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Why Can’t I Write A Book?

by admin on May 20, 2012

“I have a book that I absolutely must write,” a book writer tells me. “My friends and colleagues say I should write a book because the topic is an important one,” the writer continues telling me her story. Then there is a pause for a moment of deep thinking and she says, “So why can’t I write and finish my book? What is the matter with me?”

I hear this story over and over again. There is an answer and it’s not writer’s block.
Writer’s block occurs when you are sitting in your writing area trying to write and you get
stuck. That is a different situation.

The writer in the above example says she can’t write. She can’t even get to the desk to
write. Oh, she has started writing off and on over the weeks and maybe months and
has finished a small amount of her book. Yet, she is frustrated because she wants to
do more and finish her great book, but so far that is not going to happen.

There is an answer and a way to solve her problem. However, the writer doesn’t want
to hear it. Her answer is, “I’m too busy.” That is the Number One excuse writers give
for not finishing their book. Things happen. You are ready to write and instead you
have to drive the kids somewhere. Or, your friend calls you to help her with a challenge
she has that the writer is SO GOOD at fixing. Maybe there’s a great show on television
that you absolutely must watch. Lots of excuses: It makes the writer feel better to have
a “legitimate” excuse as to why she can’t write her book.

Now that you know some of the excuses-forget them. If you really, really want
to write you will be passionate about your writing and you WILL find a way to write.
Writers write every day. When you talk to them they tell you they are busy but this is
too important, they must write.

Let’s identify five writing traits that you must practice so that you can keep on writing.

1. Visualize what you want to happen. Write it out… “By March xxxx I will complete
the first draft of my book.” Think it, feel it, taste it, want it and see it in your mind’s eye.
Have a clear mental picture of your book and what it will look like. Feel the passion
when you visualize it. Hold on to that vision and enjoy the journey along the way there.

2. Write every day even if it is only for 10 minutes. Write at the same time each day if
possible. In 30 days you will have created a good writing habit. In fact you may
become addicted to writing once you have a writing regimen.

2. Write down the tasks needed to achieve your goal and do them one-by-one. For
example, you may need to do some research, interview someone, buy a reference
book, etc. Write them down and do them. Prioritize your tasks. Select the first task
and do it. If it is an uncomfortable task such as phoning a stranger to get some
information you need, do it anyway. Once you do it will become easier and easier the
next time. Only YOU can make writing and finishing your book happen.

3. “Recharge your batteries” as often as you can. Passion, enthusiasm, joy, and hope
are the energy boosters you need to achieve your goal. Hang out with high energy,
super-achievers and their enthusiasm will keep you going and you will keep on writing.

4. Avoid “naysayers” as much as possible. Negativity drags you down and prevents
you from achieving your goal. Follow Principle #3 above to counterattack any negativity
you are experiencing for the day.

5. Get a mentor, a coach, a success buddy, or a writing friend to keep you going and
on the right track. Have a weekly routine where you contact each other.

Stop the excuses. Either you want to write your great book or you don’t. Be honest
with yourself. If you want to write your book there are no excuses. Stay focused
and never give up. Almost all of the above traits are telling you to develop a routine.
Create good writing habits and you will write and finish your book.

—–
Joan Clout-Kruse, America’s Book Coach, is the publisher of one of the top weekly Ezine reports for small biz owners covering writing, marketing and publishing on anything words to make money and boost your business.

Sign up for her FREE weekly Ezine how-to articles today at http://www.Powerhouse-writer.com/Powerhouse-Writer.html

Find more articles and reports at http://www.Words4Money.com

The article can be reprinted freely online, as long as the entire article and this resource box are included.

Article Source:
http://EzineArticles.com/?expert=Joan_Clout-Kruse

Where Are The Best Student Credit Cards Hiding

by admin on May 20, 2012

Finding the best student credit cards can be an overwhelming task — especially if you’re a student with no credit card experience whatsoever. When looking at the best student credit cards, there are a few things the finest usually have in common. Here are the top 10 key things to look for:

1. Reasonable Interest Rates

The companies that offer the best student credit cards firmly understand that a student isn’t going to have a long-established credit history, and they are not going to penalize you because of it. A good student credit card will offer a reasonable interest rate (15-percent or less), regardless of this fact.

2. Sensible Credit Limits

Whether you realize it or not, you do not need a $ 5,000 credit limit while you’re in college. Remember, student credit cards should not be used to finance your college education — that’s what student loans are for. Student credit cards should really be kept for emergency purposes or budgetary reasons only.

The best student credit cards offer sensible credit limits (less than $ 1,000) and will have a limit of one credit card per student. If a credit card company is willing to give you a credit limit of thousands of dollars, it’s just setting you up for trouble.

3. Rational Grace Periods

A grace period is the period of time from when your credit card billing statement closes to when the payment is due. Unfortunately, during recent years, some credit card companies have employed the less-than-ethical practice of all but eliminating the grace period. Some consumers have even reported receiving their credit card statement days after the payment was due!

The best student credit cards will offer a grace period of at least 20 days, meaning 20 days will elapse from the time the billing statement closes and the bill is sent to the time that the payment needs to be received.

4. Forego the Temptation

Long-time credit card users know all too well that their monthly credit card statements also arrive with offers for special deals and purchases (such as magazine subscriptions or interesting collectibles). The best student credit cards will not bombard you with frivilous impulse purchase offers.

Credit card companies need to take some responsibility for teaching you about responsible spending and the best student credit cards adhere to this philosophy.

5. Pay For What?

Some student credit cards require an application and/or processing fee. However, the credit cards that require these are never the best student credit cards available.

The best student credit cards keep fees to a minimum (foregoing the application fees, processing fees and annual fees) and usually only charge fees for late payments and/or over-the-limit transactions.

6. Online Account Management

Another thing that the best student credit cards have in common is online account management. With online account management, you can review your credit limit, make payments and keep track of your spending right from your dorm room.

While online account management used to be a “novelty,” it is quickly becoming a “must have” and all of the best student credit cards offer it.

7. Rewards Aren’t Just For Adults

Rewards credit cards aren’t just for mom and dad. Students are eligible too. Some of the best student credit cards offer rewards, such as points that can be redeemed for gift certificates or even cash back.

Just remember, student credit cards that do offer rewards usually also have a higher interest rates (16 to 19 percent). Because of this, it’s important that you pay your balance in full each and every month to avoid finance charges if you opt for a rewards credit card rather than a low-interest credit card.

8. Don’t Overlook the Credit Union

Some of the best student credit cards can be found at the credit unions on college campuses. Many college credit unions offer student credit cards with very competitive interest rates and other student benefits. If you haven’t done so yet, check your campus credit union to see what they have to offer.

9. Nurturing Your Credit History

The best student credit cards will report all payments made on the card to the three credit reporting agencies. Pre-paid student credit cards do not do this, which is why they aren’t really good for building your credit rating, nor are they beneficial for teaching you about how revolving credit works.

When applying for student credit cards, make sure that they are legitimate credit cards (not pre-paid deals) and that all account of your activity is reported to the credit bureaus. When you graduate from college and need to buy a car or a house, you’ll be glad you did.

10. They Really Are Student Credit Cards

The best student credit cards really are just what they say they are — student credit cards. Some credit cards advertise themselves as being student credit cards when, in fact, they issue students the same credit cards they issue everyone else.

Because students have unique financial circumstances and needs, you need to apply for a student credit card that is what it says it is. Unless the card you are applying for is specifically tailored to students, it’s not really a student credit card.

Remember, even though the world of student credit cards can be confusing and finding the best student credit cards can feel like a daunting task, these ten priceless bits of advice will get you well on your way to a sound and stable credit card future.

For more tips on getting the best student credit cards saving money and avoiding getting taken a website that specializes in providing credit card tips, advice and resources.

Article Source:
http://EzineArticles.com/?expert=Max_Anderson

Stress Education And Reservation

by admin on May 20, 2012

Stress at individual and social levels; distorts our cognition, affect and conation (perception, feelings and actions); and leads to amongst many other evils; deterioration of international, national and local education policy and its implementation. The present day non-holistic (sectarian, prejudiced, vindictive, malicious, mercenary, exploitative and malevolent) education (formal, curricular, co curricular, extracurricular and informal) is a major stressor that though aids in petty pursuits; opposes our blossoming and further perpetuates stress and ill effects in the individual and social life. Let us review; the present perspective, policy and practice of education; as seen around.

Even though education is defined in various ways; and often inadequately or incompletely; there has been a general agreement on the fact that education is basically a process of blossoming of an individual and the society. Hence it included three domains, which are as follows.

The first domain is called AFFECTIVE DOMAIN. This means the state of mind. In simple words affective domain relates to how we feel. Thus when our mind is full of alertness, attention, enthusiasm, buoyancy, affection, concern, joy, tolerance, self esteem, mutual respect, mutual trust, commitment, dedication, love, romance, confidence, positive and victorious spirit, we would call it healthy affective domain. In addition; the zeal and concentration needed; in the pursuit of excellence in intellectual field, tenacity and endurance required; in skillful activities and patience and commitment essential; for internally satisfying and socially beneficial (conscientious) actions constitute affective domain. The purpose of education is to nurture this domain by designing suitable curricula and syllabi.

The second domain of education is called PSYCHOMOTOR DOMAIN. This implies ability to appreciate skills and ability to perform physical and mental skills, with speed, accuracy, elegance, ease of performance etc. This may involve appreciation and performance of skills such as surgery, playing a musical instrument, playing basket ball or doing carpentry! The purpose of education is to nurture this domain through not only designing suitable curricula, syllabi but also by providing sufficient practical and demonstration classes; with all the necessary equipments.

The third domain is called COGNITIVE DOMAIN. Cognitive domain incorporates accurate perspective, contemplation, correct perception understanding, conceptualization, analysis and recall of fact and problems, ability to evaluate, synthesize, correlate and make decisions, appropriate policies, plans and expertise in the management, administration, etc.

It is clear that all these domains have three components each viz. Cognition [Perception], affect [Feelings] and conation [Response].

Thus cognitive domain would have intellectual perception, clarity and intellectual expression, affective domain would include feeling, motivation and response in emotional sphere such as poetry; and psychomotor domain would include grasp and internalization of a particular skill, confidence to perform it and actually performing it.

Let us now see, how in spite of these goals; how it has come to be conceived as a process of achieving political, economic, scientific and technological supremacy and thus deteriorated to the present stage; where all the three domains are defective; apart from lacking in the spiritual and productive domains. In short; let us see how it has become a major stressor.

For this; a brief consideration of the traditional education system in India would prove useful.

Traditional Education System in India in general; ensured that:
a] Careers were not selected on the basis of monetary gains,
b] Careers were not selected arbitrarily on the basis of idiosyncrasies and whims,
c] Some lucrative careers could not be sought after; in preference to the others,
d] All careers ensured income and production from early age,
e] All careers ensured that the society was benefited,
f] All careers ensured security to all the social groups,
g] All the careers ensured intimacy and closeness between young and old in the families.
h] All careers ensured ethical education and passage of experience and wisdom; from generation to generation.

These were merits. But it is also true that, the traditional system was apparently marked by deprivation of scholastic education on mass scale, apparently unjustifiable availability of education of jobs based on caste, deficient infrastructure for collective scientific and technological efforts, and an element of arbitrary imposition of hierarchy.

The traditional education system has attained the present status of being a major stressor as a result of several stressful factors including the onslaught of the tempting and impressive individualistic doctrines. Thus the transition from traditional system to the present one (whether due to British, American or any other influence, but basically due to individualistic pursuits); has become a major stressor tearing apart the cohesive social fabric of India by failing to preserve and nurture the merits and discard and dispose off the demerits.

As the education shifted from homes, home industries and farms to; nurseries, K.G. schools, schools, colleges, universities, corporate industries, research institutions etc. the transition became viciously poisonous.

Cognition suffered because of:
a] Huge number of students, in a single class making following three things almost impossible. These things are i] individual attention ii] dialogue iii] discussions,
b] Lack of adequate salary, accountability, incentive and economic security to the teachers taking away the initiative of nurturing cognitive domain
c] Increase in alienation with respect to student’s background and aptitude
d] Lack of adequate incentive to the students in the form of creativity, production and earning, service to the family and service to the nation, takes away the motivation required for building up cognitive domain
e] Lack of conviction essential in the growth of cognitive domain in the teachers and students because of outdated practical and demonstration classes, lack of interdisciplinary dialogue and in general the irrelevance of education to the realities of day to day life in as much as almost predictable consecutive unemployment at the end! The lack of conviction could be partly due to lack of participation by teachers in decision-making, policy making, development of curricula, syllabi etc.
f] Emphasis on recall and hence rote learning thereby denying free inquiry, reading, questioning etc. thereby directly thwarting the cognitive domain
g]] Too many examinations; with irrelevant parameters or criteria of evaluation [besides being unfair in many instances] leading to misguided and in most cases counterproductive efforts thus adversely affecting the cognitive domain
h] Competitions where the manipulative skills, callousness, selfishness are given more respect, destroy the enthusiasm of growing in cognitive domain
i] Information explosion affecting cognitive domain by either causing enormous and unnecessary burden on memory or inferiority complex
j] Pressure of interviews causing constant tension and sense of inadequacy, right from the tender age,
k] Protracted hours of homework in schools denying the students their legitimate right to enjoy their childhood and make them physically, mentally and intellectually unfit to grow in cognitive domain
l] Irrelevant and unnecessary information loading in lectures in the form of monologue, leading to suppression of the spontaneity, originality, interest and enthusiasm so much required in cognitive development amongst the students,

Affective domain suffered due to,
A] Isolation of the children from their parents and their domestic environment at an early age [Making the parents also equally sad]
B] Lack of warm bonds due to huge number,
C] Cut throat individualistic and petty competition,
D] Inadequate facilities of sports, trekking, educational tours, recreation and physical development etc
E] Alienation from one’s social environment and culture

Psychomotor domain suffered due to
A] Almost total lack of opportunities to actually participate in skillful activities such as drawing, painting, sewing, sculpturing, carpentry, knitting, weaving, music, agriculture, horticulture, other handicrafts, various sports, performing arts etc.

It is important to realize that promotion of psychomotor domain is evident but in its caricature form. It has no concrete economic realistic basis. The activities have no economic incentive and no productive element.

Apart from the defects in the three domains; the other two domains viz. spiritual and productive; have not TOTALLY ABSENT in the education.

The spiritual domain that imparts universal perspective and globally beneficial outlook; incorporates inner blossoming of an individual through introspection, heart to heart communication (not merely discussion and arguments), mutual understanding and blossoming of the teachers and students together; through one of the most universal practices; viz. NAMASMARAN. Thus the spiritual domain is a key to conquer lust, whims, fancies, pride, arrogance, callousness, contempt, ungratefulness, prejudices, jealousy, hatred, meanness, meekness, beggary, cheating, stealing, treachery and so on; is never made available to the teachers, students and the others; associated with education.

The present education system in India lacks the other important domain viz. the productive domain that empowers the people concerned with education.

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Stress Management for Students

by admin on May 20, 2012

“Mom, I’m, too sick to go to school today.” We joke about feigning illness to avoid school, but the illness is not always feigned. Stressors that students face each day can be just as detrimental as those faced by their parents. Yet stress management for students is not as readily available as is stress management for adults.

Charts purporting to show “who is affected by stress” list occupations. On a scale of 1 to 10, police officers rate 7.7 and teachers rate 6.2 – but students are not rated. “Student” is not considered an occupation. Online searchers type in a phrase such as “teachersjob + stress reduction” and get a fair response. Type in “stress management for students”, and the response is far less.

Too Sick to Go to School?

Stressors can and do make students sick. Stressors call forth the “fight or flight” response, and the body immediately prepares. It pours forth extra supplies of adrenalin for short-term survival. It puts functions like bowel activity on temporary hold. It redirects blood to muscles. It dilates the eyes’ pupils in order to detect slight movements. The heart speeds up its delivery of oxygen to muscles. All this and more occurs in a matter of moments so we can fight or “run like crazy”.

If the body prepares, and a student sits still, the body must undo its preparations. Lacking opportunity for stress management, it can become ill.

Sick Enough to Excel at School?

Most students find that eustress (good stress) is a positive aide in school. Certainly, too much stress causes some students to freeze during exams, but appropriate amounts of eustress can coax the best from students.

While stress management for students must be geared to specific stressors, some of them are actually eustress stressors – or could be.

Consider the following seven (7) stressors.

1. Academics: Academic pressure can be distress if it is allowed to become such. Through stress management, however, it can be eustress that urges to greater accomplishments. In this case, stress management for students demands building on academic successes. Awarding peak performance can encourage greater academic excellence.

2. Dating: Student life involves frequent focus on dating, so stress management for students will need to address both the eustress and distress of the dating game.

3. Environment: The school environment can be a distress if students are left to handle it on their own. Planned activities geared toward initial adjustment, and intermittent periods of relaxation can go far toward introducing eustress into your stress management for students.

4. Extracurricular: Many students naturally seek out extracurricular activities, and find them a source of eustress. Others feel pressured to engage in them, and suffer distress instead. Stress management for students requires careful selection of activities, and balance among these activities, school life, family life, and part-time jobs.

5. Peers: Peer pressure can be a source of eustress or distress, depending on how readily students give in to it. Students who want stress management will want to establish firm convictions, and stick to them.

6. Time Management: Stress management for students must address scheduling, since a lack in this area can impinge on most or all other areas of a student’s life. Easier for some than for others, a habit of carrying a daily planner and adhering to it can drain away much of the distress.

7. Parents: Sadly, parents themselves are to blame for a portion of student stress. It is well known that students, as they get older, seek greater degrees of independence from their parents. This is necessary if they are to become mature adults. At the same time, the struggle can causes great distress on both sides of the equation. If you want success from efforts at stress management for students, you will need to shine a spotlight on the eustress of the parent/student relationship.

Students can do much for their own stress management simply by eating a balanced diet and getting sufficient sleep. They can add to that by maintaining a schedule, including regular waking and sleeping hours.

The Best First Aid?

Exercise is probably one of the best means of stress management for students. It is also simple. When feelings of total helplessness hit, exercise feels like a helping hand. When students feel like striking out at anyone or anything near them, exercise redirects those feelings into appropriate channels. When students feel that their brains have stopped functioning, exercise can re-start the engines.

These 2 simple exercises provide first aid stress management for students.

1. Get up from your seat, walk briskly to a washroom, and splash your face with cold water. Splash it six or seven times, and include your eyes.

2. Leave your seat, and go for a five-minute walk. Consciously relax your muscles as you walk, and breathe deeply in and out – as deeply as you can without strain.

Long-term stress management for students should include a regular, daily exercise regime. Exercise tends to vent emotions like frustration and anger. Exercise also reduces the adrenaline triggered by distress, and produces endorphins that elevate eustress.

If you are a student, or are providing stress management for students, make regular exercise a priority.

©2007, Anna Hart. Anna Hart, a career educator and writer, has served as school principal in both the United States and New Zealand. From that perspective, she invites you to read more of her articles about stress management at http://www.stressmanagementblog.com. Also on that site, Anna addresses issues of family stress, which directly relate to stress in schools. If you would like more information on student stress management at various grade levels, you won’t want to miss Anna’s insights.

Article Source:
http://EzineArticles.com/?expert=Anna_Hart

Student Loans for College – 10 Things You Should Know About Student Loans

by admin on May 20, 2012

Student loans mean a lot for college students because their future depends on the money that will be given to them. Going to college is getting more and more expensive every school year which is why student loans are important to students and parents as well. So, if you are thinking about college or student loans in particular, here are some tips and guidelines that would put your college life in perspective.

1. Collect figures

Collect figures mean that you should now look at how much money is needed in order to pay for your education. This means that you should have at least an idea how much is the cost of the tuition and fees of your desired course. Aside from that, you should be able to have an estimate of other expenses like travel costs, college text books, room and board, college tuition, personal expenses, and other things.

2. Research about student loans

If you already have the information mentioned above, then the next step to take is to look for a student loan that is right for you. All student loans are not the same because not all payment plans are suitable for all. Gather as much information as you can so that you can choose from the options available for you.

3. Types of student loan

There are five types of loans available for student expenses: subsidized (based on financial need, and the government will subsidize the interest charges until education is completed), unsubsidized (no financial need, interest accrual starts immediately), direct PLUS loans (Parent Loan to Undergraduate Student), private loans, and home equity loans.

4. Differentiate and compare student loans

Each of the student loans is at least slightly different. Compare and contrast the types of student loans so that you can narrow down your decision process. They are different in terms of payment terms, grace period, or penalties.

5. Financial Need Student Loans

This type of student loan has a low interest rate and is from the federal government for students with financial need. The interest rate in this type of loan doesn’t begin until the student has begun repayment of the amount thus making it easier and cheap if compared with other student loans.

6. Non-Financial Need Student Loans

This is quite similar to the financial need student loan, the only difference is that it is not based on the financial need of the family and the interest rate starts while the student is still in school.

7. Federal PLUS (Parent Loan for Undergraduate Students)

This type of student loan is not based on the financial needs of the student. The parents of the child could apply for this type of student loan. It also doesn’t consider the family’s income or asset when applying for a student loan. The amount of eligibility is based on the educational expense minus other loans, grants and scholarships t he student qualifies for.

8. Private Loans

The ones that are offering this type of loans are usually companies, banks, and financial institutions. These firms provide private student loans for both undergraduate and graduate students. The interest rates in this type of loan are actually high so it is not really recommended for students to choose this type of loan.

9. Home Equity Loans and Lines Of Credit

In this type of student loan, a home equity loan or line of credit is the way homeowners pay for your college education. One possible advantage here is a tax deductible interest.

10. Choose and manage well

From the different types of student loans mentioned above, choose one or more that is suitable for your needs and your budget. Be sure that once you have chosen the type of student loan that you like, you could actually manage it well and handle the problems that comes along the way.

Student loans were made for two reasons. One is to help the student financially in their quest for higher education, and the other reason is to help them be mature individuals. By having student loans, a student is able to face responsibilities which are really essential once that they step beyond their learning years into everyday life.

Remember though that these loans do eventually have to be paid back, after graduation if not sooner.

Dennis Becker is the author of a new book titled “Credit is a Four Letter Word”, which helps you understand how to easily solve your debt problems. You can access the entire book, for free, at: Credit-is-a-Four-Letter-Word

Article Source:
http://EzineArticles.com/?expert=Dennis_Becker

The Significance of a Distance Learning Course in Today’s World

by admin on May 19, 2012

Article by Roger Pointing

Roger Pointing is doing his top up degree from a UK university. For information on distance learning course please visit http://www.rdihongkong.com/












Use and distribution of this article is subject to our Publisher Guidelines

whereby the original author’s information and copyright must be included.

Taking A First Aid Course

by admin on May 19, 2012

Emergencies happen. And when they happen to you and you are unprepared, it can be a moment of panic like no other. And while a first aid course is often required for those who work in certain capacities – in a school for instance – more and more people who are not required to do so are enrolling themselves in a first aid course. Through this course they achieve a level of education and preparedness that will put them in control should an emergency ever arise.

Each first aid course has its own set of offerings. A basic first aid course will give you the ABC’s of treating most minor injuries including burns, abrasions, and bruises. Additionally, a general first aid course will teach you the guidelines of poison control, choking procedures, first response to broken bones – while waiting for emergency services to arrive, and a number of other general information.

A more comprehensive first aid course will offer more information on a specific subject. For instance, a CPR first aid course will teach you how to assess vital signs in a life threatening situation. Additionally, such a first aid course instructs participants on how to deliver lifesaving first aid such as mouth-to-mouth resuscitation, chest compressions, and when available, application of an automated external defibrillator.

If you are involved in a particular activity on a consistent basis – such as a specific sport – then you can find a first aid course geared towards safety on the field. A sport first aid course will teach sport participants how to assess the severity of injuries and treat minor injuries sustained during play.

For those looking towards a job as a lifeguard, you are required to take a first aid course in addition to the swimming courses necessary for the job. This particular first aid course will focus on those dangers surrounding the waters – whether pool, lake, or ocean – and educate participants on lifesaving techniques and tending to more minor injuries.

For the littlest members of our community there is a first aid course especially for them; a first aid course that focuses on administering care to infants who have sustained an injury or are in need of lifesaving first aid. This can be particularly useful for new parents or even parents who need a refresher course. In addition, this particular first aid course is recommended for babysitters.

To find a first aid course near you call your local Red Cross; they will be able to tell you where to find a local first aid course. Additionally, hospitals often offer first aid courses as part of a community education plan. For more information on dates and times of first aid courses, check online.

Emergencies may be inevitable, but being prepared can help you navigate them with confidence. Knowledge is power. Find a first aid course and make sure you have the power.

For easy to understand, in depth information about first aid visit our ezGuide 2 First aid.

Article Source:
http://EzineArticles.com/?expert=Michelle_Bery

Distance Education and E-Learning – Past, Present and Future

by admin on May 19, 2012

Buzzwords in education have been in existence since the on-set of formal education as we know it today. Many of these terms come and go based on their usage and their context but some terminologies have withstood the test of time. Let us take a look at some of the common terms along with the chronology of how they evolved.

Although often used interchangeably, there is distinction between distance education and distance learning. Distance education takes place using print-based and electronic learning resources. Learners are connected to resources, instructors, and to other learners, and they tend to be separated by time and/or geographic/physical distance. Distance learning on the other hand is the actual system and the process, which connects a group of learners with the distributed learning resources. Learning takes place in various different forms but in general learners, instructors, and the necessary resources are separated by time and space.

Distance learning has over the years transitioned to online distance learning. It tends to utilize synchronous and asynchronous tools, and learning and communication methods. Synchronous learning uses electronically delivered teaching and learning with participants simultaneously and directly connected and communicating. On the other hand asynchronous learning is characterized by a time lag in communication.

A while back, along came e-learning! Electronic learning (e-learning) is defined as the delivery of instructional content using electronic means such as the Internet, intranets, audio and video equipment, web conferencing, virtual classrooms, CD-ROM, and more recently Web 2.0 tools. Simply put, e-learning is another mode of technology-aided teaching and learning. In the last few years, it has come to replace terms such as audio-visual learning, computer-based learning, web-based learning, online learning, and other buzz terms of the 1970s, 1980s, and 1990s.

E-learning is moving toward total automation of teaching and learning processes using software known as Learning Management Systems (LMS). To facilitate the development of courses that utilize Internet-based technologies, more and more colleges, universities, and businesses have embraced both open source and proprietary LMS tools. A growing trend in e-learning is the use of “hybrid” or “blended” or “multimodal” instructional approaches that replace or supplement partial in-class instruction with technologically enabled teaching and learning, which in many cases utilizes many tools bundled in the LMS.

Along the same lines many students engaged in e-learning may not be geographically distanced from the institution. For example, learners may be traditional learners living on campus or nearby yet taking course partially or fully online. This is often linked to the need for flexibility in personal (family) responsibilities and work schedules. Taking advantage of e-learning adds an extra layer of flexibility. In fact some people see distance learning as not being synonymous with e-learning, argue the point that distance learning is a generic term that presently happens to use the Internet as a vehicle. Thus, the position presented is that while distance education and e-learning do overlap, they are not identical but complementary.

E-learning is growing rapidly and is often associated with the Internet. There are however other modes of learning that are growing at a considerable rate too. Mobile learning (m-learning) for instance, is a rapidly growing innovation that has the advantage of allowing learners to be “on the move while learning. In other words, multi-tasking, for example jogging or listening to recorded lectures while driving to work. Therefore, m-learning is an extension of e-learning, which uses mobile (cell) phones, Personal digital assistants (PDA), and MP3 players (with iPods and podcasting being the mostly widely used). In places where bandwidth is limited m-learning is growing at a rapid rate.

As the technology gets more affordable and readily available, educational options will continue to expand. For those looking for flexibility due to family and work commitments, e-learning and m-learning may be an option to consider. For organizations and institutions looking to train employees without having to trade-off on productivity, time, cost, or hiring a consultant, this is also an option to consider.

Sophia P. is the editor of http://www.about-elearning.com/associate-degrees-online.html and http://www.colleges-and-careers.com – information and resource guides e-learning and degree programs.

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Write Without Editing

by admin on May 19, 2012

One of the most common mistakes new novelists make is to constantly edit their work as they write. They write a paragraph, a scene or a chapter, and then they go back and try to figure out how to embellish the story, describe the setting, select better words or in general make the writing stronger. Have you caught yourself editing as you go along?

Stop!

When you’re writing the first draft of your novel, you should never stop to read over what you’ve written, much less worry about editing. For one, you’ll never finish the manuscript if you do this. I’ve participated in plenty of critique groups where after two years, novelists are still reworking the same chapters I critiqued two years before. Their manuscript is no closer to being completed than it was when they joined the group.

Another reason to avoid editing as you write is this: Your writing will become stale. The story will lose its vibrancy. Your characters will become lifeless.

Not to mention, you can’t do your best editing when you don’t have completed material to work with.

Editing is a powerful tool for the novelist, but it must be used the right way… and at the right time.

If you’re starting a novel manuscript right now, here’s the best advice I can give you: Write the story straight through. Whatever you know of the story. Whatever you know of the characters. Don’t try to make sense of it all, and whatever you do, don’t try to edit yourself as you go along. Forget about character inconsistencies. Forget about word choice. Put the dictionary and thesaurus somewhere you won’t be tempted to reach for them. Write from the top of your head, from your gut, from your heart… whichever analogy works best for you, follow it. Just write the story as it appears in your imagination right now.

Stuck on a scene? Move ahead. Be cryptic. Outline it if you must. Get the basics down on paper. Write it this way:

“In this scene, Mary confronts Joshua. There’s some arguing back and forth. M: ‘Why did you say you’d help Mr. X when you know he’s the one causing all the problems?’ J: ‘Can you think of a better way to keep him focused on the job?’ She’s moving around inside the store this whole time, nervously dusting objects as she’s speaking. Eventually Cameron comes in and interrupts the conversation by telling them the place they’re arguing about is on fire and they’d better stop squabbling and get over there ASAP.”

After you’ve written that little passage, move on to the next scene and continue with the story. You can come back later and flesh out the cryptic scene when you have a better idea what you want to do with it. The point is: Do whatever it takes to get un-stuck and keep writing. Don’t stop. Don’t think. Don’t edit. Just tell the story!

This raises a debate novelists often engage in about writing styles. Some novelists are “outliners” while others are “pantsers” – meaning they write by the seat of their pants; they just tell the story as it comes into their head, and they don’t necessarily know where they’re going with it. The approach you take depends on your personality and the way you work best. But either approach is compatible to writing without editing.

Personally, I like to take some time before I begin writing a novel (no more than a week) to do a very basic outline and get to know my characters as in-depth as I can, through note cards and character interviews. I trace character arcs and plot lines, I look at various threads, I jot down various scene ideas on note cards – not scene structure or details, but just a one-sentence description of a scene I believe will take place in the story. I do all this before I write a word.

Once that’s done, however, I start writing and I don’t stop to edit myself. In other words, I create a road map before I start, but I don’t fill in too much detail on the map, and I don’t allow the map to constrain me. Most importantly, I don’t stop to censor myself as I’m writing the story. If I move off track and write myself into a corner – it happens! – I just make a note that this might not have been the way to go and I continue to write as if nothing went wrong.

It might sound frightening, it might sound like a waste of time – after all, a lot of what you write might not end up in your final manuscript – but trust me, you’ll appreciate the results. When you write without stopping to edit, your work is more vibrant, your characters are more alive, the dialogue is real, the story is compelling, and your passion for the story and the characters comes through. This is something that can’t be replaced by any method other than just writing the story straight from your gut, without editing.

And by the way, much of what you write isn’t supposed to end up in the final version. It’s not unusual for a novelist to cut nearly two-thirds of what he or she has written before publishing the book. When you write the novel, you are creating material you can work with. You will use that material and shape it into the finished product. A lot will be cut in the process. What you’ve written and cut is never a waste. You can’t get to the finished product without having plenty of material to work with.

After you finish the first draft, you will edit – you’ll do many levels of editing if you want to get it right. But the spark, the dynamism of your original draft will still be there. If, on the other hand, you constantly stop to edit as you write and don’t allow yourself just to write freely, that spark, that dynamism will never be there. That’s not something any amount of brilliant editing can make up for.

When you write the story straight through without stopping, you give yourself awesome material to work with during the editing stages. You’ll be amazed what you can do at that point. Editing is where you add all the detail, all the texture, all the sub-text… everything that makes the difference between a mediocre novel and a great novel. But you can’t perform editing magic until you have the fullest possible draft to work with. Otherwise, you’re just wasting your time and talent.

Think of a beautiful piece of pottery, a gorgeous ceramic vase. What makes it beautiful? Is it the design, the careful craftsmanship, the exquisite attention to detail, the dynamic colors, the shiny finish, the unusual shape? Perhaps all of these? Do you realize not one of these features that makes this pottery beautiful would have been possible if someone didn’t put a lump of clay on a potter’s wheel?

I talked to a fellow writer just the other day who was driving herself crazy with her self-censorship… and she was only on the second chapter of her first draft! I told her to think about the clay on the potter’s wheel.

“You’re trying to stick your hands in the kiln with nothing in them, and you’re wondering why it hurts!” I said. “Put the clay on the wheel first, then worry about what you’re going to do to make it beautiful.”

It’s not always easy. In fact, it might be one of the most challenging tasks you’ve ever undertaken. But if you will allow yourself to write freely, uncensored, until you complete your first draft, your novel is off to an incredible beginning.

Janet Helin is a novelist, writing coach and Christian inspirational publisher. She offers free e-workshops on novel writing, life story writing and Christian inspirational writing and offers free advice to new writers. She can be reached at [http://www.lifestoriesinspire.com].

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