Pan World University Creating a Difference in Distance Learning and Job Winning Resume

Distance learning had its beginning at the top of the nineteenth century in Britain, in the university, for professionally trained workers. Later, the initiative was taken to other countries of the world in the process of modernism and in order to cover the lack of technical experts in various fields.

There are different online universities putting their contribution to further spread this formula of education across all levels of the society. Pan world University is ranked as one of the top contributor in these efforts, delivering high quality education to working adults and making quality education accessible to them in an affordable manner.

Pan world University is a fully accredited online university, which is maintaining educational standards of highest level since years. It has come out as an alternative to classroom training and working hard to address the educational deficiencies posed a society in constant progress.

Since this mode of education is gaining popularity among masses. More people are inclined towards Pan World University. More than 30 million students worldwide have chosen this method of teaching and learning. Pan world University provides a variety of degree programs with diversified list of majors which gives students an opportunity to choose the career they want.

Recipients of distance education at Pan World University:

Pan world University gives an opportunity for all those individuals who for personal, social, geographical or other reasons cannot access education through traditional method. It also facilitates access to various courses for those who carry out other studies, work or have little time.

Resume is considered as your written representation before your actually enter the corporate world. The objective of your resume should be to tell the employers what you are looking for in your next job. It should be more goal oriented with a career target headline and a value-oriented profile, ensures that employers know that you can meet their needs.

Pan world University aims to develop students in a way that fulfills their ambitions and help them to get their desired jobs. Career center at Pan World University help their students in formulating a job winning cover letter & resume. Students are required to follow a simple process and they can get their job winning resume.

  1. Students are required to provide their current resume, mentioning their career level at present.
  2. Expert professional writers will assess their current resume, and then after analyzing their career goals they will start working on it, according to the details provided.
  3. After the completion of resume or cover letter writing, the updated documents will be send to the students within 3 working days and if the students need it on urgent basis then they can ask their counselor and he will answer to their request, if possible.
  4. Incas if the student is not satisfied with his/her final resume or cover letter and need to change something on it, than he/she can use the “post revision option” and Pan world’s consultants will revise it for them-again, free of cost.

Get Into the Career Field of Your Choice With Distance Learning in University Courses

When it comes to pursuing a university degree through distance learning rather than through a traditional school, there is a difference in what it takes to complete it. The main thing is that getting an education through distance learning largely means that the student is working their own.

There are not any close classmates who can wake you up in the morning and say time to get ready for school. The distance learner will need to be self-disciplined enough to be able to hit the books and study for tests.

Papers will also have to be written, because online learning depends mostly on papers to be able to express what has been learned to a distant teacher. Students who studied in university will need to be prepared to do more writing than students in a traditional classroom.

If you are self-disciplined, then you also have an opportunity to be able to complete your university degree in less time, too. This can be a real advantage if you are in a hurry. You also have the opportunity to study when you find it convenient.

On the other hand, if you are a very social person and think you would do better in the strong social environment of traditional universities, then that may be the better choice for you. You could make a lot of friends at a physical campus, and possibly even meet a future mate. It will have to be your decision.

Obtaining a university degree through distance learning methods is a great way to get to you wants to go in terms of career choices. Accredited degrees can be easily found after complete studies in universities and you can get started almost any time – depending on the university you go to. This enables you to choose the courses you need and begin toward the success you want.

All universities let you study for most any field, although some career fields out of necessity will require some on campus time. The time you need to spend on campus will probably be a year, or less, and this requirement may change as more and more materials are prepared for in universities classes and distance learning students.

The universities teaching environment continues to change for the better. Students that is fearful that they may not be able to benefit as much from choice courses as they could from the classroom, may find that this, too, could be a passing thing.

One teacher, for instance, is finding ways to increase learning through a more human touch for students in studies programs. many videos Douglas E. Harsh feels enable students to feel more in touch with the professor and seems to also add a higher degree of retention and interest from students in distance learning courses.

Distance learning provides a tremendous opportunity for people everywhere to be able to gain the education needed without having to leave home. While this form of education is not for everyone, distance learning can be a powerful way for students who want it to get certified, get an online degree, or simply take continuing education classes. Here are some tips to help you make it work.

Have a Good Attitude toward Education

Taking universities courses for the right reason and with the right motivation will go a long way toward helping you complete your education goals. You should realize that real success with most anything usually means some work is involved. If you are looking for an easy way to get a degree, remember that you will get out of it what you put into it.

Choose the Right university

Instead of selecting a university based on its price or ease of courses, select the one that will do you the most good in life. This means making sure that it really is an accredited universities, and, if you are taking it for career training purposes, make sure that it is recognized in that field for best results. Also, make sure that the teachers have real experience in the field.

Choosing the right university also means that you choose one that offers you the flexibility for study that you need While some universities permit students to pursue their courses at their own pace – many do not. Some may also require a mix of studies and on-campus courses. You will have to look this matter over carefully until you find one that is a math for your needs.

Set Up a Regular Study Time

The amount of time you set aside for study, just like in a traditional university setting, will at least partly determine your level of success. Make sure that you set aside enough time to do reading, research, write papers, participate in discussions, etc., so that you get the grades you are capable of, and will realize your money’s worth when completed with your distance learning program.

The Study Your Child With Online University and Get Reward

Studying at an online university means that individuals will be able learn no matter where you are. However, the learning style that you may experience studying on campus as oppose to studying at an online university varies a lot. Individuals can expect to have a slightly different experience depending on which college, university or company is providing the degree online.

The interface of the website should be easy, with a simple log in. Individuals will then have to work out how to access the notes, reading materials, where to upload assignments as well as where to communicate in the forum which works to be like an online tutorial. It is best to speak to the university directly if you are having problems with the interface.

Many individuals opt to study online for a range of reasons. Sometimes, it can be difficult to understand why we have chosen to complete an online degree. In order to understand this, individuals should review their circumstance every year. This will assist them to know if they want to enroll in or continue to study in an online university.

In reviewing this, individuals should see how much they have learnt and therefore how valuable is the knowledge they have learnt. You can also review the time you’ve spend on studying versus the benefit of the time spent on studying rather than on other things. Finding out your goals can also assist you to understand whether or not studying online can assist your to get closer to your closer or further away.

Many people would be aware that the employment numbers have lowered over the past few years due to the recession. This is makes it more difficult for individuals who have been let go in the past to find a suitable job. For some individuals, this remains still a struggle.

An online degree can help individuals focus on learning and exploring better paths of employment without missing out on the interviews. Here you will be able to find affordable degrees related to the career you would like to be in and still be able to have a wide availability to attend to interviews all week round. You can also cut cost on baby sitters and day care centers by working at home with your children.

A distance education degree is a great way for individuals to expand their knowledge on a particular topic or area of interest. This can mean more potential jobs as you will be seen taking your work more seriously by wanting to expand your skills. Many managers and CEO enjoy seeing their employees wanting to learn so much that they have taken initiative to do so in their spare time.

Other than providing you with a list of better jobs in the future, it can also make your passion or interest grow even more. It can also help you find what you are particularly interested in doing with the rest of your life. This can be a huge reward.

Lazarus Accepted Into Emory’s Clinical Psychology Program in University

Total involvement in best University’s psychology program best describes Amber Lazarus’ collegiate experience being involved more than allowed the Hills dale, NJ, resident to compete successfully against about 350 applicants for the six to eight positions in Emory University’s PhD.

Program in clinical psychology

Lazarus will enroll at Emory, located in Atlanta, this fall and work with Dr. Marshall P. Duke, director of the clinical psychology program. She will receive full tuition remission and a monthly stipend. At some point in the program, she may also be a teaching assistant for a statistics class.

At Rider, she was an outstanding student who graduated sum-ma cum laud on May 11. She conducted research with two professors, was co-author of eight papers with them, and made several professional presentations based on the papers.

She had two meaningful field placements at Princeton Child Development Institute (PC DI) for autistic children and Medallion Care, a treatment program for adults with a variety of psychiatric needs. She also had a minor in social work.

“The psychology courses I took at Rider were great and all the professors were very encouraging,” Lazarus said about her Rider experience. “The support I received was very important.” She noted Professors Gary Briticism, Michael Epstein and John Super were especially helpful to her.

Lazarus conducted research on children with disabilities with Briticism, who also coordinates the psychology field placement program. She also conducted research with Epstein, her advisory, on memory and learning as it related to his Immediate Feedback-Assessment Testing (IF-AT) procedure. They will have an article published on the IF-AT procedure in the spring issue of The Psychological Record.

Before taking super’s class, “Theories of Psychotherapy,” she read a book he wrote about his experiences. “That opened my eyes, and that is when I wanted to become a clinical psychologist,” she said.

She enrolled at Rider as an education/mathematics major. She said she loves math and also likes psychology. In her first semester, she met Epstein and became in interested in majoring in psychology. “It just felt right,” she said about her decision.

“Amber is an outstanding student who proved our psychology graduates can compete with anybody,” Epstein said. “Emory has a fine, highly reputable program in clinical psychology. She demonstrated competence in a variety of research projects and has participated in every phase of our program.”

The three papers Lazarus wrote with Briticism and the five with Epstein were all presented in poster sessions at the Eastern Psychological Association meetings the last three years. Conducting research, writing papers with their professors, and then presenting them at conferences is an experience several Rider psychology majors have enjoyed over the years. Defending their work before faculty, graduate students and undergraduates from other schools helps give them a competitive edge.

Although she has graduated and her internship with Medallion Care has ended, Lazarus continues to work part-time at the center through the summer. She also worked part-time last summer at PC DI after interning there during her junior year.

That’s being involved in your college career. Of her decision to attend Rider, Lazarus simply said, “It was probably the best decision of my life.”

Rider University Student Wins East Coast Entrepreneur Award

LAWRENCE VILE

Making it in the restaurant business is demanding and time consuming. Doing it while working toward a degree is even more challenging For Tine Procaine of Princeton, a senior business administration at Rider University that makes his story special?

A few years ago Tine teamed with his brother John, a Rider management graduate, and friend Rob Kaiser, an accounting graduate, to establish the La Tabor Restaurant in Kingston, which they renamed La Principles’ this year.

For his efforts, Tine was named the New Jersey Collegiate Entrepreneur of the Year and the East Coast Collegiate Entrepreneur of the Year at a recent awards dinner at Airfreight Dickinson University. Tine placed second in the state competition.

This award is especially meaningful to Ronald Cook, associate professor of management and director of Rider’s Small Business Institute, because all three have been involved in the College of Business Administration’s entrepreneurial studies program in addition to their majors. John and Rob served as one of Cook’s student SBI consulting teams. Cook had nominated Tine for the entrepreneurial award the last two years.

“Winning the East Coast title is great news,” Cook said. “What this means is that Tine’s restaurant was viewed as the best success story of a collegiate entrepreneur in four states. He now moves on to the North American competition in St. Louis in November. The North American competition represents the best of Canada, the United States and Mexico.”

For 2001, the New Jersey Collegiate Entrepreneur expanded to include New Jersey, New York, Connecticut and Delaware.

Each state recognizes first and second-place winners. Winners are awarded $1,000 and $500, respectively. In addition, the judges decide on an overall East Coast winner and that person receives an additional $1,000.

Because of what the SBI and the entrepreneurial studies program have meant to his business, Tine donated $1,000 back to those programs.

When he first enrolled at Rider, Tine matriculated full-time in the business program. However, the demands of the business have caused to take courses and work toward his degree on a part-time basis through the university of Continuing Studies. He is also a graduate of Princeton High School.

In Special Education Assessment for Learning

Assessment comes in many shapes and sizes. Just about everything a teacher does in class to determine and shape the progress of her students is considered assessment. A teacher can observe students and take notes on their learning.

She may record how many words a student reads correctly in a minute and record every incorrect word read to learn about the kinds of mistakes the child is making. Or, a teacher may give a test to his entire class. From the test he can learn about his students’ progress in the content area measured by the test.

Schools also give a wide variety of tests to students. With the mandates of No Child Left behind (NCLB), for example, every student in grades 3-8 is tested to be sure that each is making adequate progress in reading and math.

Whereas students in special education used to be exempt from school-wide assessments, it is now required by NCLB that every child be assessed and their progress compared to the standards expected in the various content areas for their grade level.

Standardized tests were commonly used in the past to determine a child’s eligibility for special education. This practice is also becoming less common as teams of educators now seek to determine a child’s need for special education based on the child’s response to a wide variety of interventions administered by the classroom teacher and other educational professionals.

Response to Intervention (RTI) is becoming standard practice across the nation. One of its real strengths is that it provides for immediate assistance to struggling students rather than waiting until they fall significantly behind their classmates and fail a grade or two.

The learned about the various kinds of assessments in reading writing and math three kinds of assessments are reviewed: informal or teacher-made tests, criterion-referenced tests, and norm-referenced (standardized) tests. Each of these is discussed in more detail in the sections devoted to reading, writing, and math tests.

In Special Education Accessible Books and Periodicals Readers With Print Disabilities for Children’s

Passive Technology: High Tech

Generally we think of the computer when we think of high tech passive technology. Technology offers a great many benefits to individuals with special needs who find specific types of tasks difficult to accomplish. High technological or high tech devices offer individuals access to information technology through hardware, software, and peripherals.

  • Computers can translate spoken words into written words; this type of translation is called speech to text.
  • It can also change text into spoken words; this is called text to speech.

Computer benefits also include the ability to:

  • enlarge and scroll print for individuals with vision or visual field deficits,
  • predict words that would fit grammatically into a written composition (for students that have difficulty recalling or spelling words),
  • check spelling and grammar, provide word choices for individuals with memory deficits on tests or homework that requires children to supply words from memory, and
  • supply pictures for words.

In addition to high devices that supply speech and text benefits, technology also provides assistance to children with motor deficits. Switches allow individuals with limited arm, hand or finger movement to touch or tap a large, often brightly colored switch, to operate such things as communication devices, toys, or computers.

Augmentative or Passive Communication
Speech to Text
Text to Speech – e Readers
Word Prediction
JAWS Screen Reader from Freedom Scientific

Passive Technology

Passive technology provides a variety of alternative routes to Independence to individuals who, because of a disability or limitation, lack access to some part of their world.

Passive technology is available for individuals with all kinds of disabilities including speaking, reading, writing, hearing, vision, and motor deficits. From electronic wheelchairs to prosthetic devices; from the Kindle eBook to Leap Frog e Readers; from hearing aids to Audibles’ audio books; from eyeglasses to screen readers; and from picture exchange communication systems (PECS) to electronic communication devices most individuals can access academics and class activities in school despite sensory and motor deficits.

Aurora Ministries for the Blind provides FREE audio Bibles for individuals who are blind, visually impaired, and print-handicapped.

The Understanding Test Scores for Children’s in Spacial Education

Test scores provide an estimate of your child’s performance in the area measured by the test. So, if the test purports to measure spelling, the test score will give you an estimate of your child’s performance (on that test) in spelling. The accuracy of your child’s score on that test depends on many factors including

  • the child’s health and well-being,
  • feelings about being tested that day
  • the strength of the test to measure the attribute it purports to measure,
  • environmental factors such as lighting and warmth in the room,
  • Any limitations of the administrator of the test or of the person taking the test.
  • And any language differences (which may be cultural), etc.

Why administer special tests to measure factors the teacher already understands about my child?

One source of information is never sufficient for understanding a child’s performance. Test scores provide additional information to support what the classroom teacher is finding in school. The more information available the more likely it is that relevant services and supports can be implemented to facilitate your child’s academic success.
Test scores provide helpful information for problem solving and decision-making.

What do all the different scores mean?

Raw Scores:

Raw Scores report the number of items answered correctly on a given test or sub test.

Because of differences in tests (number of total items, types of scoring procedures, frequency of use, etc.), it is difficult to compare raw scores from one test to another.

Let’s say your child took two math tests. He scored

  • 62 out of 100 on 5-minute timed test of basic math facts, and
  • 10 out of 10 on an untimely test measuring his performance in solving one-digit by one-digit addition problems.

Each of these tests measures a different skill and requires the performance of an entirely different set of tasks. Comparing the scores 10 and 62 tells us very little unless we have additional information (like the total number of items or the types of problems on each test), especially if the content on each test was very different.

For example, it would be difficult to compare the scores because the raw score tells us so little. Perhaps the score of 62 on the timed test was for your 2nd grader on all the basic multiplication facts in the 7, 8, and 9, and the score of 10 was on basic addition facts in the 1 and 2. Though your child scores 62 on the timed test, it would be a great score for most 2nd graders!

Standard Scores:

Standard scores are scores that have been standardized – scores that have been converted to a common scale.

Because the scores are on a common scale, they can be compared to scores from other tests with the same common scale. There are several types of standard scores. Generally, however, standard scores from 90 to 110 represent an average range.

Scaled Scores:

Scaled scores are another type of standard score, generally used for reporting sub test performance.

Generally, in an individual special education assessment, many tests are administered. An entire group of tests over many subject areas is called a test battery while one specific test measuring a snapshot of a larger content area is called a sub test.

For example, a series of tests may be administered to determine a child’s performance in reading.

  • The entire set of tests is called a reading battery.
  • The individual tests within the battery are called sub tests.

Individual tests within the battery measure specific aspects of reading like 

  • sight word recognition,
  • pseudo-word recognition (a list of fake words – used to test a child’s phonics skills),
  • reading comprehension,
  • Listening comprehension, and others.

Standard scores for the individual tests (sub tests) are called “scaled scores.” Scaled scores are reported as an indicator of a student’s performance in a specific area measured by the sub test. An average range for scaled scores is generally from 8 to 12.

Scaled scores can be compared to other scaled scores within the same battery, but may not be compared to scaled scores from another batteryHowever, because standard scores represent bundled scores (e.g., several sub tests combined), they may be compared to standard scores from another battery.

Using the raw score example above, if your child’s test scores were part of a battery and were converted to scaled scores, you would be able to meaningfully compare the two. If the child’s score on the multiplication test was 9 and his score on the addition test was 10, you would know that he performed within an average range on both tests! You would also know that he compared favorably with others of his same age and grade level.

Percentile Ranks:

Percentile Ranks indicate the rank order of the scores for a given test.

A percentile rank of 60 indicates that the test taker scored as well or better than 60% of the others who took the test, or that 40% of the test takers scored less well.

Remember, percentile ranks are not the same as percentages! A percentage indicates how many of the items were answered correctly when the raw score is divided by the total number of items on the test.

A percentile rank is the position of your child’s score when the scores of all test takers are ranked from highest to lowest.

Percentile ranks for the common special education assessments are based on the standard and scaled scores of those in the norm sample. The average percentile rank is 50 and an average rank is between the 25th and 75th percentiles.

Norm Sample:

The norm sample consists of all of the test takers who took the test for the publisher during test development.

Your child’s scores are compared to the scores of those individuals only. Many times parents misunderstand this comparison. It is not a comparison to others of the same age today, or to the others in his class, but to the group of individuals who took the test when the test was being developed.

However, because the scores are standardized, they may be compared to the scores of the other test takers on the same test (such as to the others in your child’s class, or to his siblings when they were in his grade), or to scores on other tests to see how well his performance in one academic area compares to another.

Most reputable tests have very large norm samples that include test takers from

  • all over the country
  • in all types of schools and with
  • Various kinds of individual characteristics.

The degree to which individuals like your child were included in the norm sample is an indication of the likelihood that the comparison of your child’s score to the scores of others in that norm sample is valid and reliableIt is extremely important that the norm sample is “representative” of your child.

If others like your child are included in the norm sample, then the comparison of your child’s test scores to the scores of the test takers in the norm sample will be more valid and reliable. It is important that you evaluate the group to which your child is being compared.

Test publishers are often careful to include a wide variety of demographic characteristics in their norm samples. They attentively account for ethnicity, exceptionalism, culture, school type and location and other characteristics in their selection of test takers to include in the norm sample.

Use the following table to look up your child’s score and see where it in common standardized assessments used for special education.

The Reading Assessment and Treatment for Children’s in Spacial Education

There are many types of reading assessments. Informally, many teachers design their own reading tests to determine how their students are performing in areas related to the classroom curriculum.

A teacher may design a test each week to measure her students’ recall or recognition of words (such as Dolce Words) used in the stories they are reading. Or a teacher may design a test to measure her students’ ability to sound out new words using short or long vowels or other phonics rules they were taught in class.

Criterion-referenced tests designed to measure students’ attainment of various reading components are commonly used by classroom teachers. For example, a kindergarten teacher may use a criterion-referenced to test to measure her students’ knowledge of the alphabetic principle. She likely administers this test many times over the course of the school year to measure her students’ progress learning all the letter names and sounds.

Norm-referenced tests, which are formal assessment measures, are used to measure students’ progress compared to other students across the nation in their grade and at their age level on various academic tasks and skills in reading. For example, a third grader may be asked to read a list of vocabulary words which are determined to be appropriate for students in third grade. If the child is able to read all the words, she is performing at her grade level on this vocabulary test.

Example :

Dr. Cheryl Irish has over twenty-five years of experience in special education. With 15 years as a professor in teacher education – special education, she is currently working as Director of Accreditation and Assessment at Miami University in Ohio. She manages assessment and accreditation for programs that prepare education professionals for work in schools and preK-12 classrooms.

Her favorite courses relate to special education assessment and assessment for learning. She has taught classes in many types of assessment, classroom and behavior management, learning disabilities, behavior disorders, communication and collaboration, and intervention strategies.

Volunteering in the schools as tutor and teacher’s aide is a special blessing, as is traveling overseas to provide assessment services and in service training for parents and teachers of missionary, business, or military children with special learning needs. She and her husband have three children. Cheryl has experienced special education from the perspectives of mom and teacher.

As the mother of a child who had a stroke at birth, Cheryl knows what it’s like to work alongside special education teachers and therapists to plan and implement individualized family service plans and individualized education programs. With master’s and doctoral degrees in special education, Cheryl’s desire is to help teachers and families understand special education and increase student learning.

Frequently Asked Questions About Special Education Services

Frequently Asked Questions

Being a parent of a special education child I know firsthand that there are so many different questions that will arise both before the child enters special education, during their special education and I am positive there will be questions after the child leaves special education. Here are a few of the most frequently asked questions when it comes to special education.

What Is The Main IDEA?

Individual with Disabilities Education Act (IDEA), it is a federally funded plan to aid schools to warranty and make certain that unique education need students will have entrance to a just and suitable learning course.

What is The Meaning of Inclusion?

Inclusion is mainly sought-after for a unique requirement student situation and has been mandated by the Individual with Disabilities Education Act.

How Do I Obtain Services For My Child With Special Conditions?

In a written request, ask for your child to be assessed, meet with your child’s educator and express your concerns. The assessment should resolve if your child meets the requirements for a special educational program. The school must have your consent in writing to do an assessment and evaluation for your child.

How Do They Assess or Evaluate My Child?

An assessment or evaluation will monitor cognitive and/or physical abilities and growth in your child. The observations are usually done by the schools Speech and/or Language Pathologist, Education Diagnostician, School Psychologists and the child’s educator.

This can be done in informal and formal bases, but formal assessment has to be done in the child’s primary language and be gauged on what the experts are testing for. The gathered data is then taken to determine the best Individual Education Program (IEP) for your child.

What To Do If You Disagree Or Clash With Another Parent School Or A Staff Associate?

These types of conflicts can happen between other parents and the schools’ staff. You will need to quickly and effectively address these issues to make certain that the child’s top welfare is put foremost. Always maintain a constructive communication with the schools’ educators and inform them of any changes with your child.

Keep journals of your child daily, continually writing in changes that occur at home that may be affecting situations at school and writing down changes at school that maybe part of why you’re having disagreements.

What if I Don’t Agree With the Agenda and/or Position of My Child’s Placement?

Schools are obligated to supply a suitable plan for children, if you do not agree, don’t sign the Individual Education Program (IEP) and try to work on a shared negotiation that is a suitable plan for you and your child, but remember to be quick about these compromises. The longer you take, the longer your child waits to be placed and that means the less productive education your child will get at school.