Benefits of Broadband Connection in Rural Areas

Broadband connection has become a must-have in all areas of life. It enables you to book train tickets, access your bank account, watch videos and TV programs online and so on. And the need for broadband connection is as important in urban areas as in rural areas. Lack of access to broadband internet hinders the growth and development of rural areas.

High speed broadband connection breaks down the barriers of communication and distance in remote areas. With the help of high speed Internet access, residents in rural areas can participate fully in economic and civic life and do their contribution to the economic development. Businesses operating in rural areas can effectively and successfully compete with their counterparts in urban areas. The various benefits of broadband internet in rural areas are:

Expand Business: With the help of broadband internet, you can expand your business to a wider market beyond your immediate area. You can reach to a bigger audience and explore markets far and wide.

Conduct Business: If your company has sent you to some far off remote area for some project, you can easily communicate with your counterparts in other parts of the world. There are various broadband plans offered by the Internet providers. You can choose broadband plan which suits your requirements and conduct your business smoothly. You can send or receive heavy files, do research on the Internet 24/7 and have voice chat with the high speed, uninterrupted Satellite Internet connection.

Education: People living in rural areas have to travel long miles for college courses. But due to the availability of Internet, people can have access to distance learning and education. They can talk directly with the faculty and take notes.

Better Health Facilities: Rural areas usually lack proper medical facilities. The number of hospitals is less and the number of people requiring treatment is more. Most often people don’t get the necessary treatment they need badly. Fast broadband connections enable patients to receive medical advice as and when they require. Patients and expectant mothers can get consultations from specialists in time.

Access to Global Information: Residents of rural areas can have access to global information with a single click of mouse. High speed broadband connection enables people to be aware and be in touch with what is happening in the world.

Use for Farmers: Broadband connection is also of use to farmers. They can access information regarding weather forecasts, crop prices and so on with the help of uninterrupted Internet facility.

There are several Internet providers in the market which offer different broadband plans. Choose the Internet provider which provides high speed, highly reliable, uninterrupted and no-nonsense broadband connection around the clock. With the help of Internet access, you can conduct your business as competitively as your counterparts in urban areas.

The benefits of broadband connection are numerous. In short, it promises a bright future for residents of rural areas with better job opportunities, better medical facilities, education opportunities, better prospects of conducting business and so on.

Education Crisis Results in Poorly Prepared Future Workers of the World

Following is a more literary form of the business proposal that I have presented to various chamber of commerce in the Los Angeles area. It is interesting to note that unlike academic theory or bureaucratic laced government-run institutions, that which works in the real world works virtually ignoring criticism or conjecture. Yes, Mr. Forbes, capitalism may not only save us but education as well. Here’s to the innovative, problem solving, get ‘er done spirit of the entrepreneur. Peace!

Over the past 17 years, the percentage of four-year college and university students who graduate has dipped more than 10 percentage points, despite increases in enrollment, according to the Council for Aid to Education and the National Governors Association. About 42 percent of students entering four-year colleges or universities graduate (Al Branch, CBS Business Network).

But there’s more. And it gets worse.

Every 26 seconds another student drops out of public high school which translates to nearly one-third of all public high school students dropping out. It’s so bad that Colon Powell and his wife are heading a national movement in an attempt to reverse the trend. But even of those two-thirds who graduate, the picture doesn’t get any brighter. According to a 2007 survey, nearly 90% desired to attend and graduate college. Unfortunately, the majority never did. Even of the current 28% of the population with bachelor’s degrees, within five to ten years 70% will no longer be working in a job related to their major.

So what’s happening? Are our children, our future not getting the help, education, achievement they need or have been promised?

But the plot thickens. Even though learning appears to be happening, there is a disconnect somewhere in the system: “A sizable [number of remedial students entering college] are recent graduates who performed well in high school: A 2008 study by the nonprofit Strong American School found that nearly four out of five remedial students had a high school GPA of 3.0 or higher.”

So why aren’t they learning? Or is there such a large discrepancy between high school and college education that the issue is closing the gap (we have some of the best colleges and universities in the world yet some of the worst performing schools)? Or is it grade inflation or students being pushed through the system just so high schools, even community colleges, can obtain funding? Regarding grades, in college there is a similar problem to that which is occurring at the high school level. More and more is being written about students not learning, even those achieving good grades (As and Bs). So what’s going on?

What is happening is complex but there are several major factors that stand out and must be taken into consideration; in doing so, we will take a look at not only the dropouts and failures but the alleged successes. And what we will discover is that we are looking in all the wrong places and asking all the wrong questions (or no questions at all) to ensure an increased chance at success. But first, let’s look at a few more facts to add to our understanding of the overall issue.

Let’s take a look at high school kids first. Why are so many dropping out? According to a report titled The Silent Epidemic by John Bridgeland (CEO of Civic Enterprise, a publicity group that lead a 2008 national dropout summit), 80% of students surveyed said they dropped out because of a need for “classes that are more interesting and provide opportunities for real-world leaning.” Unfortunately, far too often children are taught out of context with little connection made between what’s being learned in school to that of the real world. Achievers know that without specific understanding of outcomes, what they are or why they even exist, lack of motivation and focus arises negatively affecting achievement.

But there’s more to the drop out picture. More and more households are being run by a single parent-because of divorce sometimes paying for two households-who needs help from their wage-earning children just to pay the bills. Then there’s the minimum wage issue that places wages too high for some companies (especially small business that are in the majority) who can’t afford it, so they cut jobs. This has been part of the reason students drop out of high school; they can’t find a part-time job because there are fewer of them, so they get a full-time job to help mom or dad pay the bills.

But let’s get to the deeper issue or, as I stated previously, the not asking of critical questions.

How can schools really know what the issues are at hand when they are not asking students, their customers, what they want? As previously stated, today’s high school students have complaints (uninteresting classes, not applicable to real-world), and they may even be understood by teachers and administration, but little is being done to serve them. I know that some may feel that “adults know best” and teenagers are not mature enough to know what they need, but most adults will confess, if they think about it, this is hardly the case. And students know that today a college degree does not guarantee a job or career success. It may improve one’s chances but there are no guarantees.

So what are some of the core issues?

One is that schools are third-party government run institutions that don’t cater to the needs of the individual like customers or consumers in the real-world economy or the private sector. How many surveys are sent out to high school- or college grads to see if what they are receiving or have received is what they need? Often it is the opinions of a limited few on boards and accrediting agencies– at the college level–that are informing the many what they need. Because of this, schools and colleges are out of touch with what is really needed. Education (schools and colleges) is missing so much real-world knowledge, skills, and attitudes, which I estimate to be about 80%. Consider that in today’s job market those just entering the workforce will have upwards of three to four career changes over their working lifetime; what should be taught is not just knowledge but critical skills and attitudes on how to think and self-teach, for once college is over-after a brief sixteen years of education-then what? Go back to school every five to seven years or so for another degree? But instead we dictate to our students what we think they will need whether they need it or not. And it’s not just about careers, but to be more active and engaged parents, citizens, to live a longer, more productive life; life-long learning and new-skill building should be taught, along with a good understanding of success principles, relationship skills, capitalism, democracy, and government, and much more.

Regarding current curriculum, how many students who have to learn algebra, geometry, trigonometry, biology, chemistry, literature, language, and history don’t care for much if not most of these subjects? I’ve taken many an informal survey with few respondents ‘passionately’ interested in any of the aforementioned. And it’s not partial or mild interest that creates substantial, empowered, life-long achievement. Certainly we know of the great crush for those with math and science skills. But what does that actually mean? Of the entire workforce such jobs account only for about 15%. But another thing to consider is that we are putting the cart before the horse, or dictating, “You need to be good in math and science” rather than asking, “Are you interested in math and science.” For motivation is based in autonomy and the ability to choose, especially in considering one’s career choice, and not forcing a round peg into a square hole.

Who is to say what it is that an individual needs when that individual is so unique regarding personality, disposition, influences social and familial, gifts and talents, and desires. But very few students are even asked what they would like out of an education, or whether or not what they are learning is “real world” suited to them, or if they’ve chosen a major merely based on what their parents, peers, teachers, society wants, or if they are doing it to assuage their desire for respect, money, prestige, and so forth. I can’t count the number of conversations I’ve had with people who went to school for a particular degree only to discover later that it wasn’t for them. I tell my students that if they find they are really struggling with what they have been studying and hate every moment of it looking forward to post-test time like the purging of a disgusting meal, well, it is probably not for them. Another factor is that within five to ten years 70% of college grads no longer work in a field related to their major. There is just so little prep-work done by the student to honestly and thoroughly know herself well enough so that she is working more toward a sustainable career and not one that her teachers or the president of the U.S. wants but what she wants, for only passion for a career will sustain the worker through years or decades, not that which she is barely interested in never mind hates.

But even if the student is pretty secure in knowing herself-who she is and what she wants-there is still the mis-guided notion that colleges offering a degree will give her what she needs in the real world. Hardly. Once again, I can’t count the number of times I have been told by those who obtained a bachelor’s degree, certificate, associate’s degree-some type of officially stamped and sealed piece of paper-that hardly prepared them or didn’t do so in the least. Students, after all, do little in the way of analyzing self and then matching what they’ve discovered to an education then a career.

To top this off, consider that accrediting agencies approve quality of institutions of higher learning based on standards set by the accrediting agency in collaboration with the educational institution of higher learning in question. But just the number of issues regarding accrediting agencies alone could take up pages. Does this seem to be problematic to you? It should. Is any of what is being spoken to by the college or accrediting agency based in reality? What the student or consumer needs? Has a college grad ever received a survey asking how much of the education he or she has received is of great practical use? Applicable more than not to career and life? Is there anything that needs to be change? Modified? Altered? Improved?

Rarely.

Why? Because education is predominantly not about the student but funding. At the high school, community college, state college, even university level third-party interest in getting money far often takes priority over student education and what is being taught. Consider that the majority of high school students are learning things they won’t use or ever care about should give you some clue. And schools can get more and more money, but that doesn’t solve the problem either. For money has no intrinsic value, it is the people who use it who provide or lack the value. And sometimes it might be less money that will do the trick; why not instead put teachers on commission to ensure student success in the work place. In all likelihood, not only would student success improve so would teachers incomes as they push to get real-world results not what is merely believed to be needed. What is really needed is better management and innovation.

Another issue is that schools focus on minimal intelligence types, two of the eight, actually: linguistics and logic or language and math. What if a student’s gift lies in the kinesthetic or body, or in the intra-personal or reflective, or inter-personal the social, on and on it goes. There is so much more to life than being an engineer or English lit professor.

What would truly improve education is to disconnect it from the third-party government and leave it up to the supplier and consumer to work it out. Consider that greatest retention and graduation rates are formed in private high schools and the most learning goes on in private colleges and universities where the consumer votes with his or her dollar as to whether or not the institution stays open, should help you to begin to see a solution to this education problem.

Just imagine if degrees were offered on a supply / demand basis without the slow, self-interested based bureaucracy of government. The consumer would receive the least expensive, most innovative, practical, connective education one could buy. Without a direct connection between supplier and consumer distortion and imbalances occur. As any good capitalist knows, only the trial and error process of innovation in the private sector sans any micromanagement with third-party interest can determine and sustain long-term growth and optimize effectiveness. Government managed entities ultimately serve only the whims of politicians or third-party individuals. However, the education issue will never be solved by the government in a timely fashion. Consider that welfare was enacted in the 1930s and reformed some sixty years later or that government-run airports are sixty years behind in plane-tracking technology. Because of its bureaucratic self-interest, it can only provide basic education at best, and even there it does so poorly. We have to prioritize the consumer, what he or she needs, question and listen to what is needed.

Edward L Deci, author of Why We Do What We Do, tells us that people are motivated best if they act autonomously, or freely choose what it is they desire to do sans any parental, peer, social influences, or ego-based needs (to be a doctor to simply gain respect, prestige). This is the beginning of student success. And it will certainly take some time and experimenting even changing of careers, but over the long haul, it will decrease the waste of time and money spent on “education” that is not desired. And we must get rid of the waste. As Garrett B Gunderson states in Killing Sacred Cows, “The more risk we take on, the more we expose ourselves to lost opportunity costs, and these are so often so profound that they make all the difference between wealth and mediocrity.” This same loss can be seen in regards to education. Gunderson also mentions that in order to decrease risk financially one must invest in herself: “human life value-knowledge, skills, abilities, ideas, and relationships. Human life value is the source of all money, prosperity, and progress.” Yet people “know their Soul Purpose but refuse to acknowledge it because doing so may require uncomfortable decisions. The real pain and suffering from human existence come from not making these decisions.”

To cut back on waste in time and money, confusion and mismanagement the individual consumer must put her education / career into her own hands. She can’t fix the system, nor should she desire to, but rather she should know as much as she can about herself, her talents, gifts and abilities, where she desires to apply them and what specific education and training she needs to get there sans any third-party that thinks it can dictate to individuals via a mass message what he or she needs.

We have to turn our youth into proactive consumers. No longer is it practical to wait for education to be fixed. It can’t on a macro level. More than ever before it’s become critical for students to know themselves thoroughly, learn how to think critically, creatively, intuitively and to match what they learn specifically to a career and environment. And to invest in advancing themselves as accountable and responsible citizens not relying on educational or financial institutions, the government or corporations for career, financial, and retirement success.

Create a Learning Organization – Why Staff Training Is More Than Education

The rapid pace of competition has elevated staff training to higher levels of importance, but do not confuse training with education. The two processes have different purposes and different focuses. Intermingling training and education promotes misunderstanding and a dilution of an essential tool in developing an organization.

The Different Purposes of Training and Education

The word train derives from the Latin word trahere meaning ‘pull, draw’, implying connection. For example, a train is a series of linked cars moving in the same direction on a single track pulled by an engine.

The word education, on the other hand, derives from the Latin word meaning educat- ‘led out’, implying bringing out or developing. The crucial difference is that the word education excludes a sense of connection. Education does not suggest a track or an engine, but it does imply progressing away from.

Many organizational training programs fail to incorporate the step that helps the participants integrate the newly acquired information into their function within the organization. Without this step, a training program will not have the power to pull the individual pieces of information that each participants learns onto a single track. Training programs require focus.

The Different Focuses of Training and Education

An educational course is typically designed for a group of people from various organizations. Whereas a training course is typically designed for a group from the same organization. The participants in a training are linked together by an organizational structure, and the expectation is that the training will influence the direction of the organization.

After an educational course, participants graduate within an educational institution independent of the organization that employs them. Afterward, the direction the participants move depends on personal circumstances, whereas after a training, the participants are expected to pull an organization toward specific goals.

An educational course provides participants with information that potentially will impact the individual, whereas a training provides participants with information that potentially will impact an organization.

The focus of education is the individual whereas the focus of training is an organization. The importance of training staff is so that they can apply knowledge to specific organizational challenges. It’s moving information and theory toward problem identification, guidelines, and action steps. In other words, the information is linked to strategy.

Training = education + strategy

When organizations do not explicitly include strategy development, they forfeit the chance to capture new knowledge and apply it in unique ways that leverage opportunities in the marketplace.

Building a Career Through Online Education Courses

Education is a systematic process of acquiring knowledge and skill necessary for personal growth and development. The practical application of education in a specific field of study can jumpstart a professional career or establish a foundation for possible business ventures. Making an investment in education can be one of your most significant and wisest decisions in life because of its immediate impact to your future. Distance education plays a vital role in connecting educators and learners worldwide, breaking the barriers imposed by time constraints, distance, disabilities and socio-economic status. Distance education courses are being offered by Open Institutions to answer the call for internationally recognised quality education and training. Whether you are a student who just started on the path of learning, a professional in your field of study and want to further your education through advanced and specialized programs, or a person who is restricted by travel or health concerns, online courses definitely have the answers for you.

Many individuals are asking on how effective distance education when delivering the methodologies of teaching. Online education classes are as effective as traditional face-to-face instruction done in colleges and universities. The keys to establishing a successful online study depend on the dedication and focus of the learner, and timely peer-support by the open institution. The people behind the curriculum and online support offered through distance education are professionals and experts in their field, so you can be sure of having the quality education and training that you are looking for. Online instruction is divided into four major classifications, namely: voice, video, data and print. Voice or use of audio as medium of communication includes the telephone, tapes, radio and audio-conferencing.

On the other hand, videos may come in the form of instructional tapes or CDs, or combined with voice and data as file attachments. Print media can be in the form of instructional books, guides, course outlines or assessments which are delivered through courier or mailing system. Data is the widely used form of instruction due to the advances in technology in computers and the internet. Information is transmitted electronically and may be in the form of Computer Assisted Instruction (CAI), Computer Managed Instruction (CMI), Computer Mediated Education (CME), or a combination of any of these. The delivery of education and training became better, faster and economical since all the instructional materials and methods of teaching are coursed through e-mail (electronic email) or e-fax (electronic facsimile), online conferencing and other World-Wide Web applications. This would include advances in communication by utilizing Voice over Internet Protocol (VoIP). By making use of all the available communication media, online learning study is delivered fast and efficient.

Distance learning has many advantages that individuals on different levels of learning can take advantage. It provides the flexibility of choice when you want to finish a course or where you want the training to take place. Assessments and projects are given at the end of a specified topic, submitted to education professionals and experts of their field for evaluation, and then feedback is given to determine if a learner is to advance to the next level or if further reading is required prior to advancement. You can never be too old or too young in order to start a life changing career, or build the basic foundation to start a new business. All you would need is the proper self-motivation and focus so you can look forward and fulfill your dreams in life.