Online Phd Degrees Achieve The Next Level In Pajamas Online Defensive Driving Courses Imagine That Defining An Imaginal Education Arizona Schools Math Standards Is There A Better Way

What’s valuable to our society nowadays? I’m afraid that if we answered that question I would become very depressed. So, let’s not get to in depth with that one, except would it be fair to say that many of the things on that list would qualify as superficial? Ugh, I’m getting depressed. But, that’s a blanket generalization and certainly doesn’t apply to all.

What do you think about education? Or educating others? Ooh, just the thought alone gives a little lift to my heart. I have thought for a long time that teaching is one of the noblest professions around. I have the utmost respect for those who have dedicated their lives to enhancing the lives of others through expanding their understating of the world, mental capacity, analytical reasoning, and even the self-empowerment that comes from gaining these things. Unfortunately, with our skewed value system, the educational system seems to always be in need of competent, trained teachers, at all levels of education. This is where online PhD degrees comes in.

If you are already working within the education field this could be a great option for you. You’re already certified as a teacher and have gained a good understanding of the type of schooling you’d like to pursue. Your schedule is tight, as the work day of teachers doesn’t end when the bell rings. Virtually all major Universities are now offering education online PhD degrees and more are starting all the time. So, its not about some disreputable institution that provides you with a faux degree, but the same quality of classes that require the same demanding work, except you can work around your schedule.

Getting your education PhD degree will provide you with the understanding in various educational methodologies and practices, the theoretical base, research and administration knowledge that you can use to advance in your career and offer the students the best possible opportunity to learn as possible. This is achievable through an online PhD degree.

Defensive driving courses are ones that are structured to help individuals learn how to drive safely and drive in accordance with motor vehicle laws. This is not a new type of course but one that has gained increasing recognition over the past few years. Some individuals take these courses in the case of a traffic violation where there will be points added to their license if they do not complete a defensive driving course. Other individuals may take a defensive driving course to get a better rate on their automobile insurance whereas some people take the course simply to better their driving skills and decrease their chances of being involved in a car accident.

Whatever the reason may be for completing a defensive driving course, there is one particular way to complete the course that is highly recommended. That is to take the defensive driving course online. There are many reasons associated with online defensive driving courses which make taking a course in this manner a very attractive concept.

Convenience

Perhaps the number one reason why individuals take defensive driving courses online is due to the convenience that is associated with taking courses from a home computer connected to the Internet. By taking a defensive driving course via online one can study and “attend class” whenever it best fits into their schedule. It is also convenient because they are able to complete the course from the comfort of their own home and there is no need to sit in traffic on the way to and from a course center. The convenience aspect is an extremely desirable one especially in today’s busy world.

Easy to Concentrate

Another reason to take a defensive driving course online is for the sheer fact that many find it easier to concentrate in a quiet environment than in a crowded classroom with a number of other individuals present. Some people find it easier to think when they are completing a course in the privacy of their own home where others will not be around to distract them.

Structured Course Format

An additional benefit to taking a defensive driving course online is that online courses of this type are ones that have a structured format to them. As courses that are taught by an instructor may sometimes be a bit garbled and unfocused, depending on the teacher, it may be harder to follow that type of instruction. With online courses, one will most likely receive a structured outline of the course and it may be much easier to follow along with an online course for defensive driving than other types of courses.

Reviewable Format

Another great reason to take part in a defensive driving course online is because the course format is more likely to be reviewable than if an individual were taking the course in a structured classroom setting. How many times has one been in a classroom where the instructor talks a mile a minute and taking notes as fast as the individual is talking is impossible? If the answer to this is in the affirmative, then taking advantage of a defensive driving course online may be highly advisable. One does not have to move on to the next section until they completely understand the current section which they are working on.

Online Testing Methods

Many of these online defensive driving courses will not only provide coursework for the individuals to partake in but an online test at the end of the course as well. These tests are often required in order to receive the official completion certificate. Requiring individuals to pass the test is a way to show that the coursework was completed and a lesson was learned as a result of engaging in the course. Many of these tests provided by online defensive driving courses are multiple choice and some will even allow a retest should it be necessary for the individual to successfully complete the course and receive a completion certificate.

Delivery of Completion Certificates

Some states will require that individuals who embark on these types of defensive driving courses hand in their completed certificate in person at the governmental office or insurance company, whichever entity it may be that needs evidence of certification. Once an individual completes a defensive driving course online, they will be presented with a completion certificate showing that the particular course has been successfully completed. This is extremely beneficial for those individuals who have to turn in their certificates of completion to governmental agencies or insurance companies. They are presented with concrete evidence which shows that the course was completed.

Additional Tip

An important thing to keep in mind is to always check with the appropriate governmental entity or insurance company if one is interested in taking an online defensive driving course in order to satisfy a requirement. As some entities may require certain types of defensive driving courses to be completed, it is also important to look into that matter before embarking on a particular defensive driving course route.

Online defensive driving courses are wonderful ways in which to learn how to operate a motor vehicle as safely as possible and at times also learn about certain motor vehicle laws which may affect the driver. Whether one is looking to meet court ordered requirements, obtain a lower automobile insurance rate or simply improve their defensive driving skills, taking an online course in order to do so may be the best bet for those particular individuals.

Education is failing in the United States. By saying this, I know that I join the ranks of the self-appointed Cassandra’s who hurl our hands up to our foreheads and sing the doom of a nation. But it’s true.

And most of the wailers miss the point. Underlying the political agendas, funding battles, culture wars, and the simultaneous disrespect for and outrageous expectations of teachers, there is a much deeper failure.

Think of a moment in your life when you were completely caught up in learning something. In that moment, learning wasn’t about facts, tests or grades, succeeding or failing. Instead, it was an all-consuming, joyful burst of energy and pleasure at finally discovering something. Of understanding something. To borrow from Shakespeare, it was an instance of god-like apprehension, comprehension of our place as partners in a creative universe.

How often have you had a moment like that in your educational process? If you’re like most people, pretty rarely. Somewhere along the line, education became a consumerist contest of amassing skills and factoids and spewing them back to the world like game show geeks. But when we become glorified databases, we lose the analytical abilities that keep us from being engulfed by systems (be they political, religious, societal, or media) without bothering to ask if they should exist at all. We have all of the pieces out of the puzzle box and arrayed on the table, but we don’t have a picture to follow.

And that’s what we’re missing: the picture. The image. The imagining. Our failure is a failure of imagination, both in what we teach and how we teach it, but also, far more importantly, a failure to understand that education is ultimately about imagination itself.

When we become imaginal learners, we move beyond passive collectors of information into creators. We find the enchantment, the poetics of learning, and we can imagine entire universes into being. Learning becomes a spiraling generative process that invites us to continue to learn and to shape ourselves and our worlds.

So what would an imaginal education look like? Part of its beauty, and admittedly, its complexity, is that there isn’t one answer. It is an invitation for each learner to understand herself and the world around her as a classroom. It is about inviting wonder to be your partner, and continually asking “why” and “how” and “what if” about everything and everyone that crosses your path.

Since it is so vast, let me try to sketch out an example from a very small, prosaic beginning point: the number 32. I have a painful memory of standing in a classroom with flashing cards and spots before my eyes, trying to spit out multiplication tables. But in spite of that (mostly because I count on my fingers), I know that eight times four is thirty-two.

In an imaginal learning context, the flash cards are gone. The walls of the classroom are gone, replaced by a hillside on a quiet night where the stars seem made for counting, and infinity has a tangible and richly mythic presence. So I lie on my back, and imagine a life for the number 32. A combination of eight (a sideways symbol of infinity) and four (of the four elements) make up the sinuous and stable combination of thirty-two. I imagine its colors, its own suggestion of infinity when turned sideways – like three mountains and the beginnings of a fourth.

And then I begin to count. Eight constellations, each of four stars. Sixteen pairings of two. I remember the stories of the constellations. I make up poems with four stanzas of eight lines each, and drum out rhythms in 4/4 and 2/4 time. And then I explore 32 as a leaping point into other thoughts, other disciplines, awareness of myself and those around me. For example, in the Buddhist tradition, there are 32 body parts. How many can I count? And what lies underneath a philosophy that identifies the body this way? Or, I look to language. Balagt
All states across the United States require standards that must be met in different subjects by specific grades, especially in reading and math. End of year testing is required for specific grades to ensure schools and students are meeting these standards.

The concern is that states, including the Arizona schools, are trying to teach everything at once to students, with teachers losing the ability to teach the important math concepts in depth. Otherwise, students are learning a little about everything (just enough to pass state tests) but not enough to actually use in the real world.

Many educators in the Arizona schools are concerned that they are being forced to teach for testing, rather than real in-depth learning that is needed in higher grades and college.

For example, the Arizona schools require second graders to know 77 math concepts by the end of that grade. That is a lot of concepts, and teachers are given no guidance from the Arizona schools on which concepts are the most important. That means that equal importance is given to all, and all must be sufficiently taught. In order to do this, Arizona schools would need to create mandatory day-by-day lesson plans, which they have not done.

The National Council of Teachers of Mathematics is a highly influential organization, whose recommendations are followed by most educators. Almost all math textbooks for kindergarten through eighth grade reference the council, also aligning with their recommendations.

In a report released in September, the council agrees with many Arizona schools educators that the state is trying to cover too much within one year, noting that some states require even more.

Council Executive Director Jim Rubillo points out that too many mandatory math concepts taught means very little in-depth learning by the students. They may be able to pass a test at the end of the year, but it is doubtful that many students will carry the concepts into higher learning without the repetition and in-depth instruction required. Too many concepts to teach leaves no time for in-depth instruction.

The council also released new recommendations for curriculum focal points. The recommendations narrow the focus to just three math concepts at each grade level with all instruction for each grade built around them. The council hopes states will enter into a discussion on this issue and consider their recommendations.

The Arizona schools begin revision of their math standards next spring and are considering the council’s recommendations, according to Mary Knuck, state director of standards for the Arizona schools. If the Arizona schools follow the council’s recommendations, it would mean a major overhaul of their current standards and testing methods.

The real challenge for Arizona schools teachers currently is not the vast array of standards that must be taught; however, the real challenge is to teach math for both real world applications and standardized testing. It must make sense in the real world, or it is wasted. Yet, Arizona schools students must be able to have instant recall in order to answer state test questions correctly. Hopefully, the council and the Arizona schools can together make more sense of the crucial math standards for the Arizona schools.

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