Educational issues revealed

This fall, four schools will participate in an experiment that combines girls-only classes with online teaching. Supposedly, the classes will be tailored specifically to females because, according to Larry Goodman, director of strategic programming at the Laurel School (one of the four participating schools), “There is no one out there who’s thinking with a specifically feminine audience in mind.” So what would a female-geared online course entail? Goodman claims that “[g]irls thrive best in environments where connectivity is valued.” Therefore, the courses will focus on collaborative projects. The creators of the project hope that in future years, girls from all over the world, including those who attend co-ed schools, will be able to participate in the girls-only online teaching experience.

Both online courses and gender-segregated classrooms have grown in popularity in recent years. Online courses are (obviously) a more recent phenomenon, but private schools have offered single-sex education for ages. These days, public schools are starting to pick up the trend; the number of public schools offering single-sex classes has grown from 11 to over 500 in the last seven years.

The first question I have is why is this project only focusing on girls? Are girls really farther behind, or more distracted by the opposite sex, than boys? The evidence says no. As Judy Berman of Salon.com’s Broadsheet pointed out, boys are struggling in classrooms too. According to experts, their issues have been neglected, whereas there have been attempts to address girls’ issues for decades. So if these online courses are going to devote so much time and energy catering to girls’ “special” educational needs, why not have a boys-only component as well?

Or, as Amanda Hess of The Sexist blog suggests, why not forget single-sex education completely, and instead focus on strengthening co-ed teaching? She finds “this particular solution (single-sex teaching) to gender inequality in education to be utter bulls**t.” Hess doesn’t see online girl-only education as a solution to problems in co-ed classrooms; if girls and boys can’t be taught to work or learn together in the classroom, how are they expected to succeed in the co-ed, real world?

“Girls and boys will be collaborating and competing with each other well past prep school. Learning to collaborate and compete as equals is important, and not just in the interest of everyone getting along. If the sexes have different educational needs, as these segregated programs suggest, why see it as a liability? Why not, instead, see difference as a huge asset to both boys and girls, who can learn valuable tactics from each other?”

After reading up on the evidence, it still remains unclear whether single-sex education is beneficial. The “boys are better at math” myth was debunked, so maybe it’s time to also stop assuming that separate “feminine” and “masculine” ways of learning are the reason kids aren’t succeeding in school. My “learning style” didn’t stop me from acing calculus in a room full of dudes, and if I was utterly confused about something, it probably had less to do with my female mind and more to do with my professor’s lackluster teaching skills. Then again, I can’t say I wouldn’t have been less distracted (from cute boys) in a girls-only environment…

What’s your take on single-sex education?

Source

Link to this article: http://edicational.blogbuddy.ca/2009/news/does-single-sex-education-solve-anything/ from the Educational issues revealed website

Registered insurance adjusters and agents are required to maintain their professional standing by meeting the requirements of their industry. This includes maintaining dexterity in best practices and knowledge of regulatory changes through the completion of regular Insurance Continuing Education (CE) training. Each glory has their own licensing requirements, but all require some form of continuing education to maintain a license.

Typically, a lowest number of insurance CE credits must be earned every two years. The providers of continuing education training must themselves be certified to edify in the state in which the insurance professionals are licensed.

Traditionally, insurance CE training has been delivered in classroom facilities or, more recently, in hotel meeting rooms. The training consists of a series of lectures, each of which is followed by a written exam. Once the licensee passes the exams, the results are submitted to the affirm’s insurance licensing department where the credits are recorded. If the agent successfully completes sufficient credits before the deadline, the document is renewed for another two-year period.

Receiving training in a classroom-like setting has its benefits. Most people are insouciant with this style of learning and there is direct contact and discussion with the other class members. Students can network, and compare notes. Lessons can be discussed and questions asked. In peeve of these merits, classroom training has disadvantages which may make it an unattractive option for those seeking to maintain their insurance commission requirements including:

• The cost of classroom training is high due to the need to hire a professional trainer, hole a classroom, hotel room or a conference room. In addition, students need to consider the cost of pilgrimages, lodging and meal.

• The insurance field is very competitive and time spent away from the office may follow-up in lost opportunity for new business.

• Classes are usually in session during what would normally be the work day. Productivity is dead during this time.

• The insurance professional is required to report their training credits to the state insurance go aboard themselves, potentially resulting in lost time away from work.

Online insurance continuing teaching provides a number of benefits which address the shortcomings of traditional classroom training. Some of the advantages include the following.

• The sell for of training is lower than a classroom based course. Often it is a percentage of the usual cost.

• Training can be undertaken at any rhythm of day or night. One is not locked into being present at any particular time, allowing studying to take place when their schedule allows for it.

• Students can oppose the course materials at their own pace. Lessons can be revisited until all concepts are understood.

• Several online providers allocate test retakes at no extra charge.

• Insurance professionals who are licensed in more than one state can receive their accreditation all at once.

• Many guaranty CE providers report achieved training credits to the licensing board automatically, in the states where this is allowed.

• Person insurance CE deadlines are mailed to the license holder as a reminder to complete their licensing requirements before the deadline occurs.

• Guarantee companies that sign up their employees for training can keep track of training requirements and monitor the licensing status of each worker through a web interface.

Online insurance CE classes are usually delivered as a multimedia or slide presentation in a computer browser. Most everyone either knows how to use a web browser or can effortlessly learn, as no special training is needed.

Some online insurance CE providers offer multimedia shore up. Finding a provider that can provide audio training in addition to the slide presentations can be beneficial in that these audio lessons can be downloaded to a CD or MP3 contender and listened to while driving.

As an insurance professional, once you have decided to use an online training provider to meet your continuing upbringing requirement, it may be beneficial to find a provider that offers a training package deal where you can take an unlimited number of courses for one amount. This can save a lot of time and money and will allow you to complete your training program wherever and whenever you find it convenient to do so.

Link to this article: http://edicational.blogbuddy.ca/2009/continuing-education/why-online-continuing-education-may-be-the-best-bet-for-insurance-professionals/