms of implementing cooperative learning strategies, these instructional models should not take over the whole classroom. There should still be individualized instruction throughout the day; however, all students can benefit in some way by listening to and working with others during at least some of the class period."
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E-Learning, 2003.
An in-depth study of the implementation of e-learning in the corporate world, primary and secondary education, and in higher education.
6,429 words (approx. 25.7 pages), 26 sources, MLA, $ 148.95
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Abstract
Developments in information technology are constant, and their applications are ever-changing. Since the Internet?s inception, continual advancements have altered the way in which people live, work, and communicate. One of the most up and coming trends in the field is instruction and learning through electronic means, e-learning. It is infiltrating business, as well as educational environments. The core of educational learning has traditionally been focused around a classroom setting. With the utilization of e-learning, that is changing. Classes and entire degree programs are now being offered online without the need for physical meetings or a central location. E-learning is altering informational exchange among students and between teachers and students. This paper first uncovers the ways in which businesses have been utilizing e-learning thus far. Like all aspects of IT, e-learning faces potential problems. Basic guidelines for proper e-learning implementation, learned from successful and unsuccessful programs, are then presented. Next, primary, secondary, and higher educational centers usage of e-learning is examined. It concludes with a discussion of the business of e-learning, aside from corporate training and education.
From the Paper
"While corporate America and American universities increase the market for e-learning, other potential business opportunities exist throughout the world. Many overseas markets remain virtually untapped. As many businesses have begun sending workers overseas as a result of corporate globalization, the need to find a platform on which to train them has been a boost to the e-learning market. Click2learn was one of the first companies to break into the market overseas by signing and agreement with CSS Group, a Russian technology distributor, to bring Click2learn?s e-learning platform into the Russian market. This provides a significant advantage and cost savings to the Russian companies by allowing them to skip all of the previous training technologies and move straight into the more advanced e-learning market."
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