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Paralegal Certificate: Mason Learning Solutions. TOPICS HIGHLIGHTSLegal Terminology, Documents, Ethics, and the Litigation Process. This session focuses on the history of American jurisprudence, the theory of law, the legal process, and the nature of litigation. Discussion will cover pre- trial, trial, and post- trial procedures, as well as an in depth coverage of legal ethics. At the end of the first session of class, student will know how to prepare Complaint and Petition, Answer Third Party Complaint and Petition, and Motion for Summary Judgment. Introduction to the Evidentiary Predicate. This session covers the rules of evidence and civil procedure. Basic interviewing and investigation techniques and the development and use of demonstrative evidence will also be explained. At the end of the second session, students will prepare discovery matter such as Interrogatories, Requests for Admission, and Requests for Production of Documents. Identifying Relevant Authority. During this session students will learn how to identify relevant law and determine the differences between primary and secondary authority, and between mandatory and persuasive authority, and learn how to find and apply authority to hypothetical factual situations. Introduction to Legal Research. Students will learn research techniques for use in legal memoranda, motions, and briefs. Course Description Topics Highlights Certificate Requirements Textbooks Related Courses. COURSE DESCRIPTION. George Mason University in collaboration with.Primary and secondary source materials will be discussed, and a concise approach to legal research will be developed. Legal Research Practice. Legal research skill will be applied in this session with emphasis on shepardizing statutory and case law and learning to use computerized legal search terminals. Numerous research assignments will be given, discussed, and critiqued. The West Key Number System® will be learned thoroughly. Legal Writing and Appellate Procedure. This session will concentrate on the preparation and critique of legal memoranda, including an Interoffice Memorandum of Law and Appellate Brief. Principles of appellate procedure will also be reviewed. Information about the George Mason University paralegal program, registering in a technical degree program to develop job skills, and taking free practice. Enroll Now. How to Register. please call 703-993-2109 and we will direct you to the appropriate program. George Mason Learning Solutions reserves. Proper citation format will be covered along with a discussion of job hunting techniques and job leads for those seeking their first employment as paralegals. Please visit http: //www. Advanced Paralegal Certificate Online. Advanced Legal Research and Writing Certificate Online. Intellectual Property for Engineers Certificate Online. Legal Investigation Certificate Online. George Mason University in collaboration with The Center for Legal Studies offers Legal Investigation Certificate Online. COURSE DESCRIPTION. This course. Information about the George Mason University paralegal certificate, registering in a technical degree program, and taking free practice tests online. By.
George Mason University Paralegal Program can be taken being a career by individuals considering joining the joy of Law. The decision to undertake George. Georgetown University’s Paralegal Studies Program combines a strong legal foundation with real-world application to provide students with the legal. Legal Nurse Consultant Training Certificate Online. Personal Injury for Paralegals Certificate Online. Software Essentials for the Law Offices Certificate Online. Paralegal Certificate Program- Online: Mason Learning Solutions. Course Description. Topics Highlights. Certificate Requirements. Textbooks. Related Courses. COURSE DESCRIPTIONGeorge Mason University in collaboration with The Center for Legal Studies offers the Paralegal Certificate Online! The format is the same Paralegal Certificate that has been offered for over 3. This online course is available to students who, because of location or schedule conflicts, are unable to attend the popular live lectures. This intensive, nationally acclaimed program is designed for beginning as well as advanced legal workers. Students will be trained to assist trial attorneys, interview witnesses, investigate complex fact patterns, research the law, and assist in preparing cases for courtroom litigation. The instruction is practice- oriented and related to those areas of the law in which legal assistants are most in demand. This online interactive Paralegal Certificate provides guided instruction s. Students benefit from direct interaction with the instructor and other students via e- mail and discussion board. Students have 1. 4 weeks to complete the online course. Students are expected to participate online each week as described below, but students do have the flexibility to work online at any hour of the day. Students must successfully complete and pass all requirements to be awarded a certificate. Once registered, students password and access information will be sent by email prior to the start of class. This program will help students increase their efficiency and productivity, as well as learn new marketable job skills. The Center for Legal Studies is a member of the National Federation of Paralegal Associations (NFPA) and the American Association for Justice (AJA). DOD Drug Testing Portal Home Page. You are accessing a U. S. Government (USG) Information System (IS) that is provided for USG- authorized use only. By using this IS (which includes any device attached to this IS), you consent to the following conditions: -The USG routinely intercepts and monitors communications on this IS for purposes including, but not limited to, penetration testing, COMSEC monitoring, network operations and defense, personnel misconduct (PM), law enforcement (LE), and counterintelligence (CI) investigations.- At any time, the USG may inspect and seize data stored on this IS.- Communications using, or data stored on, this IS are not private, are subject to routine monitoring, interception, and search, and may be disclosed or used for any USG- authorized purpose.- This IS includes security measures (e. USG interests- -not for your personal benefit or privacy.- Notwithstanding the above, using this IS does not constitute consent to PM, LE or CI investigative searching or monitoring of the content of privileged communications, or work product, related to personal representation or services by attorneys, psychotherapists, or clergy, and their assistants. Such communications and work product are private and confidential. See User Agreement for details. Military Drug Testing. The Army Biochemical Testing Program encompasses the Active Army. The DOD Drug Testing Program (DTP) software is the Army standard random Selection method..Alcohol & Drug Facts. Drug Testing. The Army Drug Testing Program encompasses the Active Army. Read more about the Army Drug Testing Program. DTP Software and User Manual. The Army Drug Testing Program encompasses the Active Army, National Guard and the Army Reserve. The program is a command program, composed of the soldier, the commander, the Unit Prevention Leader (UPL), the Army Substance. Company Drug Testing Policy. military drug tests; urinalysis testing program; joining the military; Explore US Military. & Software; Military Shopping & Surplus; US Military. About.com; Careers; US Military. . by providing the fastest file importing, criteria searching and selection function on the market for maintaining your drug testing program. Please submit your review for Drug Testing Software Manage Suite. 1. Rate this. Drug Testing Software Manage Suite - Free download and software reviews. Please describe the problem you have with this software. This information will be sent to our editors for review. DTP Software and User Manual. The DoD Drug Testing Program (DTP) version 5.4 replaces all previous versions of of the full DTP software; version 5.4.1 replaces all previous versions of DTP Lite. Drug-Testing Program software. Army Substance Abuse Program in the Army. follow-up testing will remain in the random testing pool and will be tested whenever selected for random testing. 22 AR 600–85 † 28. DoD Drug Testing Portal Enter the Portal. You are accessing a U.S. Government (USG) Information System (IS). penetration testing, COMSEC monitoring, network operations and defense, personnel misconduct (PM), law enforcement. CIVILIAN DRUG TESTING. PROGRAM. U.S. ARMY HAWAII. JAN2015 “The Federal Government. Random selection using drug testing program software. ASAP. sends email notification to Supervisor a day before testing day. Supervisor. Sample Cover Letters for Graudate School Admittance Dear Graduate Coordinator (get the name so you can make the letter more direct), I am very interested in pursuing. Example Covering Letter. July 2. 01. 4Your Address. Mrs. M Foster,Graduate Recruitment Manager,Elsewhere Bank plc,3. High Street,Manchester. M2 1. RS Dear Mrs. A sample cover letter applying to be part of a doctorate program or PhD program Dear Professor Walsh: I possess a wide range of clinical research and lab. Download the cover letter! Want to get working on your cover letter? Then download the template here. Read our graduate cover letter career advice to help you write a perfect covering letter. We provide you with templates and examples. A convincing covering letter (or cover letter, as it’s more commonly known in the US) typically accompanies a CV for a graduate vacancy. It’s your opportunity to. Resume and Cover Letter A resume and cover letter are important components of the Orica Global Graduate Program selection process. Sometimes, the resume and. EXAMPLE COVERING LETTER. I was very interested to read your advertisement for a Graduate Trainee on the University of Kent vacancy database as it. Sample Cover Letter – Graduate (Commerce) Andrea Douglass. I am writing to apply for the Shell Graduate Program, as advertised on Monash University’s Career. Foster I was very interested to read your advertisement for a Graduate. Trainee on the University of Kent vacancy database as it precisely fits my career plans. I first became interested in retail banking during an "Insight" course. I attended during my second year at University. Since then, discussion. I am particularly interested in a career with Elsewhere. Bank, because of the high reputation of your graduate training scheme, and your. During my time as a student I have had a variety of part- time and vacation. I found my work at the Tourist Information Office particularly. As part of my degree course, I chose to carry out a final- year project which. To. process this information, I taught myself to set up and use a database and felt. Although my overall degree result was a 2. I. will be available for interview at any time apart from the 1. August when. I have arranged a holiday in Italy. I look forward to hearing from you shortly and enclose my CV for your consideration. Yours sincerely. John Andrews. Washington State University - University Innovation. The WSU College of Business hosts the Business Plan competition. The competition exists to give student entrepreneurs the opportunity to practice business in a real- world setting. Washington State University’s Writing Programs has received a. WSU Writing Programs receives National Innovation Award. and the Writing Assessment Program. The Business Plan Competition is key to rounding out academic and outreach efforts—bridging theory and application for students who participate. The business competition has expanded and reaches out past WSU. Competitiors from different schools and around the world come to Pullman to present their ideas for the future. Learn more about the competition by contacting Marie Mayes at mmayes@wsu. Pages/bpc_home. aspx[edit]WSU Harold Frank Entrepreneurship Program. The Harold Frank Engineering Entrepreneurship Institute conssits of engineering and business students who are interested in technological entrepreneurship. The program refines the business skills of WSU students ad promotes innovation whem designing business plans. More information can be found at http: //www. Innovation Assessment Center. The Washington State Innovation Assessment Center (IAC) has provided evaluation services to individuals and small businesses throughout the world. An IAC early stage market assessment will help one to make changes to their product for a brighter innovated future. More information can be found at http: //www. Pages/index. aspx[edit]Student Priorities[edit]Overview. Washington State University is a college that focuses on programs and opportunities in innovation for the student body. All the programs offered on the campus are focused around specific disciplines and give each student the opportunity to network within their field of interest. Even though Washington State University has limited connections due to its location, there is a strong alumni base that offers various opportunities to students.[edit]Strategic Plan #1: Increasing Awareness in Innovation and Entrepreneurship. These opportunities that have the potential to shift the way WSU teaches Innovation and Entrepreneurship in the classroom.[edit]Pitch Workshop. Many students at WSU have great ideas for engineering designs, potential businesses, or interesting projects to work on. Washington State University Innovation Assessment Program At Washington© 2011 Washington State University | Accessibility | Policies | Copyright. Agriculture Matters ~ Newsbriefs ~ Farm Energy Program ~ Training ~ Software Tools. Washington State University. Washington State University Critical Thinking Project. Washington State University 2001 1). Plan program assessment; Apply best practices in assessment, teaching and learning. Washington State University. Search; Contact; Share; ATL Home; Contact Us. ATL Teaching Resources. WSU Teaching Academy offers several individual services for the Washington State University teaching. Program Assessment Reporting. Innovation Opportunity Analysis and Innovation. Washington State University. how previous year funds were expended and assessment of program. University Innovation Fellows at Washington State University. University Innovation. Boeing Scholars Program. Washington State Innovation Assessment. . Wash. Undergraduate programs at Washington State University will be submitting. of the former Office of Assessment and Innovation. WSU News Posts. Supporting Excellence and Innovation in Teaching. Teaching excellence is a core principle of Washington State University’s. WSU’s Writing Program Speaker. The problem, however, is that many of these students do not know how to refine their ideas or access some of the resource's we have on capmus. Our plan is to create the first WSU pitch workshop where students will have the ability to work with like minded individuals on an idea while also getting coaching from experts in various fields. At the ptich work shops, there will be a special focus on promoting awareness for WSU resources. [edit]Resource Nights. Resource Nights are part of a 6- week program that offers students the chance to talk to alumni who have created start- ups. They are held in the Spring and run the first 6 weeks into the Spring semester. The speakers' backgrounds are varied and they offer valuable insight on various topics. This program is limited to students who are taking specific courses at WSU. The goal would be to open this up to all disciplines on the campus and give students within STEM programs the opportunities to gain the same knowledge. Plan of action: Work with the College of Business and Engineering to gain speakers and to network. Find local businesses that will support the events[edit]Harold Frank Entrepreneurship Program. The Harold Frank Engineering Entrepreneurship Institute is made up of junior- level engineering and business students who are interested in technological entrepreneurship. The program aims to give students the tools and experiences they need to pursue their ideas. This program also promotes students to be involved on- campus and apply for the business competition offered in the spring. It focuses on creating cohesion between the college of engineering and the college of business. This program gives the students a real experience of the process of working with others with different backgrounds while getting the experience of starting a business from scratch. To be a part of this particular program, there is an application process; however, a majority of the classes in this program are offered to all students. The goal is to make students more aware of the courses within this program that available to them. Frank Innovtion Zone: The Frank Innovation Zone (FIZ) is the first WSU maker space intended for multidisciplinary groups. Existing in the WSU engineering building, the FIZ has several tools to help bring student ideass to life: Collaberative tables with TV monitorsThe walls of the FIZ have large TV screens on them which allows students to hook up their labtops for group projects. This makes doing homework and other projects easier as all memebers can view what is being worked on.Laser cutterThe laser cutter can take CAD models and use the specified dimensions to cut out either plastic or wood to help bring student ideas to life.Wood/Metal fabrication shopThe wood and metal fabrication shop has many wood working tools to help shape or cut designs of various materials.3. D printing shopThe 3. D printing lab has several variations of 3. D printers for plastic design. Electrical circuits shop. The electrical circuits shop has various tools to help bring electronic designs to life. Soldering machines is one of the tools they have avaliable. WSU has now hosted two consecutvie TEDx's, and plan's for a third is being discussed. TEDx offers WSU the opportunity to create a community on our campus and share thoughts on innovation to inspire the next generation. The hardest part of planning a TEDx at our campus is finding speakers and sponsors, due to our campus's location. The WSU TEDx has been very successful in recruiting professors on campus to give talks about their research or ideas. However, it has lacked in bringing outside talent to talk about projects they have been working on. As the WSU TEDx moves forward, we plan to bring in people from other regions to give an additional prespective to our campus. [edit] Related Links Mitchell Scott. Victor Charoonsophonsak. Ryan Pitzer Amber Graviet. Washington_State_University_Student_Priorities. How do i create an Install. Shield LE project to install a windows service? Visual Studio setup projects are back in VS 2. Please update your solution and projects to VS 2. If you are still in VS 2. VS 2. 01. 3. My experience with Installsheild LE is that it is very quirky but once you figure out the tricks, it is easier to use. However, I think that the limited edition is a way by Microsoft and Flexera to sell the fully featured edition. In other words, first we pay Microsoft a lot of money for Visual Studio and then their partner (in crime) more for Installsheild. Bad strategy which did not work out since they had to bring back the setup projects in VS 2. The Windows Installer XML (WiX) is a toolset that builds Windows installation packages from XML source code. The toolset supports a command line environment that. In this blog, I will be explaining the creation of the installation package to Deploy Website, Create AppPool, Create Database with Script and Install Windows Service.
Train The Trainer Guide. SECTION 1. 0 INTRODUCTIONHave you ever given thought to what successful men and women have in common? It doesn’t matter whether they are bankers, merchants, or oil tycoons, they have something in common besides money. They all make careful plans! Success in any field doesn’t just happen. Air Education and Training Command. Both units train Air Force. Air Force Junior ROTC. The CAP program is established as an organization by Title 10 of the. The Training Certificate Program is aligned with. I would recommend the Train the Trainer program to anyone who is. and the Royal Australian Air Force. Air Force Training Program. Training Program Basics • Air Force Training Course. •How long it should take to train •MTL. (U.S. Air Force photo. implemented a new 'Train the Trainer' program to effectively. train the trainer' instructors get tested and. It requires careful and detailed planning. The businessman doesn’t make hazardous or off- the- wall investments. A lawyer spends days getting ready to present a case to a jury. United States Air Force Basic Military Training Military Training. The Air Force Obstacle Course consists of 20 obstacles. Trainees will train on their SABC. Train The Trainer Guide. A guide to. Questions stimulate thought and encourage or force. show how they feel about the subject or the entire training program. Technical Training Your career starts here Your education. Your job. Your future. Upon completion of Basic Military Training, enlisted Airmen will head to technical. The Air Force civil engineer community has developed a tractor trailer 'train the trainer' program, known as 3T, to ensure the safety of everyone on the. Welcome to the United States Air Force. Learn about great opportunities for enlisted airmen, officers and health care professionals.. Train-the-Trainer Training. From Icebreakers to Energizers. this train-the-trainer program will teach participants how to determine the needs of an audience. A minister or chaplain doesn’t make up his sermons as he goes along. Even the “railbird” at the racetrack spends a lot of time studying and planning his bets. Instruction is no different. Effective instruction like success in any other field, requires planning. The instructor must know what he wants his students to learn. Then he will plan his materials so that the students can learn. Why are lesson plans (AKA topical outlines) important? If such things as, “to insure continuity of instruction,” bothers you, how about the following list for being pretty sound, sensible and logical reasons for preparing lessons plans? Shows your thinking - and organization on the subject. A map to your objectives - without being sidetracked. Relates to the rest of the units in the course - the “tie- in.”. Built- in interest and motivation - instead of leaving them to chance. Assure balance of emphasis - on equally important major points. Serves as a time table - being at the right point at the right time. Assists your memory, provides self- confidence - a security blanket. Serves as an outline for back- up instructor - you may be sick/TDY tomorrow. Eliminates the “Cutting Z’s” ZZZ, ZZZ, ZZZ, type of student participation. Before you begin writing your lesson plan, let’s take a look at the learning process. This will help you in your auxiliary job as instructor. This background information will aid you in developing a lesson plan, because it will discuss how students learn. Causing student learning is what being an instructor is all about. Let’s take a look at a simplified version of the Psychology of Learning. SECTION 2. 0 PSYCHOLOGY OF LEARNINGThe expert instructor must have a working knowledge of the principles of educational psychology. Only the area that deals directly with the learning process will be discussed here. First things first - what is a definition of learning? We all know that man learns from the day he is born until the day he dies. What happens to a person when he learns? What process does he go through? The individual, because of a learning experience , may change his way of thinking, feeling, doing, and seeing the world. So basically, learning is a change in behavior as the result of experience. This change, or learning, can be open to view and easy to see, or it can be in the mind or feeling and hard to see. Psychologists say that certain things must exist within the individual for learning to take place. He must go through certain logical steps to learn. The characteristics of learning, learning concepts and generalizations, the “laws” of learning, factors that affect learning, and the transfer of learning will be briefly discussed. An outline of “Psychology’s Rules of Learning” are included for your future reference. You will increase your chances of creating an effective learning situation by reading these topics, thinking them out and applying them in a classroom situation. CHARACTERISTICS OF LEARNINGLearning has a purpose. Most people have a pretty definite idea of what they want to do and achieve. A student brings his goals into the classroom. Some of these goals may be very personal and some he will share with his classmates. A student will learn best what will help meet his goals. The learner’s goal or purpose is of chief importance in the act of learning. A good instructor tries to relate learning material to the student’s goal. Learning comes through experience. Learning is a very individual process and must be done by the student himself - the instructor cannot do this for him. Research has concluded that learning and knowledge are a part of a person. A person’s knowledge comes from his experience, and no two people react to experience the same. Each learns different things depending on how the situation affects their different needs. Previous experience conditions a person to respond to some things and to ignore others.” Some experiences involve the individual as a whole, while others involve only his eyes, ears, and his memory. The instructor must provide students with experiences that are meaningful, varied and appropriate to the situation. For instance, by repetitious drill, a student can learn a “laundry list” of principles of leadership. But the list is useless if he can’t apply them correctly in real situations. He can do this if his learning experience has been both extensive and meaningful and he understands how to apply the list. The learning experience which challenges the student requires involvement with feelings, thoughts, memories of past experiences, plus physical activity is much better than just requiring the student to memorize a “laundry list.”Learning is multifaceted. An instructor who thinks his job is only to train a student’s muscle or memory is wasting his own and his student’s time. Students may learn much more than the instructor planned or intended, because, as humans, they do not leave their thinking mind or feelings at home. As an example, a student studying engine maintenance may be learning to perform a check on a particular piece of equipment. However, in the process, he is learning new concepts and generalizations. He may also be learning new uses for the principles of electronics. He may become interested in “black boxes” and learn something about handling electronic equipment in general. This experience results in changes in the student’s way of seeing, thinking, feeling, reacting and doing, even though the instructor’s primary objective was to teach the student only how to read a multimeter. Students in a classroom may also be learning cooperation, elements of good dynamics, and good and bad attitudes about the Navy, or life in general. The list is endless and is sometimes referred to as “incidental”, but it still has a great impact on the learning situation. Learning is an active process. Never assume anything just because it is obvious to you.” All too often, after an instructor has taught a lesson many times and really knows the subject, he teaches his class strictly out of habit. Instead of watching his students, he is a robot who walks and talks at 0. Tuesday and Thursday. He pushes a button, and the words come out, but his mind is elsewhere. How can this be avoided? Keep everyone active in the class - the students as well as the instructor. The more actively a student is involved in the class, the greater his chances are for both learning and remembering. If a student is to learn, he must react and respond. He is not a sponge that will soak up knowledge like water. The response may be outward or inward.) Since learning is a “change in behavior as a result of experience,” the process must be active. This action can be either answering the instructor’s questions, or working a practice exercise. The responsibility of creating active student participation lies with the instructor. LEARNING CONCEPTS AND GENERALIZATIONSTeaching people new ways to think about things is a challenge because you usually can’t see if they are really learning. There is great temptation, among instructors, to believe that a student understands what you are saying if he can recite the key ideas or objectives. This is not always true. There are still a few instructors who try to teach mostly with words without causing meaningful learning experiences. These instructors waste the student’s time as well as their own. The definition of learning stated earlier involves a concept of learning, while on the other hand, the characteristics of learning are generalizations. A concept is a mental picture of a group of things that have common characteristics. A generalization is a person’s idea of the relationships between two or more concepts. Concept formation. Concepts represent a group of solid objects, such as an airplane or book; or abstract ideas such as leadership and honesty. A concept is an idea about a group of things. A concept involves thinking about what it is that makes those things belong to that one group. Look at the following example: Concepts are formed by naming and classifying things into groups. It is through experience that a person builds up his concept of the special things that make something belong to a specific group. Think for a moment of how a child forms his concept of DOG. First he observes and learns that the family collie is a DOG. This DOG has four legs, a long snout, long fur, and short ears that stand up. It also barks and appears to be friendly. He sees this thing as being quite large - larger than he is but smaller than his father. The child is now secure in his concept of DOG, that is, until he meets a bulldog. Now he must adjust his concept. He knows that dogs can be of different sizes, can have short hair as well as long fur, can have almost no tail, and may have upright ears. Then one day, he sees a Mexican hairless dog. This calls for some major changes in his concept of DOG. Many experiences later, his concept of DOG is complete. He has reached the point where he can identify a new animal as being DOG or NOT DOG. A great deal of concept forming occurs without any help from instructors. Often, concept formation depends less upon the depth of the experience and more upon the width and amount of it. A lot of experience with many kinds of encounters is necessary to build valid concepts. Where does the instructor fit into this formation of concepts? First, he can identify these concepts and apply them in determining student needs. |
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