If pursuing an online education is a relatively new venture for you, there will probably be some frustrations as you get started. But if you prepare ahead of time to minimize those frustrations you'll be much further ahead.
Taking college classes online is an entirely new lifestyle. You have to mentally prepare yourself, and the people you live with, for this new lifestyle. You will have to let them know gently but firmly that you need that time to yourself when distractions are to the minimum. Though online courses are built with flexibility in mind, you will still have to maintain a schedule for your online time in order to meet your goals. Communicate this schedule with your household members. It will make it easier on them and you.
Make sure that you have a computer that is capable of the technologies employed by the college to communicate course material and activities. Also make sure your Internet connection is reliable. If you feel that your computer skills are rusty, brush up on them and try to learn touch-typing before you start your course. It can come in really handy especially if your course employs a lot of discussion groups and chats.
Each online college will have a published set of guidelines and policies. Make sure you familiarize yourself with them. If you feel that certain policies are not being met, bring it to the notice of the authorities immediately.
Make sure that you find out all costs associated with the course before embarking on your studies. Costs that spring up mid-course, when you least expect them are more than just unpleasant surprises. They can potentially be deal-breakers.
It always helps to be proactive. Be proactive before you start pursuing your online education. It will pay off big time.
UG Interfraternity Institute
Undergraduate Interfraternity Institute (UIFI) program & Rosenberg UIFI Scholarship applications now available!
Each year the North-American Interfraternity Conference (NIC) sponsors a five-day leadership institute for fraternity and sorority members. Since its inception in 1990, UIFI has challenged nearly 3,000 fraternity and sorority students representing almost 250 different universities and colleges, and 115 different Greek affiliations to make a difference in the Greek communities.
UIFI is a principle-centered approach to creating change within a Greek community. Lessons learned at UIFI will be beneficial for a lifetime.
UIFI helps participants identify the timeless principles through which they can define themselves individually and organizationally.
UIFI then helps participants recognize how they can act out these principles by honing important life skills in areas such as leadership, group dynamics, service, and organizational change and development.
UIFI also generates a momentum toward positive change in local Greek communities by creating a strong connection among all participants where people feel responsible to each other and to the greater good called "fraternity." Commitment helps UIFI graduates translate their enlightenment into action.
UIFI is an institute, not a conference. As an institute, it offers a unified curriculum to all participants. Each educational component builds on a previous segment and leads into the next. All sessions offer hands-on experiential activities and ample discussion time to address individual concerns. Major sessions are complemented by small group meetings (called chapters) held throughout the session. Chapter meetings are designed to assist each UIFI participant in developing his or her desired leadership skills and goals, gaining new ideas, and creating concrete action plans for his/her return to campus.
At UIFI you will:
- Experience team-building at its best with your fellow UIFI chapter members.
- Learn the value of a Greek environment that promotes academic achievement, ritual-based decision making, and a balanced college experience.
- Be challenged to explore your potential as a leader.
- Tap your power to motivate and encourage others.
- Experience the excitement of "Into the Streets," a hands-on service plunge in the local community.
- Identify what's important to you.
- Be able to recognize signs of group think that interfere with building community.
- Better understand the urgency for change and your responsibility to facilitate it.
- Exchange ideas with other participants and facilitators.
- Receive a resource kit designed to help you involve others in activities similar to those at UIFI.
- Leave encouraged, energized, and confident to face the challenges ahead of you.
- Identify resources which and professionals who will help you achieve your goals and objectives upon returning to campus.
- Translate Awareness Into Action
Living and Learning Together
The intimate living atmosphere, personal attention from quality facilitators, educational sessions which are interactive by design, and constant idea sharing among participants are just a few of the reasons why UIFI has been such a special experience for so many students.
Each session will offer 50 - 60 Greek leaders and 15 fraternity and sorority professionals from throughout the United States and Canada a live-in institute experience. A chapter house will become "home" for our time together. Large group programs are complemented by regular small group meetings in "chapters" of 10 - 12 students. From late night conversations to the one-on-one personal discussions, you're making new friends and supporters for life.
Sessions and chapter meetings are led by professionals committed to helping you achieve your desired outcomes. These professionals are staff and volunteers of fraternities and sororities and campus fraternity/sorority professionals. UIFI is interactive, fun, challenging, inspiring, encouraging, and beneficial.
Triangle Scholarships
To enable Triangle brothers to attend UIFI, Triangle Education Foundation is proud to sponsor 12 scholarships to the 2009 program. These scholarships pay for conference registration. Scholarship recipients are responsible for their travel to/from the UIFI site (Indianapolis or Los Angeles).
If you are interested in going to UIFI and want to attend on a scholarship paid for by the Triangle Education Foundation, you must complete thisapplication and return it to the National Headquarters by April 6, 2009. Once all of the applications have been reviewed, all applicants will be notified as to whether they were awarded a scholarship or not. All remaining procedures and requirements will then be discussed with the final scholarship recipients.
If you have any questions or comments, please contact the Fraternity's
Executive Director
This e-mail address is being protected from spam bots, you need JavaScript enabled to view it
at (317) 837-9640.
Portions of this text provided by the North-American Interfraternity Conference.
| Previous UIFI attendees from Triangle include: | ||||||||||||
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scholarship Media Students
PhD student for Body Image & Media, Nijmegen, (Gelderland), 32 hours per week Radboud University Nijmegen
Job Description
As a PhD student you will be investigating neurocognitive mechanisms. Visual appearance is an increasingly important factor in the distress experienced by many individuals around the world who fail to meet the beauty standard and body image they have set for themselves. An important factor in this increasing striving for beauty and slimness is the continuous presentation of models with unrealistic, retouched or “photoshopped” features, which represent an unattainable goal for most individuals. The current project is aimed at understanding the cognitive and neural mechanisms through which beauty ideals shape the appraisal of our own bodies and those of others, and why some individuals develop body image disturbances while others remain unaffected. Effects of media on body image will be investigated for old and new virtual media (e.g., looking at effects of real and computer generated models), using a variety of experimental techniques (eye-tracking, ERPs, behaviour, fRMI). The PhD student will participate in the graduate program of the Behavioural Science Institute (BSI), present and publish findings at international conferences and peer reviewed quality journals, and combine scientific findings in a doctoral thesis.
Conditions of employment
Estimated maximum salary per month: eur 2500 - 3000
Maximum salary amount in Euro’s a month 2558
Employment basis: Temporary for specified period
Duration of the contract:
Maximum hours per week: 32
Additional conditions of employment:
The candidate will be appointed as a PhD student (0,8 FTE) for a period of five years. The candidate’s performance will be evaluated after 18 months. If the evaluation is positive, the contract will be extended by 3½ years.
Requirements
Doctorate
Candidates need a Master’s degree in Cognitive Psychology, Cognitive Neuroscience, Social Psychology, or a related field, and should show a sincere interest in the study of body image and media. A background and experience in conducting psychological experiments (using behaviour, EEG, eye-tracking, and/or neuroimaging techniques) and enrolment in a Research Master’s programme (Behavioural Science or Cognitive Neuroscience or related) are considered an advantage. Candidates need to be proficient in English and must have excellent writing ability.
Organization
Radboud University Nijmegen Faculty of Social Sciences
Strategically located in Europe, Radboud University Nijmegen is one of the leading academic communities in the Netherlands. A place with a personal touch, where top-flight education and research take place on a beautiful green campus in modern buildings with state-of-art facilities.
The Behavioural Science Institute studies individual human behaviour as a function of its social and physical contexts. The central goal of the institute is to gain fundamental insight into the causal factors and regulatory processes that govern individual human behaviour. The BSI is an interdisciplinary endeavour aimed at exploring the aetiology of individual human behaviour. The PhD student will participate in the Media and Behaviour Lab group which involves a collaboration between Social Cognition and Developmental Psychopathology programmes of the BSI. The BSI is equipped with extensive lab facilities including eye tracking, EEG, and virtual reality, and has access to neuroimaging facilities (e.g. fMRI) at the F.C. Donders Centre for Cognitive Neuroimaging in Nijmegen.
Application
Additional information about the vacancy can be obtained from:
dr. Hein van Schie
Telephone number: +31 (0)24 3612575
prof. dr. Rutger Engels
Telephone number: +31 (0)24-3611818
E-mail address: r.engels@pwo.ru.nl
You can apply for this job before 31-08-2008 by sending your application to:
Faculteit der Sociale Wetenschappen
Faculty of Social Sciences/P en O
Postbus 9104 6500 HE Nijmegen
E-mail address: vacancies@socsci.ru.nl
Fight the Exam Stress
Our life always offers us to take different exams - some or other kinds of trials, where we have to prove our competence, our well being, our determination and our IQ.
Student having to submit his philosophy term paper; surgeon operating for the first time, unemployed, who came for the interview to his potential employer - all of them have the symptoms of the exam stress.
If you are a student, there is no need for me to explain what exam stress is. Sleepless nights, troubled thoughts, loss of appetite, rapid pulse, trembling hands - these are typical manifestations of exam fear. Recent research has shown that it affects all the systems of the human body: nervous, immune, cardiovascular, etc. The scientists from Houston Medical School proved in the course of their research that exam fear increases the possibility of cancer.
Unfortunately, the negative influence of this phenomenon on the students' body and their psychology is underestimated nowadays. Social polls demonstrate that students perceive the exams as a "duel of questions and answers", as a "severe torture" as "intellectual and emotional overload". Writing term papers (e. g psychology term paper) most of them compare with "killing their time".
Yes, exams are important for you as their results influence your social status, your self -esteem, grants, your further perspectives of study and probably your future professional career. Such factors as long awaiting of the exam, some uncertainty when taking your exam card ( it is like sink or swim ) and tough limit of time for your preparation maximize emotional tension. Some foreign and native scientists, having studied this area thoroughly have concluded that from psycho hygienic position exams are undesirable and they should be cancelled. At the same time there is quite opposite point of view, stating that exams stimulate brain activity and increase cognitive and mental activity. American psychologist Sarazon determined that those students who are afraid of exam can considerably improve their achievements and even outdo those who are not scared of them.
The only necessary thing for it - is the encouraging attitude of the professors - they should strengthen students' self-confidence. Surely, praise must prevail over scolding. Only then the exams are useful.
Every person has own optimal level of worry and anxiety, which helps him/ her to achieve the best results. You must learn how to control your stress and extra anxiety to graduate from the university as a healthy person. I hope that these small tips will be of practical help to you and you will forget what exam stress is in the negative meaning of the word.
If exams cause great worry, if you have some symptoms of exam stress (insomnia, rapid pulse, hands trembling and so on) you ought to do something about it. Use breath meditations, repeat formulas of autosuggestion, imagine the picture of ideal exam atmosphere. You also should take three relaxing sessions and reduce the level of stressful tension (a day before the exam, before leaving home for university and half an hour before the exam).
http://www.superiorpapers.com/
Student having to submit his philosophy term paper; surgeon operating for the first time, unemployed, who came for the interview to his potential employer - all of them have the symptoms of the exam stress.
If you are a student, there is no need for me to explain what exam stress is. Sleepless nights, troubled thoughts, loss of appetite, rapid pulse, trembling hands - these are typical manifestations of exam fear. Recent research has shown that it affects all the systems of the human body: nervous, immune, cardiovascular, etc. The scientists from Houston Medical School proved in the course of their research that exam fear increases the possibility of cancer.
Unfortunately, the negative influence of this phenomenon on the students' body and their psychology is underestimated nowadays. Social polls demonstrate that students perceive the exams as a "duel of questions and answers", as a "severe torture" as "intellectual and emotional overload". Writing term papers (e. g psychology term paper) most of them compare with "killing their time".
Yes, exams are important for you as their results influence your social status, your self -esteem, grants, your further perspectives of study and probably your future professional career. Such factors as long awaiting of the exam, some uncertainty when taking your exam card ( it is like sink or swim ) and tough limit of time for your preparation maximize emotional tension. Some foreign and native scientists, having studied this area thoroughly have concluded that from psycho hygienic position exams are undesirable and they should be cancelled. At the same time there is quite opposite point of view, stating that exams stimulate brain activity and increase cognitive and mental activity. American psychologist Sarazon determined that those students who are afraid of exam can considerably improve their achievements and even outdo those who are not scared of them.
The only necessary thing for it - is the encouraging attitude of the professors - they should strengthen students' self-confidence. Surely, praise must prevail over scolding. Only then the exams are useful.
Every person has own optimal level of worry and anxiety, which helps him/ her to achieve the best results. You must learn how to control your stress and extra anxiety to graduate from the university as a healthy person. I hope that these small tips will be of practical help to you and you will forget what exam stress is in the negative meaning of the word.
If exams cause great worry, if you have some symptoms of exam stress (insomnia, rapid pulse, hands trembling and so on) you ought to do something about it. Use breath meditations, repeat formulas of autosuggestion, imagine the picture of ideal exam atmosphere. You also should take three relaxing sessions and reduce the level of stressful tension (a day before the exam, before leaving home for university and half an hour before the exam).
http://www.superiorpapers.com/
Scholarships for PG Courses
Scholarships for Selected Postgraduate Courses for Professionals with Relevance to Developing Countries 2009-2010 is provided by The German Academic Exchange Service (DAAD). Deutscher Akademischer Austausch Dienst (DAAD) – supports a range of postgraduate courses at German universities which aim at providing academically educated young professionals from Developing Countries (including Indonesia) with further specialised studies.
University graduates who have been working for two years in the public or private sector in technical, economical or agricultural fields, in education or development planning are eligible for these grants. The 42 courses differ in respect to fields of study, language and entry requirements. The age limit for the courses is 32 for Doctoral and 36 years for Master programme.
University graduates who have been working for two years in the public or private sector in technical, economical or agricultural fields, in education or development planning are eligible for these grants. The 42 courses differ in respect to fields of study, language and entry requirements. The age limit for the courses is 32 for Doctoral and 36 years for Master programme.
The funds for these scholarships are provided by the Federal Ministry for Economics Cooperation and Development (BMZ). Due to the limited number of DAAD scholarships for its courses, not all applicants accepted for studies by the German universities can be supported. Therefore, institutions are also encouraged to nominate candidates, whose studies they are willing to finance out of their staff development budget. In this case, an accompanying letter with according statements is necessary for the applicant.
The DAAD supports these selected programmes with a certain quota of scholarships and with financial assistance for a special tutoring system. At the end of the course (programmes run 12 to 36 months, depending on the particular institution) participants can obtain an internationally recognized Master’s or in some courses PhD degree.
Target group: Professionals holding an academic degree and with at least two years of experience in the public or private sector in technical, economical, or agricultural fields, in education or development planning.
Language of instruction : German or English, depending on the degree course.
Application conditions:
- Age limit: 36 years of age at the time of application (for some courses 32 years)
- Academic degree (min IPK 2,75 for Master candidates and 3,00 for Doctoral candidates) and at least two years of professional experience after completing S1 degree.
- Confirmation of employment from the candidate‘s employer in the home country and where possible a guarantee of re-employment upon his/her return to the home country
- Two letters of recommendation of recent date
- A statement of motivation for participation in the postgraduate course with emphasis on the relevance to his/her occupation (1-2 pages)
List of DAAD-Scholarships 2009-2010 Study Programs offered
For postgraduate courses held in English: International TOEFL-Language test of a minimum of 550 points (course at FHTW Berlin 580 points) or IELTS-Test Volume 6.0.
Closing date for applications is 4th September 2008 at the DAAD Jakarta Office
Course Commence: September/October of the following year (preceeding German-language course from April or August).
Course Duration: 12 to 36 months, depending on the postgraduate course (see annex).
Special Remarks:
- Participants in postgraduate courses in which English is the language of instruction receive a scholarship for a two-month intensive German language course.
- Participants in postgraduate courses in which German or German/English is the language of instruction receive a scholarship for a six-month intensive German language course. Please note that the candidates must have certain German language certificate at the time of application.
Form and documents to be submitted
1. DAAD Scholarship Form Application
2. Accompanying documents (PLEASE SET IN THE FOLLOWING ORDER)
a) Curriculum Vitae (please use the europass specimen form at Europass)
b) A Statement of motivation for participation in the postgraduate courses with emphasis on the relevance to his/her occupation
c) Two letters of recommendation of recent date, each from supervisor at your company/institution, and from your previous academic supervisor
d) Confirmation of employment from the candidate’s employer in the home country and where possible, a guarantee of re-employment upon his/her return to the home country
e) Academic Degree Certificate (certified copies of original) in Bahasa Indonesia and English/German translation
f) Academic transcript, covering the complete duration of academic studies (certified copies of original) in Bahasa Indonesia and English/German translation
g) Secondary School Leaving Certificates/ijazah SMA (certified copies of original) in Bahasa Indonesia and English/German translation
h) English language certificate for postgraduate courses held in English request an international TOEFL of a minimum of 550 points (course at FHTW Berlin 580 points) or IELTS-Test Volume 6.0. Please do not submit “prediction TOEFL”. For postgraduate courses held in German: please see the details on the course list. Certain level of German language exam may be required before admission to the course.
Applications must reach DAAD Jakarta Office before the deadline. Any incomplete applications handed in after the deadline can not be taken into consideration.
ALL DOCUMENTS MUST BE SUBMITTED IN TRIPLICATE
DAAD Jakarta Office
Summitmas I Building 19th Floor
Jl. Jend. Sudirman Kav. 61-62
Jakarta 12190
Contact person: Endah C. Anggoro
E-mail: Endah@daadjkt.org
Tel.: (021) 520 0870; 525 2807
Fax.: (021) 525 2822
E-mail: info@daadjkt.org
ExperienceOnline Edu
Online Education has been around for a several years and has been the target of many skeptics. Many skeptics feel that there is not enough interaction with the teachers and other students to make a virtual campus as educational as a traditional campus. They also feel that the material is not as educational. While this is dying out as a topic on the critics list, because they are being proven wrong, I felt this was pretty interesting. I have attended both types of universities, online and traditional. I have to disagree with all of the skeptics statements.
I personally attended a traditional campus throughout my freshman year. During this time, I don't think I spoke to ten students and I was never able to contact my teachers. After sitting through a two hours lecture that they called class, I usually was so brain dead from trying to soak up all of the information or too tired to think of questions that I had. So, I would go home ponder on the lecture and come up with questions. At this point it was too late to ask them. How does this benefit anyone? I don't think it does.
However, when I began to obtaining my online education as a sophomore, I found there was so much more interaction. I could e-mail my teachers and get a response from them usually within twenty four hours. I also found that I was not embarrassed to ask any questions. As a student, I often wondered if my questions were stupid or ridiculous. I was always afraid to ask, for fear that I would get laughed at by other students or that the teacher would look at me and say, "Duh." Which never happened, but it was always in the back of my mind. I have had discussion through chat sessions, e-mails, and phone conversation with hundreds of other students throughout my sophomore year. I personally have enjoyed the experience so much that I have decided to continue my online education and obtain a four-year degree.
The material that has been covered in my online education institute has been as challenging, if not more so, than when I attended a traditional university. I have had a large increase in my GPA as an online student. This is mostly due to the fact that I can review the material as many times as I want and add to the material whenever I want. In my freshman year at a traditional university, I spent many hours sitting in a classroom listening to lectures. After I left the lecture, I had several questions, as I stated above, which never got answered. The other problem was that the teachers speak very quickly and it is almost impossible to catch every point that they make. The next time I would go to the class, the teacher would have a pop quiz or a test on the lecture. I did not score very high on these.
After I thought about my personal experiences with online versus traditional education experiences, I began to wonder how others felt that had been in both atmospheres. I began looking at forums and talking with other students at my online university. There are hundreds of students that feel they are getting a better education at an online university than they were at a traditional university. But I guess the critics have to have something to talk about.
Online education is not easy. It takes a lot of self-discipline and responsibility, but it does work. My personal experiences are proof that you can get a decent online education. Is it for everyone? No, there are many people out there that need to have the classroom atmosphere for different reasons. Traditional classrooms offer a motivated work environment instructed by an educator. Some people need that in order to complete their degree program. They need to have someone motivate them. They need to have a teacher tell them that there assignment is due on a daily basis or weekly basis. That is not a bad thing. But, that doesn't mean that online education is any worse or better than a traditional classroom either.
You're free to publish this article as long as you included the Author Bio with an active link to the author's site.
I personally attended a traditional campus throughout my freshman year. During this time, I don't think I spoke to ten students and I was never able to contact my teachers. After sitting through a two hours lecture that they called class, I usually was so brain dead from trying to soak up all of the information or too tired to think of questions that I had. So, I would go home ponder on the lecture and come up with questions. At this point it was too late to ask them. How does this benefit anyone? I don't think it does.
However, when I began to obtaining my online education as a sophomore, I found there was so much more interaction. I could e-mail my teachers and get a response from them usually within twenty four hours. I also found that I was not embarrassed to ask any questions. As a student, I often wondered if my questions were stupid or ridiculous. I was always afraid to ask, for fear that I would get laughed at by other students or that the teacher would look at me and say, "Duh." Which never happened, but it was always in the back of my mind. I have had discussion through chat sessions, e-mails, and phone conversation with hundreds of other students throughout my sophomore year. I personally have enjoyed the experience so much that I have decided to continue my online education and obtain a four-year degree.
The material that has been covered in my online education institute has been as challenging, if not more so, than when I attended a traditional university. I have had a large increase in my GPA as an online student. This is mostly due to the fact that I can review the material as many times as I want and add to the material whenever I want. In my freshman year at a traditional university, I spent many hours sitting in a classroom listening to lectures. After I left the lecture, I had several questions, as I stated above, which never got answered. The other problem was that the teachers speak very quickly and it is almost impossible to catch every point that they make. The next time I would go to the class, the teacher would have a pop quiz or a test on the lecture. I did not score very high on these.
After I thought about my personal experiences with online versus traditional education experiences, I began to wonder how others felt that had been in both atmospheres. I began looking at forums and talking with other students at my online university. There are hundreds of students that feel they are getting a better education at an online university than they were at a traditional university. But I guess the critics have to have something to talk about.
Online education is not easy. It takes a lot of self-discipline and responsibility, but it does work. My personal experiences are proof that you can get a decent online education. Is it for everyone? No, there are many people out there that need to have the classroom atmosphere for different reasons. Traditional classrooms offer a motivated work environment instructed by an educator. Some people need that in order to complete their degree program. They need to have someone motivate them. They need to have a teacher tell them that there assignment is due on a daily basis or weekly basis. That is not a bad thing. But, that doesn't mean that online education is any worse or better than a traditional classroom either.
You're free to publish this article as long as you included the Author Bio with an active link to the author's site.
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