5 Crucial Questions To Ask Yourself When Choosing An Adult Education Degree

Taking a closer look at the current job market all over the world, you would surely wonder how come there is a cornucopia of job offers in the market and yet so many remain jobless for a long time.

At present if you will try to understand the current situation of employment as well as the varying opportunities available to the citizens everywhere in the world, you will find out that you only need to get the adult education degree that will give you the most out of your talents and capabilities. Here are a few more things you need to know regarding selection of adult education degrees so that you will eventually achieve your heart’s desires as far as your future and educational attainment is concerned.

What’s in getting an adult education degree for you?

Know the answers to these questions and you will surely achieve something in your quests for accomplishments and success. First and foremost, the minute you decide to get an education degree, you automatically expose yourself to greater horizons by increasing your chances of penetrating the many prestigious school organizations and institutions.

What about in terms of getting lucrative and fulfilling careers?

When you finally decide to enroll yourself in a particular education program, make it a point that you will have no doubts or whatsoever about the rewards of years of studying the said program. Take extra care to get hold of the education degree that will help you if you find yourself ample opportunities that will sooner or later bequeath you with heaps of options.

What do you want to become in the future, where would you like to work and what level of income would you want to receive?

By doing so, you are already in it setting your own goals for the future. It is alike you are drawing your own blueprint of how you would like to live your life and where and how you would like to live it.

Are you searching for a list of career options that could usher you to greater happiness?

For one, you can always opt for teaching jobs offshore or online. Or better yet, you may likewise later on infiltrate your preferred institution or school organization and make yourself a part of their administration if not a part of their faculty department. On the other hand, you may decide to settle for teaching little kids such as those in the pre-school departments by opting for an Early Childhood education program.

Are you exploring other options of working away from academic institutions?

This would include options to become a Corporate Trainer. It entails dealing with providing education to members of an organization or company. If you are up for rubbing elbows with people in the business or corporate strata, then by all means you must make the choice of taking up Corporate Education degree instead. In either way, you will definitely get the satisfaction you long for by carefully studying and meticulously considering all the factors that are essential to achieving success in life.

Value Oriented Education

There is a profound Indian view about teaching which declares that the first principle of teaching is that nothing can be taught. This paradoxical statement may seem at first sight incomprehensible. But when we look closely into it, we find that it contains a significant guideline regarding the methodology of teaching. It does not prohibit teaching, since it is stated to be the first principle of teaching. It does, however, suggest that the methods of teaching should be such that the learner is enabled to discover by means by his own growth and development all that is intended to be learnt. It points out, in other words, that the role of the teacher should be more of a helper and a guide rather than that of an instructor. This would also mean that the teacher should not impose his views on the learner, but he should evoke within the learner the aspiration to learn and to find -out the truth by his own free exercise of faculties.

The truth behind this role of the teacher is brought out by the contention that nothing can be taught to the mind which is not already concealed as potential knowledge in the inmost being of the learner. One is reminded of the Socratic view that knowledge is innate in our being but it is hidden. Socrates demonstrates in the Platonic dialogue, ‘Meno’, how a good teacher can, without teaching, but by asking suitable questions, bring out to the surface the true knowledge which is already unconsciously present in the learner. As we know, Socrates and Plato distinguished between opinions, on the one hand, and knowledge, on the other. They point out that whereas opinions can be formed on the basis of questionable sense-experiences, knowledge which consists of pure ideas is independent of sense-experience and can be gained by some kind of experience which is akin to remembrance. In other words, according to Socrates and Plato, knowledge is”remembered” by a process of uncovering.

Again, according to Socrates and Plato, virtue is knowledge. Therefore, what is true of knowledge is also true of virtue. just as knowledge cannot be taught but can only be uncovered even so virtue, too, cannot be taught but can be uncovered. But, here again it does not mean that there is no such thing as teaching or that the teacher has no role to play. It only means that the teacher has to be cognizant of the fact the learner has in him a potentiality and that his role consists of a delicate and skilful operation of uncovering what is hidden or latent in the learner. There is, indeed, an opposite view, which is advocated mainly by behaviourists, who maintain that the learner has no hidden potentialities except some rudimentary capacities of reflex responses and that anything and everything can be taught to the learner by suit- able processes of conditioning which can be designed According to the goals in view. Thus Watson claimed that learners can be trained to become whatever you design them to become. According to this view, everything can be taught, all virtues and values can be taught and cultivated by suitable methods of conditioning.

It is not our purpose to enter into a debate with behaviourism. But it is a fact that even behaviourism acknowledges that conditioning presupposes innate reflexes, and that the process of conditioning is dependent upon a reward-punishment system which, whether acknowledged or not, can be explained only if the learner has within him an innate drive towards some kind of goal seeking and fulfilment. In other words, even if we admit that external stimulation and conditioning are effective instruments of learning, it does not mean that stimulation and conditioning could work upon a subject that would be devoid of an innate capacity or drive to respond.

Moreover, the claims of behaviourism have been questioned by several rival theories of psychology. The school of mathematical logic, for example, rejects behaviourism and prescribes that the aim in teaching should be more limited and that the claims as to what can be taught should be more modest. It maintains that the aim of teaching should be to teach procedures and not solutions and that the methods should be so employed that the mental processes are taken in the direction of mathematical logic. The Gestalt psychology maintains that there are in the learner basic perceptual structures and schemes of behaviour which constitute some kind of basic unity. It underlines, therefore, the presence of an innate intuition in the learner and it prescribes intuitive methods based on perception, which are found largely in audio-visual pedagogy. Psychoanalysis has discovered an unimaginable large field of innate drives of which our active consciousness is normally unconscious. But Freudian form of psychoanalysis, which posited eros and than as the two ultimate but conflicting innate drives in man, has been largely over-passed by Adler, Jung and others. Modern psychic research is discovering in the sub-conscious a deeper layer which can properly be termed as subliminal, since it is found to be the seat of innate capacities of telepathy, clairvoyance, etc. As psychology is advancing, we seem to be discovering more and more of what is innate in the learner. At the same time, we, are becoming more and more conscious of the necessity to be increasingly vigilant about the methods which we should employ in dealing with the learner. It is, however, sometimes argued that there is a valid distinction between knowledge and values and that while knowledge can be taught values cannot be taught. But when we examine this view more closely,we find that what is meant is that the methods which are valid and appropriate in the field of learning in regard to knowledge are not applicable to the field of learning in regard to values. We may readily accept this contention, and we may insist on the necessity of recognising the fact that corresponding to each domain of learning there are valid and appropriate methods and that the effectivity of learning will depend upon an ever-vigilant discovery of more and more appropriate methods in each domain of learning. It is clear, for example, that while philosophy can be learnt by a process of discussion, swimming cannot be learnt by discussion. In order to learn to swim one has to plunge into water and swim. Similarly, the methods of learning music or painting have to be quite different from those by which we learn mathematics or physics. And indeed, when we come to the realm of values, we must recognise the necessity of a greater scruple in prescribing the methods which can be considered to be distinctively appropriate to this field.

One speciality of the domain of values is that it is more centrally related to volition and affection, rather than to cognition. And yet, cognition too plays a great role in the training of volition and affection. This point needs to be underlined because of two reasons.

Firstly, it is sometimes assumed that value-oriented education should be exclusively or more or less exclusively limited to certain prescribed acts of volition and that the value-oriented learning should be judged by what a learner ‘does’ rather than what he knows. In our view, this is too simplistic and exclusive, and we should avoid, the rigidity that flows from this kind of gross exclusivism.

Secondly, and this is an opposite, view-it is sometimes argued that learning is primarily a cognitive process and, therefore, value-orientation learning should largely or preponderantly be limited to those methods which are appropriate to cognition. In our view this, too, is a gross exclusivism which should be avoided. We recommend, therefore, that while methods appropriate to, volition and affection should be more preponderant, methods appropriate to cognition also should have a legitimate and even an indispensable place. This is reinforced by the fact that the striving towards values stirs up the totality of the being and cognition no less than volition and affection is or can be stimulated to its highest maximum degree, provided that the value-oriented learning is allowed its natural fullness. Instruction, example and influence are the three instruments of teaching. However, in our present system of education, instruction plays an overwhelmingly important role, and often when we think of teaching we think only of instruction. It is this illegitimate identification that causes much confusion and avoidable controversies. If we examine the matter carefully, we shall find that in an ideal system of teaching, instruction should play a much less important role than example and influence of the teacher. It is true that in the domain of learning where cognitive activities play a more dominant part, instruction through lectures and discussions may have, under certain circumstances, a larger role. But in those domains of learning where volitional and affective activities play a larger part, instruction through methods other than lectures and discussions should play a larger role.

In a system of education, where teaching and instruction are almost identified, there is very little flexibility where example and influence can play their legitimate role. Moreover, our present system is a continuous series of instruction punctuated by home-work and tests which accentuate the rigidity of procedure and mechanical adherence to schedule of time-table syllabi and examinations. In this rigid and mechanical structure, the centre of attention is not the child but the book, the teacher and the syllabus. The methods which are most conducive to the development of the personality of the child such as the methods of self-learning, exercise of free will, individualised pace of progress, etc., do not have even an elbow room. Indeed, if this is the system of education and if we are to remain content with this system of education, most important elements of learning will for ever remain outside this system, and we cannot confidently recommend any effective system of learning, much less any effective programme of value-education.

We envisage, however, that sooner rather than later, our system of education will change in the right direction. We believe that an increasing number of educationalists and teachers will come forward to break the rigidities of our educational system. We think that it is possible to make our system more and more flexible. And we maintain that with the right type of training imparted to teachers, a more healthy system of education will eventually be introduced and will become effective. While on this subject, we would like to make comment on our present system of examinations. Apart from a number of undesirable aspects of our examination system, the one which is particularly conducive to what may be called “anti-value” is the tendency which promotes the idea that passing of an examination and earning of degree is the aim of education. We recommend that radical measures should be adopted to combat this idea and to introduce such changes in our examination system whereby the educational process can remain unalterably fixed on the right aims of education.

We recommend a radical change in the examination system as a necessary condition of any meaningful value-oriented education.

It is sometimes argued that values can best be taught through the instrumentality of a number of subjects rather than through any specific or special subject, whether we may call it by the name of “moral education” or “ethics”, or “value-education”. We feel that there is a great force behind this contention and we readily recommend that a well-conceived programme of studies of various subjects naturally provide, both in their content and thrust, the requisite materials for value-education.

The question, however, is whether our current programmes of studies have been so carefully devised as to emphasise those aspects which can readily provide to teachers and students the required opportunities, conditions and materials for value- education. We feel that much work remains to be done before we can give a confident answer in the affirmative. But even if our programmes of studies are revised, there will still remain the specific area of value education which, in our view, should receive a special, although not exclusive, attention and treatment. In other words, we feel that there should be in the totality of educational programmes a core programme of value-education. This core programme should be so carefully devised that various threads of this programme are woven into the complex totality of all the other programmes of studies. And yet, the central theme of value education would not form a mere appendage of all other subjects but would stand out as the over-arching and the supervening subject of basic importance.

We further recommend that a suitable study of this core programme should form an important part of teachers’ training programmes in our country.

Physiotherapy – Why Choose This Particular Treatment For Tennis Elbow?

If you are often wondering about the best treatment for tennis elbow, then wonder no more. Most available treatments are just offering you a short-term relief. Most are just providing you with a short-term solution that will not be of help if your injury worsen or becomes chronic. Treating an injury like tennis elbow does not stop in the disappearance of the pain. It should start with a healthy lifestyle.

Whether your injury started recently or not, you have to make a correct diagnosis of it. Most people would make the usual mistake of just having their painful condition be relieved and ignore it afterward. They’ll just start worrying about it and start doing something when it becomes chronic. Do you have to wait for the tennis elbow to be chronic before giving it full attention? It’s like finding for the best cure that’s available than preventing the cause of the injury from happening. You have to know that you can do something to prevent any injury from ruining your life completely.

Tennis elbow, also known as lateral epicondylitis, is an injury that is associated with pain in the outer part of the elbow that usually radiates down the forearm, pain when you’re trying to straighten or flex your arm and pain when you try to lift, twist, grasp or grip something. This painful condition is due to either inflammation or degradation of the tendons located in the outer part of your elbow. This is the result of overexertion of the muscles, repetition of movements and stress. How are you going to treat this kind of injury? Physiotherapy.

Yes, you read it correctly. Physiotherapy is the best treatment for tennis elbow and a preventive measure as well. Do you need this even if it’s just a recent injury? Yes, you do. After giving enough rest and applying cold or warm compress to relieve the injury, you must not wait for it to come back before having it diagnosed by a health specialist or a physical therapist.

In Physiotherapy, you are being diagnosed properly and being evaluated accordingly. The activities that you engaged in, your medical history and the degree of pain are major factors that play important role in the assessment of your condition. Physical examination is also a requisite so as to determine exactly what kind of treatment method is appropriate for you.

In physiotherapy, you are not just simply treating the injury. You are also prolonging your life by starting a healthy lifestyle. Physical therapy is more of an educational phase in life wherein you can learn how to incorporate healthy living with your usual activities. You will be able to know the progress of your condition as well as the circumstances that causes injuries the same or related to yours’. This may take a while and you may need to make adjustments in your lifestyle but a little sacrifice is all worth it for the kind of result it is able to give.

It will not only treat you but the things that you will learn from it are the key for you to be able to live your life permanently without pains caused by injuries. As it is always being told, rest and regular exercises with proper diet are the answers against tennis elbow and all these are being provided in physiotherapy. You don’t need to spend more and suffer more with relief treatments th

Energy Education and the Consumer

Household Energy Consumption and Successful Energy Education

Behavior Choices

Two homes constructed the same year, sitting on the same city block, with similar households, can have vastly different energy costs. The furnace can be the same and the water heaters carbon copies, but one household can effectively control their homes energy costs and the other household produces an energy bill, shamefully, out of control.

This is about insulation levels and how well the ducts are sealed, but it is even more about household behavior, energy education, and putting your best, energy-saving, foot forward. This is about parents passing down environmental concerns and expectations to their children and then to grandchildren. It’s about people that lived through the great depression and know the benefit of reducing waste and living with less because that was the only choice.

One thing I’ve wondered, is it easier for a rural farmer, who picks tomatoes and corn out of his own garden, to be energy wise and interested in controlling energy consumption, or is it easier for the Central Park native that buys food from an asphalt fruit stand to understand the importance of conservation? Do you need to know how many tits a cow has before you can be frugal with a gallon of milk?

Which household is more apt to have had the benefit of ongoing parental household energy education? Is it the farmer, as a result of being close to nature and the environment, likely to be the energy saver and need less energy education? On the other hand, perhaps the person that lives in the high rise is more aware of energy consumption and the amount of power it takes to keep a big city running.

Energy educators and power companies have a big job as they work to provide energy education to all kinds of households. Since every household has the potential for both saving energy and reducing energy waste, the energy education challenge is to design a program that can be successful for all households. The gentleman farmer that lives by the creek in the green valley can benefit from energy education and the bank teller in the duplex by central park can also.

If people are aware of energy-saving tools and behaviors, they can, within limits, control their energy consumption and curb energy waste. Consumer education then becomes one of the most cost-effective conservation measures available. Educators work to bring consumer education to the people in four essential areas. The subjects remain pretty much the same, but the approach may vary according to house location, income status, and resident expectations.

energy Education

Energy ED and Behavioral Decisions:

Behavioral decisions is the Energy Educators biggest challenge when providing household energy education. It is the biggest challenge – yet the area with the most potential. People are simply set-in-their-ways and making behavioral changes is a slow and difficult task. How do you get a person to take a shorter shower with a low-flow shower head when they are accustom to relaxing for hours under the hot flow of water with enough water pressure to make a noticeable divot in the skin? The person feels slighted and abused. After all, just how much energy does it take to run a darn shower for an extra twenty minutes anyway?

To change energy wasting behavior, educators try to make a direct connection between the shower they love and the power bill they hate. People learn from their own experiences and their own power bill. Ideal learning opportunities occur when residents make a decision, perform a task or behavior, and do it with their wallet in one hand and their power bill in the other. The educator is often more successful at getting the behavior changed if it is connected directly to the power bill.

Therefore, to change energy behavior, the household needs to have power bill education and a complete understanding of the information that is available on almost all monthly statements. To connect real dollars and cents to behavior is the best way to change wasteful behavior.

Energy ED and Comfort Perceptions:

Basic Comforts

Whenever my daughter complains about a simple hardship, like having to walk home from school in 50 degree weather, I mention her ancestors and the Oregon Trail. If walking home in mild weather was a true hardship, we would still be living in Europe somewhere with everybody else.

A lot of people would like to throw the energy educator out the door the minute they mention 68 degrees and thermostat in the same sentence. Are we all getting ridiculously soft or are the comfort levels we have come to expect simply a dividend of having someone else live in a covered wagon for 4 months.

The energy educator needs to take a two fold approach here. One is to re-train the household into realizing that some comfort expectations are not really needed comforts and the second is to point out that the lack of comfort can have more to do with the lack of air sealing then the setting on the thermostat.

Once the household blames comfort problems on the lack of insulation and the holes in the heating ducts instead of the size of the furnace and the out-of-adjustment thermostat, the household can get back to saving energy in comfort.

Energy ED and Household Operation:

Chances are if you don’t know what the brake pedal does and where it is located, you shouldn’t be trying to drive the car. You can get in the car, stick your elbow out the window, start the car rolling down the road, but it’s all going to be wasted when you can’t get the car stopped. Remember, car insurance covers dents and missing bumpers, but home insurance doesn’t cover energy waste.

Energy education needs to provide training on where your homes brakes are located and how to use them. Only with an understanding of basic home energy systems, can the household use those systems in a more energy efficient manner.

The challenge of the energy educator is to provide the household with a basic understanding of how their homes energy systems work and how they work with each other. With the broad differences in homes spanning more than a hundred years, this is no easy task for the educator.

The educator is like the child with a huge, connect-the-dots puzzle in front of them. The educator completes the challenge by connecting all the energy system dots in a home until they make a complete picture that is understood by the household.

Maintenance

Energy ED and System Maintenance:

Now that the Energy Educator has provided information on the energy systems and how they work together, he or she needs to provide training on the benefit of maintaining those systems. A car that can get 50 miles per gallon will not be able to realize that great fuel mileage if the tires are flat.

With the coming cold weather, the Jones’s decided it was time to finally have insulation installed under the floor. Their feet have been cold long enough and warming their feet was contributing to huge increases in their power bill. Insulation was installed under the floor, but the foundation vents were not repaired which allowed critters to enjoy the newly insulated underfloor as well. As the critters rearranged the insulation, placing a lot of it in the dirt, most of the benefit of installing insulation was lost by not properly maintaining both the insulation and the vents.

One of the most important maintenance items is the heat pump. Households get lulled into a sense of having great energy efficiency once they have the benefit of a heat pump. The energy educators job is to provide information on the importance of having a Heating Contractor service the heat pump system once a year to get the most energy efficiency from the heat pump every year. Once you get a Prius, don’t maintain it it like a John Deere and drive it like a Mustang.

Not an easy job this thing called energy educator. The homes are all different and the household behaviors range from Covered Wagon to Queen Elizabeth. Energy Education remains the most cost effective measure available to both households and power providers for saving energy and increasing energy efficiency. How we live in our homes and how we react to our desired comfort level has a lot to do with the size of our power bill.

So, how much does it cost to stand in a hot shower for an extra twenty minutes? Well, that depends. Fresh water from the hillside spring and a solar water heater, stand there until the clouds come over or the sun sets. But if your taking a shower in the drought region of Tex

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