Bilety Radom

“Master College Algebra Problem Solving in Three Simple Steps”

– Dr. Wayne Huang

Having problem with the college algebra problems?

Let me ask you a simple question, does the old way of going to the lectures and reading the textbooks work for you? If not, read on …

Yes, there is an easier and quicker way to learn for College Algebra and its problem solving. It is all about concept understanding and relates such an understanding to problem solving.

How? Two words: Rich Media!

The Rapid Learning Series by Rapid Learning Center is a break-through learning system with scientific teaching method coupling with rich-media visualization and expert narration. In rapid learning college algebra series, the course breaks down into 24 chapters, one chapter at a time, one hour per chapter in total of 24 hours.

Here are the three easy steps:

Step 1: Study all the core concepts visually and learn how to solve algebra problems step by step via rich-media video tutorials.

Step 2: Practice the problem solving with the game-based interactive drills with instant feedback for college algebra problems.

Step 3: Super Review the core concept cheatsheet with easy-to-read and at-a-glance summary.

In an hourly study of each chapter, it will take 30 minutes for the rich-media video, 20 minutes for the problem drill and 10 minutes for the super review, together 60 minutes for one chapter.

Crack this seemingly difficult course the easy way and learn to solve college algebra problems visually with Rapid Learning series by RapidLearningCenter.com

“Dr. Wayne Huang is a rapid learning coach, who is the co-author of over 10 published books and 100 24-hour rapid courses in chemistry, physics, biology, medicine and mathematics. He is also the founding editor of Chemistry Tips, Physics Tips, Biology Tips and Math Tips, the daily student eZines freely available at http://www.RapidLearningCenter.com, the learning portal of Rapid Learning Inc.”

Author:Dr. Wayne Haung

Currently, the Los Angeles schools have $20 billion in construction and renovation projects for Los Angeles schools’ facilities underway or planned. Unfortunately, the Los Angeles schools’ officials expect a funding shortfall from known resources and are looking to the state legislature for a solution.

According to Los Angeles schools’ chief facilities executive, Guy Mehula, the Los Angeles schools have identified all but approximately $1.6 billion in funding sources for the building projects. There is enough money to complete construction already in progress, but not for the planned future construction of projected needs for the Los Angeles schools in 2009 and 2010.

The Los Angeles schools have hit a brick wall with the state funding guidelines, which use exaggerated long-term enrollment trends for eligibility requirements. Since the Los Angeles schools’ enrollment is projected to continue to decline in future years, they are ineligible for hundreds of millions of dollars in school construction funding from the state.

Though the Los Angeles schools believe the formula is unfair, state officials contend that the Los Angeles schools should have built needed facilities while they were in a growth cycle and that formulas used in other state funding programs have benefited the Los Angeles schools. Kathy Hicks, chief of program services for the state Office of Public School Construction, stated that if the Los Angeles schools had their construction projects ready back when they were in a growth cycle, they would have had the funding at that time.

In November 2006, however, the voters approved $43 billion in bonds. Governor Arnold Schwarzenegger plans another $29 billion in general obligation bonds to be submitted to voters in 2008 and 2010, along with $14 billion in other bonds that do not require voter approval.

Under the governor’s Strategic Growth Plan, there will be a $211 billion investment in the state’s infrastructure over the next ten years. In 2008 and 2010, he plans to submit almost $12 billion in bonds for kindergarten through 12th grade education. The Los Angeles schools are aggressively campaigning to secure part of these funds.

The State Allocation Board, which distributes funds to the various school districts across the state, is reviewing a backlog of $318 million in construction and renovation projects. These are school district projects that already had been approved before the state ran out of previous funding. After the portion for schools of this new bond money is received, these previous projects have been reviewed, and disbursement to eligible projects within the backlog has been completed, the board then will approve new projects on a first-come, first-served basis for eligible districts. They generally approve about $102 million in new construction and $83 million in renovation projects each month, according to Hicks.

Unfortunately for the Los Angeles schools, they are ineligible for any further funding from the State Allocation Board, under the current funding guidelines. The Los Angeles schools are looking to the legislature to change the status quo on school construction funding to cover their needs in 2009 and 2010.

Author:Patricia Hawke

As a teacher I work with individuals or very small groups of students. When I am planning my lessons I can often spend hours trying to find a suitable activity for the student or students to work on. I may have a list of good websites or online games, but you need to check each one to make sure it still exists before you can list it as a learning activity. I may have a good activity but it may not suit the individual students learning style. For whatever reason I and all my colleagues can spend a lot of time seeking out online resources.

 

You may already know from experience, or can simply imagine, how many lists there are online of good websites or resources. In fact there are so many now that there are lists of lists of really good resources. This would appear to solve the problem. If I cannot find one of my own favourite websites, just look on one of these lists for something, check it out and away you go! Fine in principle but doesn’t work in practice. These lists say things like “xxx website – really good for fractions” or “nice shopping activity” sometimes you may get a whole two sentences describing the site or activity. If the descriptions were any larger any list with more than 10 sites listed would take an age to scan down to find what you wanted and there are hundreds of ‘definitive lists’ out there.

 

So what we need is some kind of structure where we can describe or categorise websites or pages in such a way that you can easily find the most relevant ones and then some kind of narrative to tell you the best points or direct you to the actual part or section you need.

 

This structure also needs to updateable so dead links can be removed, addresses changed or updated and new things added. It would need moderating so it doesn’t get filled with commercial adverts and spam links.

 

Finally I believe the structure needs to be able to be cross referenced because one site may cover a whole swathe of the curriculum whereas another may be tightly focused.

 

My personal copy of the curricula I use (the Adult Core Curricula for literacy and numeracy) has a thousand post-its and pencil notes in it and on it. It means I can reference a particular resource to a particular curriculum element or skill. If a site disappears or moves I can update my notes to reflect the change. But you cannot see my curriculum.

 

What we need is a global copy of the curriculum that we can all stick post-its on. So I built it!

 

The Skills for Life Living Documentation Project (S4L/LDP) or http://www.peterburgess.net/index.php  is a wiki based copy of the literacy and numeracy curricula that anyone can add to, cross reference and edit. If you know of a good resource then you can find the element that it relates to and put the link on that elements entry. If the resource deserves an entry of its own then you can add that and searching the project will show that in its results. I have added Key Skills activities, links to resources, definitions and the entire text of both curricula and then cross referenced them.

 

The S4L/LDP is my solution to the problem as I saw it, but its strength is that any tutor can add their own content to it and take the project in the direction they want. There is no right or wrong, it is just a shared resource and a structure for sharing skills and knowledge.

 

Why not add your favourite 5 resources or activities or lesson plans, or anything that is relevant to the project if they are not already listed. The project is not there to suck up your lesson planning time but rather to be dipped into, add a little here and there when you can but with enough people adding just a little each there hopefully will be enough good material to be that place online to get the answers you need quickly and successfully.

Author:Peter Rudin-Burgess

Will your child read instructions over and over and still not seem to understand the assignment? Does your child need to move around constantly while doing school work? When you explain information to your child, does he or she seem to have trouble understanding what you are saying? If any of these situations sound familiar, it is worth investigating the topic of learning styles!

Understanding the particular learning style of your child can significantly enhance his or her education experience. In a classroom of twenty kids, the ability of a teacher to directly respond to the learning style of each child is nearly impossible. In the homeschool setting, however, the exact opposite is true. How can you best utilize this great opportunity? First, understanding the different learning styles is important. Then, find out which best applies to your child. The experience can be quite fun and entertaining for you and your child!

There are three main types of learning styles. Visual learners are students who respond best to visual stimulation. Actually seeing a teacher explain something, noticing facial expressions and hand movements, is key to this learning style. Charts and graphs and other visual aides used in a classroom can be very helpful for visual learners to absorb information being presented to them.

Some students are great listeners and it is easier for them to understand a lesson if it is explained verbally to them. These students are referred to as auditory learners. Listening to the requirements of an assignment is better than reading written instruction. Tone of voice and inflection is also very important to this type of learner.

The third style of learning is referred to as kinesthetic. Students that prefer this style often need to engage in “hands-on” learning. Experiencing the information they are presented with is important, as sitting still for long periods of time becomes frustrating for this type of learner.

What kind of learner is your child? Remember, your child may not be limited to just one! Students often exhibit qualities in two or more styles. Look online and search for free online tests. One option can be found at Learning-Styles-Online.com. This activity can be fun for you and your child. The practical advice it gives you can help you understand how best to communicate information to your child and how best to let he or she learn.

Author:Mimi Rothschild

The second model of learning organization emerged in 1970s and 1980s. This model attempted to make up for the drawbacks of the previous model and placed emphasis on plan implementation. At this point in time, middle level managers were engaged in plan development with increased consideration given to financial, human, technical resources. Still, companies encountered significant difficulties such as delays, resistance, and inadequate progress because of the inability to realize the uncontrollability of external change resulting from innovation and global economic and political forces.

The third version of learning organization views successful strategic change as a factor dependent on a certain degree of readiness within an organization. Consequently, steps must be undertaken to enhance organizational readiness. The steps include:

• building awareness among company employees by communicating vision of the change;

• creating positive organizational climate to ensure support from employees through internal culture, policies and rewards, systems, norms, and procedures;

• ensuring that company employees are equipped with the necessary skills for meaningful participation; concern was shifted to frontline workers.

The fourth and final version of learning organization is primarily distinct from the third version in that it treats readiness and preparatory process not as a one time event, but as a continuous ongoing process. In a learning organization, every employee is directly engaged in problem solving and identification; thus, company is able to continuously experiment and grow based on own experience. High level of flexibility is achieved through the four characteristics of a learning organization: constant readiness, ongoing planning, improvised implementation, and action learning. Fulfillment of the four conditions signifies readiness of organization to accept and easily adjust to changes.

Having assessed to evolutionary process in development of the concept of a learning organization, we now shift out focus to issues surrounding practical implementation

Author:Jennifer Burns