Distance ducation Program
Online University Degrees Through Distance Education
Online University Degrees Through Distance Education (E-Learning)Looking to improve your language skills, but you don't have the time to go overseas to attend school? More and more universities around the world are offering opportunities for students to obtain degrees online (distance education) from the comfort of their own homes, and many of these institutions are accredited, meaning that they have met certain standards of excellence.If you decide to take language courses online (or any subject for that matter), be sure to evaluate the benefits of studying online verses going abroad. The advantages of studying online are that the costs are usually lower, you can study at your own pace, and you have access to the materials 24-hours-a-day from almost any computer in the world. However, you won't get the human interaction of meeting people to face to face like you would if you were physically attending a school overseas.On the other hand, the advantages of going overseas may include day-to-day opportunities to learn a new culture, meet new friends with whom you can use and practice the language, and chances to see different parts of the world. However, there may be a number of disadvantages for some including expense, time away from one's school, family, or work life, and the challenge of adapting to a new culture and way of life.Whatever you do, consider a distance education program that meets your educational needs, is within your budget, and equally important, provides you with opportunities to grow beyond the classroom through cultural and educational activities.。
加拿大本科留学方案
加拿大本科留学方案加拿大本科留学方案1申请加拿大硕士预科课程。
目前加拿大一些大学开办了硕士预科课程，为那些想去加拿大申请硕士的学生提供相应的过渡环境，学生通过预科课程可以更加完善自己的硬件条件，在了解西方文化的同时接触加拿大名校的硕士生导师，得到直接面试的机会，进而保证申请硕士的成功。
推荐院校：布鲁克大学、英属哥伦比亚大学、约克大学加拿大本科留学方案2去加拿大留学的学生不在少数，那么本科生申请加拿大留学的途径包括哪些呢?如何去加拿大留学成了咨询者最常问的问题，下面老师就本科生申请加拿大留学的具体方案总结：方案一：申请硕士研究生课程。
如有托福100（或雅思6.5）以上，可以直接申请硕士，但是对学生的各方面要求极其严格，如果学生的基本条件不是很优秀的话，申请成功率不高。
方案二：申请加拿大硕士预科课程。
目前加拿大一些大学开办了硕士预科课程，为那些想去加拿大申请硕士的学生提供相应的过渡环境，学生通过预科课程可以更加完善自己的硬件条件，在了解西方文化的同时接触加拿大名校的硕士生导师，得到直接面试的机会，进而保证申请硕士的成功。
方案三：申请加拿大的研究生文凭课程，此类课程学制短，容易毕业，加之该课程是与实践相结合的，毕业之后可以在加拿大就业，进而办理移民。
方案四：申请有较大专业差异的本科大学校，读双学位，在国内完成本科学习，到加拿大跨学科门类学习另一专业的.学位课程，达到全部要求后同时获得另一学科的学士学位。
加拿大本科留学方案3对于高二、高三在读生、高中，如希望留学加拿大入读最优秀的大学但不想参加高考或高考成绩不理想的学生，可以提前到加拿大修读一年预科课程，修满预科的学分后(1年左右)，可以拿着预科的成绩和加拿大的高中毕业证去申请加拿大任何一所大学的本科就读。
这样在申请的时候无需提供中国的高考成绩，大学的英语入学要求也会相应降低。
同时，由于加拿大优质的教育体制深受国际认可，因此学生还可申请美国，澳洲或者英国等国的大学本科课程。
高中生留学美国计划方案与最详申请指南
高中生留学美国计划方案与最详申请指南今年的高考已经结束，对于有志于出国留学的高中生而言，现在是制定计划和着手准备申请的好时机。
美国一向是国内学生留学的热门目的地之一，不过留学美国需要仔细制定计划和准备申请材料。
本文将为初学者提供高中生留学美国的计划方案和最详申请指南。
一、制定留学计划首先是需要考虑申请大约需要多少时间和需要提交哪些资料。
一般来说，需要花费大约一年的时间来准备留学美国的申请。
根据不同的情况，制定具体的留学计划。
比如，对于已经确定了想要申请的美国大学或学院的学生，可以按照申请大学的要求来制定计划。
而对于想要考虑更多的留学机会的学生，可以制定更广泛的留学计划。
需要考虑的因素有：申请学校的资格、需要提交的材料和截止日期、需要准备的考试和所需分数、申请的奖学金和财政资助等。
二、选择合适的申请项目根据自己的情况，需要选择合适的申请项目。
按照申请的时间和难度来分，留学美国的申请可以分为Early Decision、Early Action和Regular Decision。
Early Decision是指提前申请，而选校比正常申请难度更高。
如果被录取了，学生必须签署一份合同，表明一定会前往该校就读，并且不能继续申请其他学校。
这一申请项目在11月初申请，12月初通知录取结果。
而Early Action则比前者更为灵活。
学生可以在11月初或11月底申请，但对于录取结果则需要等到12月或是1月。
而Regular Decision则是符合选校难度较低的针对不同申请期的招生方案。
三、准备学术成绩单和申请材料对于留学美国的学生而言，需要提交的申请材料包含非常丰富的内容。
其中最重要的当然是学术成绩单。
美国大学更看重的是学生的一些非学术因素，如学生的独立思考能力、人格特征和学生的日常生活能力。
除了学术成绩单之外，还需要准备PS （Personal Statement）、推荐信、托福成绩单、SAT或ACT成绩单（依据不同选校要求而异）等。
远程电教《天山脚下菜油香》观后感
远程电教《天山脚下菜油香》观后感英文版Reflections on the Distance Education Program "Fragrance of Vegetable Oil at the Foot of Tianshan"Upon watching the distance education program "Fragrance of Vegetable Oil at the Foot of Tianshan," I was deeply moved by the story it unfolded. The program, set against the backdrop of the beautiful Tianshan Mountains, captured the essence of rural life in China, focusing on the production of vegetable oil as a microcosm of the rich cultural and historical heritage of the region.The program began with an introduction to the unique environment of the Tianshan Mountains, a place where nature and humanity coexist in harmony. The lush green fields and rolling hills provided a stark contrast to the modern-day hustle and bustle, creating a sense of tranquility and peace. It was herethat the story of vegetable oil production unfolded, revealing the hard work, dedication, and wisdom of the local farmers.The process of extracting vegetable oil from seeds was meticulously explained, from the careful selection of seeds to the meticulous grinding and pressing. The program highlighted the traditional methods used by the farmers,强调了他们对于保持传统工艺和文化的执着。
加拿大高中留学学习计划
加拿大高中留学学习计划第一部分：学习目标1. 提高英语水平首先，我选择去加拿大留学，是为了提高自己的英语水平。
加拿大是一个英语国家，拥有丰富的英语学习资源和良好的学习环境。
在加拿大高中学习期间，我希望通过与当地学生和老师的交流，提高自己的口语、听力、阅读和写作能力。
这不仅可以帮助我更好地适应国际化的学习环境，还可以为我的将来的留学和职业发展打下良好的基础。
2. 拓宽学术视野其次，我希望通过在加拿大高中的学习，拓宽自己的学术视野，了解不同国家的教育理念、课程设置和教学方法。
加拿大的高中教育一直以来都备受世界瞩目，拥有多元文化的学习环境和先进的教学技术，这将为我未来的学术生涯和职业发展提供宝贵的经验和见识。
3. 增强自主学习能力最后，我希望通过加拿大高中的学习，培养自己的自主学习能力和创新意识。
在加拿大的高中学习中，学生通常需要参与到各类研究项目、实验课程和课外活动中，通过自主探索和实践，培养自己的问题解决能力、创新意识和团队合作能力。
第二部分：学习计划1. 英语课程的学习在加拿大的高中学习期间，我将认真学习英语课程，包括口语、听力、阅读、写作等方面。
我将积极参与课堂讨论，谦虚地向老师和同学请教，在课外阅读英文杂志、报纸等，提高自己的英文水平。
2. 知识课程的学习在加拿大的高中学习期间，我还将认真学习各个知识学科的课程，包括数学、物理、化学、生物、地理、历史、艺术等方面。
我将根据自己的兴趣和特长，选择适合自己的课程，认真学习，积极参与课堂讨论和实验课程，深入了解各学科的最新发展和应用。
3. 课外活动的参与在加拿大的高中学习期间，我还将积极参与各类课外活动，包括演讲比赛、科技创新大赛、艺术表演等方面。
通过这些课外活动，我将培养自己的团队合作能力、创新意识和领导才能，丰富自己的学习经历，提升自己的综合素质。
第三部分：学习实施1. 提前了解课程内容在加拿大高中学习期间，我将提前了解各个课程的内容和要求，对自己感兴趣的学科进行深入的调查和学术准备，为自己的学习和职业目标做好充分的准备。
昆士兰大学雅思要求,昆士兰大学语言要求,昆士兰大学申请要求【2】
昆士兰大学雅思要求,昆士兰大学语言要求,昆士兰大学申请要求【2】学校名称：澳洲昆士兰大学 The University of Queensland所在位置：澳洲，St Lucia Campus：Brisbane St Lucia，QLD 4072学费：33280录取率：0.569In order to gain entry to an academic program at UQ, you will have to demonstrate you have the appropriate level of English language skills.To meet the UQ's English language proficiency requirements, you must demonstrate one of the following:a score equivalent to four semesters of Sound Achievement in Queensland Studies Authority English or Australian or international equivalent. Less than four semesters may be considered for some programs.at least 6.5 overall and a minimum of 6.0 in each sub-band of the International English Language Testing System (IELTS) or equivalent test. Some programs have higher English proficiency requirements; see individual program requirements.Other equivalent tests such as the Test of English as a Foreign Language (TOEFL) and Pearson Test of English (PTE) Academic are also accepted, and other qualifications and experience may also be considered.Study Abroad and Incoming Exchange students are only required to meet the overall score (eg 6.5 IELTS or 87 TOEFL or 64 PTE).For more detailed information on accepted tests and ways tomeet UQ's minimum English Language proficiency requirements, please see the "Procedures" tab of the UQ English language proficiency admission and concurrent support policy.Documentation requiredTo demonstrate your English language proficiency via Queensland Studies Authority English or equivalent Australian or international studies, you must provide certified copies of all relevant academic transcripts and award certificates with your application.For other students satisfying requirements with IELTS, TOEFL or Pearson Test of English (PTE) Academic results, specific arrangements apply. Tests must be taken within two years of commencing study at UQ.IELTS testIf you are demonstrating your English proficiency with an IELTS test score, you must attach a copy of the IELTS test result to your application which we will verify.Test of English as a Foreign Language (TOEFL)For internet-based (IBT), computer-based (CBT) and paper-based TOEFL tests, you must attach a copy of the TOEFL test result to your application which we will verify.Note: UQ does not generally accept TOEFL results for quota-based programs, nor does it accept institutional TOEFL tests.Pearson Test of English (PTE) AcademicIf you wish to satisfy the English language proficiency requirement with your PTE result, you will need to send a copy of your results through your online PTE Academic account so they can be verified.To send your results, access your account. Click “Send Scores” and enter “UQ”, then click “Send”. Your s cores willthen be available for verification.English language proficiency for visa purposesIf you satisfy the University’s English language proficiency requirements, you may still need to meet additional student visa requirements for English proficiency as required by the Department of Immigration and Border Protection (DIBP).DIBP only accepts certain English tests for visa purposes where evidence of English language proficiency is required. For more information, check your local Australian Diplomatic Mission or theDepartment of Immigration and Border Protection website.English language studies and IELTS at UQDo you need help meeting UQ's English language requirements? Or do you want to improve your English and study skills before starting your degree?Each year more than 2500 students from over 50 countries around the world choose to learn English at UQ’s Institute of Continuing & TESOL Education (ICTE-UQ).If you meet all the academic entry requirements for your preferred UQ program, but need further English language training, you can apply for a package offer of English language studies at ICTE-UQ and a conditional offer of admission to a UQ academic program.想了解更多澳大利亚或其他国家留学资讯，请访问www.。
distanceeducation
Distance EducationIINTRODUCTIONDistance Education, methods of instruction that utilize different communications technologies to carry teaching to learners in different places. Distance education programs enable learners and teachers to interact with each other by means of computers, artificial satellites, telephones, radio or television broadcasting, or other technologies. Instruction conducted through the mail is often referred to as correspondence education, although many educators simply consider this the forerunner to distance education. Distance education is also sometimes called distance learning. While distance learning can refer to either formal or informal learning experiences, distance education refers specifically to formal instruction conducted at a distance by a teacher who plans, guides, and evaluates the learning process. As new communications technologies become more efficient and more widely available, increasing numbers of elementary schools, secondary schools, universities, and businesses offer distance education programs.Nearly every country in the world makes use of distance education programs in its education system. Britain’s nationally supported Open University, based in Milton Keynes, Buckinghamshire, England, has one of the best-known programs. A vast majority of the school’s 133,000 students receive instruction entirely at a distance. More than 20 other countries have national open universities in which all instruction is provided by distance education methods. This method of education can be especially valuable in developing countries. By reaching a large number of students with relatively few teachers, it provides a cost-effective way of using limited academic resources. Many businesses use distance education program s to train employees or to help them update skills or knowledge. Employees may take such programs in the workplace or at home in their spare time.II HISTORYDistance education traces its origins to mid-19th century Europe and the United States. The pioneers of distance education used the best technology of their day, the postal system, to open educational opportunities to people who wanted to learn but were not able to attend conventional schools. People who most benefited from such correspondence education included those with physical disabilities, women who were not allowed to enroll in educational institutions open only to men, people who had jobs during normal school hours, and those who lived in remote regions where schools did not exist.The invention of educational radio in the 1920s and the advent of television in the 1940s created important new forms of communication for use in distance education. Educators usedthese new technologies to broadcast educational programs to millions of learners, thus extending learning opportunities beyond the walls of conventional teaching institutions.The development of reliable long-distance telephone systems in the early 1900s also increased the capacity of distance educators to reach new student populations. But telephone systems never played a prominent role in education until the introduction of new teleconferencing technologies in the 1980s and 1990s. Teleconferencing systems made it possible for teachers to talk with, hear, and see their students in real time—that is, with no delays in the transmissions—even if they were located across the country or around the world.Distance education increasingly uses combinations of different communications technologies to enhance the abilities of teachers and students to communicate with each other. With the spread of computer-network communications in the 1980s and 1990s, large numbers of people gained access to computers linked to telephone lines, allowing teachers and students to communicate in conferences via computers (see Telecommunications:Computer-Network). Distance education also makes use of computer conferencing on the World Wide Web, where teachers and students present text, pictures, audio, and occasionally video. A conferencing method known as one-way video/two-way audiouses television pictures that are transmitted to particular sites, where people can reply to the broadcasters with a telephone call-in system. Television pictures can also be transmitted in two directions simultaneously through telephone lines, so that teachers and students in one place can see and hear teachers and students in other places. This is called video-conferencing.IIIPROGRAMS IN THE UNITED STATESIn the United States, institutions of higher education, business, and the armed services all use distance education methods. Millions of students have enrolled in television courses produced by certain colleges and universities around the country. The Public Broadcasting Service (PBS) delivers these courses to students at over 2000 institutions. A growing number of private businesses, including multinational corporations, operate satellite television networks to deliver vocational training to employees throughout the world. The United States Army offers distance education programs to military personne l stationed in different parts of the country. These programs are conducted by the Army Logistics Management College, based in Fort Lee, Virginia, and delivered over the Internet and in one-way video/two-way audio system s to over 70 locations. The United States Air Force also offers distance education programs through the Air Technology Network (ATN), a division of the Air Force Institute of Technology. The ATN uses one-way video/two way audio telecommunications systems to reach students at every Air Force base in the continental United States.Distance education offered through colleges and universities in the United States provides instruction in a wide range of academic and vocational subjects. The National University Teleconference Network (NUTN) is a consortium of approximately 260 colleges and universities that offer distance education programs in most fields of knowledge. The NationalTechnological University (NTU), based in Fort Collins, Colorado, offers hundreds of courses taught by faculty at dozens of major universities. The Agricultural Satellite Corporation provides courses on agricultural topics to many colleges and universities. HealthNet, an institution operated by Boston University Medical School, carries continuing education courses for health care professionals. The Black College Satellite Network (BCSN) broadcasts primarily from Howard University with program s aimed at colleges around the country.A number of institutions offer complete college degree programs via computer conferencing. The Online Campus of the New York Institute of Technology offers bachelor’s degrees in science. A distance education program called Connect Ed offers a master’s degree in Technology and Society in conjunction with the New School for Social Research in New York City. The University of Phoenix Online, a program at the University of Phoenix, offers computer-based courses leading to degrees in business and management. The Open University in Britain offers a master’s degree in the field of distance education to anyo ne in the world who can access the Internet.IV INSTRUCTIONEach medium of communication carries certain advantages over the other. The most effective distance education employs several telecommunications media linked together so that learners can benefit from the strengths of each one. For example, a student m ay watch an instructor’s lecture on a video monitor, respond with questions through electronic mail on a computer, and then participate in class discussions through telephone audio-conferencing. Distance education programs require teams of media producers, teaching specialists, and experts in academic subjects to design effective teaching strategies. Other specialists plan and facilitate communications with learners. Because such programs can be expe nsive to produce, institutions usually design distance education courses for relatively large audiences and wide geographic areas.Distance education has created a major shift in how educators and students think about teaching and learning. By allowing students to learn in more convenient locations and often at more convenient times, distance education opens educational opportunity to previously unreached populations. It also enables more people to extend the period of their education from a limited number of schooling years to a lifelong learning process. In addition, it changes power and authority relationships between teachers and learners, often encouraging more equal and open communication than occurs in conventional educational settings. Because distance education enables institutions to reach students all over the world, learners gain increased opportunities to experience other cultures and enrich their educational experience..。
3+2高职与普通本科分段培养计划
英文回答：The plan aims to provide higher—level students with the opportunity to rise to the level of the general undergraduate level and to provide more flexible learning options for general undergraduate students and improve their learning effectiveness。
The programme serves as a bridge between higher education and general undergraduate education and promotes interaction and integration between them。
Under this programme， students in senior positions and general undergraduates can be converted and connected to each other under certain conditions to achieve effective integration of educational resources。
This sub—training programme is designed to meet the learning needs of different students andto provide them with a broader space for development， in line with the general guidelines and policies of our educational reform。
英语作文Distance_Learning_Program---the_Best_Way
Distance Learning Program---the Best Way?Nowadays , with the development of technology, distance education based on network platforms gradually comes into our daily life . This raises a new debate on the issue : which is better , distance education or traditional classroom education .Some people believe that distance learning program is the best way of education. They think that distance learning program not only makes learning the language quicker and convenient , but also interacts with more people in the process of learning . While other people are not in favor of their views . They think that distance learning program is too unreal while classroom education is practical . In addition, they think that distance learning program is lack of communication between teachers and students. It will be easy to cause visual fatigue .According to my personal experience and understanding , I agree that distance learning program is the best way of education . First of all , I think it is so convenient . We can acquire knowledge at any time and place. Secondly, the distance learning program course can be explained by teacher’s r ecording many times. Students can receive the excellent teachers’ guide, which can’t be achieved in the traditional education. Furthermore , distance learning programcan provide comprehensive services. Students tend to enjoy 24-hour answering services, which contributes to a better grasp of knowledge. The last point is the cost of distance learning program training is less than that of face to face education. So, I agree that distance learning program is the best way of education .。
加拿大国际中学加拿大国际课程
加拿大国际中学加拿大国际课程加拿大课程：ns国际课程加拿大的教学跟国内还是有一定相似处的，加拿大每个省都有不同的考试要求，而知名度比较高的三个省是bc省，安大略省以及新斯科舍省，对应的课程是bc课程、ossd课程、ns课程。
之前多次为大家介绍过安大略省课程，今天我们重点介绍下ns课程。
一、ns课程介绍在加拿大新斯科舍省的高中里，学生们需要修满18个学分才能达到毕业的标准，高中的课程安排为每学期4门课，且每门课一个学分，一般情况下学生们在三年的学习中会获得24个学分，但如果提前达到了毕业的标准也是可以提前毕业的。
ns课程的重点学习科目为英语、加拿大和世界经典现代文学。
在部分国内国际学校中，学生们选择该课程往往不仅要完成30学分的加方课程学习，还要参加部分中方课程的学习，最终获得中加双方两项文凭，相对压力较大。
然而拿到高中毕业文凭的学生必须要拿到以下课程的学分：1、达到毕业的标准，至少要保证自己的学分满足18个学分，且10年级不得高于7学分，12年级不得小于5学分，所以每个年级的课程都是有一定条件限制的;2、在ns国际课程学习阶段，要保证英语10、英语11和英语12 这几门科目的学习，毕竟国际课程是非常重视学生的英语水平的;3、四门数学课的学分：10年级阶段要有两门，11年级满足1门，12年级满足1门，数学学习贯穿了整个高中，所以说明数学也非常重要;4、两门科学学分;5、在科学、数学、或科技领域里有1门追加的国际课程学分;6、一门艺术类的学分;7、一门加拿大历史课;8、一门国际课程学习的学分;9、一门体育课学分。
在加拿大ns国际课程的学习中，小伙伴们要注意这门课程的学习在国内国际学校和加拿大高中是不一样的，在国内不仅要学习该课程还要结合国内的一些课程，在国外每个年级对课程的要求都不一样，因此要格外注意。
加拿大剑桥国际中学的首要目标是确保您的孩子健康成长，成为具有国际视野的优秀人才。
优雅的环境，优秀的教师，会让您的孩子在浓郁的学术氛围中有所成就；细心呵护，无微不至的关怀，每一位教职员工都尽心尽力的关爱着学生；开阔眼界，启发教学，是保证孩子健康成长的基本理念；团结、合作、进取是全体师生的共同使命。
Distance Education
How to perfect Distance EducationDistance education or distance learning is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both."[1] Distance education courses that require a physical on-site presence for any reason (including taking examinations) have been referred to as hybrid[2] or blended[3] courses of study.History and developmentDistance education dates to at least as early as 1728, when "an advertisement in the Boston Gazette... [named] 'Caleb Phillips, Teacher of the new method of Short Hand" was seeking students for lessons to be sent weekly.[4]Modern distance education initially relied on the development of postal services in the 19th century and has been practised at least since Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s.[5] The University of London claims to be the first university to offer distance learning degrees, establishing its External Programme in 1858. This program is now known as the University of London International Programmes and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths. [6] In the United States William Rainey Harper, first president of the University of Chicago developed the concept of extended education, whereby the research university had satellite colleges of education in the wider community, and in 1892 he also encouraged the concept of correspondence school courses to further promote education, an idea that was put into practice by Columbia University.[7] In Australia, the University of Queensland established its Department of Correspondence Studies in 1911.[8]More recently, Charles Wedemeyer of the University of Wisconsin–Madison is considered significant in promoting methods other than the postal service to deliver distance education in America. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM) which brought in a variety of communications technologies aimed at providing learning to an off-campus population. According to Moore's recounting, AIM impressed the UK which imported these ideas when establishing in 1969 The Open University, which initially relied on radio and television broadcasts for much of its delivery.[9]. Athabasca University, Canada's Open University, was created in 1970 and followed a similar, though independently developed, pattern[10]. Germany's FernUniversität in Hagen followed in 1974[11] and there are now many similar institutions around the world, often with the name Open University (in English or in the local language). All "openuniversities" use distance education technologies as delivery methodologies and some have grown to become 'mega-universities',[12] a term coined to denote institutions with more than 100,000 students.The development of computers and the internet have made distance learning distribution easier and faster and have given rise to the 'virtual university, the entire educational offerings of which are conducted online.[13] In 1996 Jones International University was launched and claims to be the first fully online university accredited by a regional accrediting association in the US.[14]In 2006, the Sloan Consortium, a body which arguably has a conflict of interest in the matter, reported that:More than 96 percent of the very largest institutions (more than 15,000 total enrollments) have some online offerings, which is more than double the rate observed for the smallest institutions.and that almost 3.2 million US students were taking at least one online course during the fall term of 2005.[15] A study published in 2011 by the U.S. Department of Education found that "From 2000 to 2008, the percentage of undergraduates enrolled in at least one distance education class expanded from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program increased from 2 percent to 4 percent."[16]Today, there are many private and public, non-profit and for-profit institutions worldwide offering distance education courses from the most basic instruction through to the highest levels of degree and doctoral programs. Levels of accreditation vary: some of the institutions receive little outside oversight, and some may be fraudulent diploma mills, although in many jurisdictions, an institution may not use terms such as "university" without accreditation and authorisation, often overseen by the national government – for example, the Quality Assurance Agency in the UK.[17] In the US, the Distance Education and Training Council (DETC) specializes in the accreditation of distance education institutions.[18]Technologies used in deliveryThe types of available technologies used in distance education are divided into two groups: synchronous learning and asynchronous learning.Synchronous learning technology is a mode of delivery where all participants are "present" at the same time. It resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing, videoconferencing, educational television, Instructional televisionare examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based V oIP.[19]The asynchronous learning mode of delivery is where participants access course materials on their own schedule and so is more flexible. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology and others include message board forums, e-mail, video and audio recordings, print materials, voicemail and fax.[19]The two methods can be combined in the delivery of one course. For example, some courses offered by The Open University use periodic sessions of residential or day teaching to supplement the remote teaching.[citation needed]Other technology methods used in the delivery of distance education include online three-dimensional (3D) virtual worlds. A popular 3D virtual world, active worlds, is used for synchronous and asynchronous learning. Active Worlds provides opportunities for students to work collaboratively.[20][edit] Major benefits of use: an institutional perspectiveDiana G. Oblinger,[21] writing specifically of the US context, has identified four broad reasons why educational institutions might embrace distance learning: Expanding access: distance education can assist in meeting the demand for education and training demand from the general populace and businesses, especially because it offers the possibility of a flexibility to accommodate the many time-constraints imposed by personal responsibilities and commitments.Alleviate capacity constraints: being mostly or entirely conducted off-site, the system reduces the demand on institutional infrastructure such as buildings.Making money from emerging markets: she claims an increasing acceptance from the population of the value of lifelong learning, beyond the normal schooling age, and that institutions can benefit financially from this by adopting distance education. She sees sectors of education such as courses for business executives as being "more lucrative than traditional markets".Catalyst for institutional transformation: the competitive modern marketplace demands rapid change and innovation, for which she believes distance education programs can act as a catalyst.Casey and Lorenzen have identified another financial benefit for the institutions of the US, stating that distance education creates new graduates who might be willing to donate money to the school who would have never have been associated with the school under the traditional system.[22][edit] CriticismAdult learners utilizing distance education can face obstacles such as domestic distractions and unreliable technology which could make completing a distance education course difficult.[23][edit] See alsoContinuing educationDegree completion programElectronic learningPublic, educational, and government access (PEG)Sunrise SemesterVirtual educationVirtual learning environment[edit] References1.^ Honeyman, M; Miller, G (December 1993). "Agriculture distance education: A valid alternative for higher education?". Proceedings of the 20th Annual National Agricultural Education Research Meeting: 67–73.2.^ Tabor, Sharon W (Spring 2007). "Narrowing the Distance: Implementing a Hybrid Learning Model". Quarterly Review of Distance Education (IAP) 8 (1): 48–49. ISSN 1528-3518. Retrieved 23 January 2011.3.^ Vaughan, Dr Norman D. (2010). "Blended Learning". In Cleveland-Innes, MF; Garrison, DR. An Introduction to Distance Education: Understanding Teaching and Learning in a New Era. Taylor & Francis. p. 165. ISBN 0‐415‐99598‐1. Retrieved 23 January 2011.4.^ Holmberg, Börje (2005) (in German). The evolution, principles and practices of distance education. Studien und Berichte der Arbeitsstelle Fernstudienforschung der Carl von Ossietzky Universität Oldenburg [ASF]. 11. Bibliotheks-und Informationssystem der Universitat Oldenburg. p. 13. ISBN 3‐8142‐0933‐8. Retrieved 23 January 2011.5.^ Moore, Michael G.; Greg Kearsley (2005). Distance Education: A Systems View (2nd ed.). Belmont, CA: Wadsworth. ISBN 0-534-50688-7.6.^ "Key Facts", External Programme, University of London.7.^ Levinson, David L (2005). Community colleges: a reference handbook. ABC-CLIO. p. 69. ISBN 1‐57607‐766‐7. Retrieved 23 January 2011.8.^ White, M (1982). "Distance education in Australian higher education —a history". Distance Education 3 (2): 255–78.9.^ Moore, Michael G; Greg Kearsley (2005). Distance Education: A Systems View (2nd ed.). Belmont, CA: Wadsworth. ISBN 0-534-50688-7..10.^ Byrne, TC (1989). Athabasca University The Evolution of Distance Education.Calgary, Alberta: University of Calgary Press. p. 135. ISBN 0-919813-51-8.11.^ "Three Decades". UK: FernUniversität in Hage. Retrieved 23 January 2011.12.^ Daniel, Sir John S (1998). Mega-Universities and Knowledge Media: Technology Strategies for Higher Education. Routledge. ISBN 0‐7494‐2634‐9. Retrieved 23 January 2011.13.^ Gold, Larry; Maitland, Christine (1999). Phipps, Ronald A.; Merisotis, Jamie P.. eds. What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: Institute for Higher Education Policy. Retrieved 23 January 2011.14.^ "Accreditation". US: Jones International University. Retrieved 23 January 2011.15.^ Allen, I Elaine; Seaman, Jeff (November 2006) (PDF). Making the Grade: Online Education in the United States, 2006. Needham, MA: The Sloan Consortium. pp. 1–2. ISBN 0‐9876543‐2‐1. Retrieved 23 January 2011.16.^ Walton Radford, MPR Associates, Alexandria. "Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs" (PDF). National Center for Education Statistics. Retrieved 30 November 2011.17.^ "Degree awarding powers and university title". UK: Quality Assurance Agency. Retrieved 23 January 2011.18.^ Accreditation, DETC.19.^ a b Lever-Duffy, Judy; McDonald, Jean B (March 2007). Teaching and Learning with Technology. Ana A. Ciereszko, Al P. Mizell (3rd ed.). Allyn & Bacon. p. 377. ISBN 0‐205‐51191‐0. Retrieved 23 January 2011.20.^ Dickey, Michele, D (2005). "Three-dimensional virtual worlds and distance learning" (PDF). British Journal of Educational Technology 36 (3): 439–51. Retrieved20 April 2011.21.^ Oblinger, Diana G. (2000). "The Nature and Purpose of Distance Education". The Technology Source (Michigan: Michigan Virtual University) (March/April). Retrieved 23 January 2011.22.^ Casey, Anne Marie; Lorenzen, Michael (2010). "Untapped Potential: Seeking Library Donors Among Alumni of Distance Learning Programs". Journal of Library Administration (Routledge) 50 (5): 515–529. doi:10.1080/01930826.2010.48859. Retrieved 23 January 2011.23.^ Östlund, Berit. "Stress, disruption and community - Adult learners' experiences of obstacles and opportunities in distance education". Department of Child and Youth Education, Special Education and Counselling, UmeåUniversity. Retrieved 3 December 2011.。
远程教育的优缺点英语作文
远程教育的优缺点英语作文Distance Education: Advantages and DisadvantagesIn the modern era of technology, distance education has become an increasingly popular mode of learning. It offers a flexible and often more accessible alternative to traditional classroom-based education. However, like any educational method, it has its own set of advantages and disadvantages.Advantages of Distance Education:1. Flexibility: One of the most significant benefits of distance education is the flexibility it offers to students. They can study at their own pace and manage their time effectively, balancing work, family, and education.2. Accessibility: Distance education breaks the geographical barriers of learning. Students from remote areas can access high-quality education without having to relocate.3. Cost-Effective: Often, distance learning programs are less expensive than traditional programs, as students save on transportation, housing, and other costs associated with attending a physical campus.4. Diverse Learning Materials: Online courses often provide a wide range of learning materials, including videos, podcasts, and interactive content, which can cater todifferent learning styles.5. Personalized Learning: Students can choose courses that align with their interests and career goals, allowing for a more personalized educational experience.Disadvantages of Distance Education:1. Lack of Personal Interaction: One of the main drawbacks is the absence of face-to-face interaction with instructors and peers, which can be crucial for building relationships and networking.2. Self-Discipline Required: Distance education requiresa high level of self-motivation and discipline. Without the structure of a traditional classroom, some students may struggle to stay on track.3. Limited Hands-On Experience: Certain subjects, like medicine or engineering, require hands-on experience that is difficult to replicate in a distance learning environment.4. Technical Issues: Reliable internet access and technical proficiency are necessary for online learning, which can be a challenge for some students.5. Accreditation and Recognition: Not all distance education programs are recognized by employers or academic institutions, which can affect a student's career prospects.In conclusion, while distance education offersconvenience and flexibility, it is not without its challenges. Students should carefully consider their learning style,career goals, and the specific program's reputation before committing to a distance learning course. As technology continues to evolve, the quality and accessibility ofdistance education are likely to improve, making it an increasingly viable option for a wider range of learners.。
函授本科学位英语流程
函授本科学位英语流程Regarding the distance learning bachelor's degree program in English, the requirements are as follows: The distance learning bachelor's degree program in English typically involves the following process:1. Application: Prospective students need to submit an application for the distance learning bachelor's degree program in English. This usually includes providing personal information, educational background, and any required supporting documents.2. Admission Requirements: The specific admission requirements may vary depending on the institution, but generally, applicants are expected to meet certain academic criteria, such as a minimum high school GPA or equivalent, and in some cases, a minimum English proficiency score.3. Enrollment: Once the application is approved, students can proceed with the enrollment process. This may involve registering for courses, paying tuition and fees, and obtaining access to the online learning platform.4. Course Delivery: The distance learning bachelor's degree program in English is typically delivered through an online platform, where students can access course materials, participate in discussions, submit assignments, and take exams. The courses may be asynchronous, allowing studentsto study at their own pace, or may include live sessionswith instructors.5. Coursework: The curriculum for the distance learning bachelor's degree program in English usually covers a range of subjects, including general education requirements, core courses in the chosen major, and elective courses. Students are expected to complete all required coursework to earnthe bachelor's degree.6. Interaction and Support: While the program isdelivered online, students often have opportunities to interact with instructors and fellow classmates through discussion forums, virtual office hours, or other communication channels. Additionally, the institution may provide academic and technical support to assist students throughout their studies.7. Graduation: Upon successful completion of all the required coursework and meeting the program's graduation requirements, students can receive their bachelor's degreein English through the distance learning program.总的来说,函授本科学位英语流程包括申请入学、满足入学要求、注册入学、在线课程学习、完成所有课程学习任务、获得学位等步骤。
211049551_弱势群体英才儿童教育困境的破解：美国的经验
弱势群体英才儿童教育困境的破解：美国的经验蒋洁蕾摘要作为英才教育体系最完善的国家，美国弱势群体英才教育不充分问题依然严峻，主要表现为弱势群体英才儿童代表性不足、学业表现不佳。
刻板印象作用下的美国“家−校−社”不作为是导致这一现象的成因模型。
在追求教育公平与卓越并进的历史阶段，通过“观念上破除缺陷思维所制造的刻板印象”“家长努力成为弱势群体英才教育重要责任人”“学校基于多元文化识别、教学和辅导”“社会强化弱势群体英才教育保障体系构建”四条路径，美国弱势群体英才教育取得了阶段性成效。
可见，弱势群体英才儿童教育困境的破解要以回归科学的弱势群体英才儿童观和教育观为根本，以建立“家−校−社”协同的弱势群体英才儿童教育体系为路径。
关键词美国英才教育弱势群体英才儿童困境“家−校−社”协同作者简介蒋洁蕾，教育学博士，绍兴文理学院副教授，硕士生导师（绍兴 312000）。
中图分类号G4 文献标识码A 文章编号1009-5896(2023)02-0020-18弱势群体的判断标准包括社会经济地位、生活环境、种族、社会支持状况等。
据此，那些社会经济地位较低，或生活环境恶劣，或来自被歧视种族，或社会支持状况较差的群体被认定为弱势群体。
弱势群体英才教育是指对那些在社会经济地位、生活环境、种族、社会支持状况等方面处于不利境地却在某方面/若干方面具有潜在天赋的儿童实施的有计划、有目的、有组织的教育活动。
从现有英才教育理论来看，人类的智力呈正态分布，这就意味着理论上弱势群体中英才儿童的比例应与优势群体持平，但事实上弱势群体中英才儿童被识别的可能性微乎其微。
安妮特·科尔曼（Annette Coleman）认为在英才教育项目中，弱势群体主要是低收入儿童、少数族裔儿童和贫困少数族裔儿童，①他们在识别和受教育机会上都处于不利境地。
①ANNETTE C. The identification, retention, and learning opportunities for underrepresented groups in gifted and talentededucational programs in an urban school district[D]. Dissertation Abstracts International Section A: Humanities and Social Sciences, 2018(79): 1-A.弱势群体英才儿童教育困境的破解：美国的经验20世纪70年代以来，弱势群体代表性不足的问题在美国十分凸显，其关系到更广泛的社会公平问题的一部分，增加弱势群体代表性是解决社会不平等的可能步骤。
雏雁计划
There are a great many people who has all the material conditions of happiness, i.e. health and sufficient income, and who, nevertheless, are profoundly unhappy. In such cases it would seem as if the fault must lie with a wrong theory as to how to live. In one sense, we may say that any theory as to how to live wrong. We imagine ourselves more different to the animals than we are. Animals live on impulse, and are happy as long as external conditions are favorable. If you have a cat it will enjoy life if it has food and warm and opportunities for an occasional night on the tiles. Your needs are more complex than your cat,but they still have their basis in instinct. In civilized societies, especially in English-speaking societies, this is too apt to be forgotten. People propose to some one paramount objective, and restrain all impulses that does not minister to it.A businessman may be as anxious to grow rich that to this end he sacrifices health and private affections. When at last he become rich, no pleasure remains to him except harry other people by exhortations to imitate his noble example. Many rich ladies, although nature has not endowed them any spontaneouspleasure in literature or art, decide to be thought cultured, and spent boring hours learning the right thing to say about fashionable new books that are written to give delightful, not to afford opportunities for dusty snobbism.If you look around at the men and women whom you can call happy, you will see that they all have certain things at common. The most important of these things is a activity which at most gradually builds up something that you are glad to see coming into existence. Women who takes an instinctive pleasure in their children can get this kind of satisfaction out of bringing up family.Artists and authors and men of science get happiness in this way if their own work seems good to them. But there are many humbler forms of the same kind of pleasure. Many men who spend their working life in the city devoted their weekends to voluntary and unremunerated toil in their gardens, but when the spring comes, they experience all the joys of having created beauty.PART III READING COMPREHENSION (30 MIN)Directions: Each of the passages below is followed by some questions. For each question there are four answers marked［A ］, ［B ］, ［C ］or ［D ］. Read the passagescarefully and choose the best answer to each of the questions. Be sure to write down your choice in the numbered space on the answer sheet.Passage 1Procrastinators are people who have a chronic habit of putting things off, usually until the last minute and sometimes until it is too late altogether. The most common reason that procrastinators themselves give for their habit, which they are usually quite willing to talk about even if not willing to change, is that they are lazy. Other typical excuses are that they are undisciplined, brilliant but disorganized, or very poor at organizing their time.Some procrastinators, however, almost against their very nature, actually get as far as trying to do something about their problem and seek help. Recent research with such people seems to suggest that their difficulties are much more complex than the procrastinators themselves think. The general conclusions are that such people have a vulnerable sense of self-worth, are particularly fearful of failure, and deliberately put things off precisely so that they never leave themselves time to produce their best work. The reason for their delaying tactics is that, since they do everything at the last moment and under pressure, the procrastinators can retain their illusion of brilliance without ever having to put it to the test.1. The main idea of first paragraph is ________.A. the nature of procrastinationB. the undisciplined character of procrastinatorsC. that disorganization is the procrastinator’s main problemD. the reasons procrastinators give for their behavior2. Which of the following best summarizes the second paragraph?A. How procrastinators have an illusion of brillianceB. How procrastinators seek helpC. Research findings regarding procrastinatorsD. The reasons for the procrastinators’ delay in doing their work3. A suitable title for this passage might be ________.A. The Chronic Habit of ProcrastinationB. Procrastination: Excuses and RealityC. Disorganization: the True Cause of ProcrastinationD. Procrastination: Never Do Today What You Can Put off until Tomorrow4. With which of the following would the author be most likely to agree?A. Procrastinators are usually unaware of the true causes of their procrastination.B. Laziness, lack of discipline, and poor organization of time are the majorcauses of procrastination.C. One thing most procrastinators do is seek help for their problem.D. A procrastinator would automatically fail any real test of his brilliance.5. All of the following ideas appear in the passage. Which do you think the authorattributes most importance to?A. Some procrastinators seek help for their problem.B. Procrastinators, in general, put off things deliberately so as to avoid a realtest.C. Procrastinators usually think that they are very bad at organizing their time.D. Procrastinators sometimes put off things until it is too late.Passage 2Today, there are many avenues open to those who wish to continue their education. However, nearly all require some break in one’s career in order to attend school full time.Part-time education, that is, attending school at night or for one weekend a month, tends to drag the process out over time and puts the completion of a degree program out of reach of many people. Additionally, such programs require a fixed time commitment which can also impact negatively on one’s career and family time.Of the many approaches to teaching and learning, however, perhaps the most flexible and accommodating is that called distance learning. Distance learning is an educational method which allows the student the flexibility to study at his or her own pace to achieve the academic goals which are so necessary in today’s world. The time required to s tudy may be set aside at the student’s convenience with due regard to all life’s other requirements. Additionally, the student may enroll in distance learning courses from virtually any place in the world, while continuing to pursue their chosen career. Tutorial assistance may be available via regular airmail, telephone, facsimile machine, teleconferencing and over the Internet.Good distance learning programs are characterized by the inclusion of a subject evaluation tool with every subject. This precludes the requirement for a student to travel away from home to take a test. Another characteristic of a good distance learning program is the equivalence of the distance learning course with the same subject materials as those students taking the course on the home campus. The resultant diploma or degree should also be the same whether distance learning or on-campus study is employed. The individuality of the professor/student relationship is another characteristic of a good distance learning program. In the final analysis, a good distance learning program has a place not only for the individual student but also the corporation or business that wants to work in partnership with their employees for the educational benefit, professional development, and business growth of the organization. Sponsoring distance learning programs for their employees gives the business the advantage of retaining career-minded people while contributing to their personal and professional growth through education.6. Which of the following is NOT a disadvantage of part-time educationA. It requires some break in one’s career.B. It tends to last too long for many people to complete a degree program.C. It affects one’s career.D. It gives the student less time to share with the family.7. Which of the following is NOT an advantage of distance learning?A. The student may choose his or her own pace.B. The student may study at any time to his or her convenience.C. They can pursue their chosen career while studying.D. Their tutorial assistance comes through regular airmail, telephone, facsimile machine, etc.8. What benefit will distance learning program bring to a business?A. Recruitment of more talented people.B. Good image of the business.C. Better cooperation with universities.D. Further training of employees and business growth.9. Good distance learning program have the following characteristic EXCEPT_____ .A. distance learning course is the same as students taking courses in campusB. the result diploma or degree should be same as on campus studyC. professor-student relationship is strictly one to one all through the courseD. includes subject evaluation tool10. What benefit will distance learning bring to an employee of a business?A. Professional growth.B. Good relationship with the employer.C. Good impression on the employer.D. Higher salary.Passage 3In the eighteenth century, Japan's feudal overlords, from the shogun to the humblest samurai, found themselves under financial stress. In part, this stress can be attributed to the overlords' failure to adjust to a rapidly expanding economy, but the stress was also due to factors beyond the overlords' control. Concentration of the samurai in castle-towns had acted as a stimulus to trade. Commercial efficiency, in turn, had put temptations in the way of buyers. Since most samurai had been reduced to idleness by years of peace, encouraged to engage in scholarship and martial exercises or to perform administrative tasks that took little time, it is not surprising that their tastes and habits grew expensive. Overlords' income, despite the increase in rice production among their tenant farmers, failed to keep pace with their expenses.Although shortfalls in overlords' income resulted almost as much from laxity among their tax collectors (the nearly inevitable outcome of hereditary office holding) as from their higher standards of living, a misfortune like a fire or flood, bringing an increase in expenses or a drop in revenue, could put a domain in debt to the city rice-brokers who handled its finances. Once in debt, neither the individual samurai nor the shogun himself found it easy to recover.It was difficult for individual samurai overlords to increase their income because the amount of rice that farmers could be made to pay in taxes was not unlimited, and since the income of Japan's central government consisted in part of taxes collected by the shogun from his huge domain, the government too was constrained. Therefore, the Tokugawa shoguns began to look to other sources for revenue. Cash profits from government-owned mines were already on the decline because the most easily worked deposits of silver and gold had been exhausted, although debasement of the coinage had compensated for the loss. Opening up new farmland was a possibility, but most of what was suitable had already been exploited and further reclamation was technically unfeasible. Direct taxation of the samurai themselves would be politically dangerous. This left the shoguns only commerce as a potential source of government income.Most of the country's wealth, or so it seemed, was finding its way into the hands of city merchants. It appeared reasonable that they should contribute part of that revenue to ease the shogun's burden of financing the state. A means of obtaining such revenue was soon found by levying forced loans, known as goyokin. Although these were not taxes in the strict sense, since they were irregular in timing and arbitrary in amount, they were high in yield. Unfortunately, they pushed up prices. Thus, regrettably, the Tokugawa shoguns' search for solvency for the government made it increasingly difficult for individual Japanese who lived on fixed stipends to make ends meet.11. The passage is most probably an excerpt from ______.A. an economic history of JapanB. the memoirs of a samurai warriorC. an essay introducing Japanese feudalismD. an introduction to the conflict between Japanese shoguns and city merchants12. Which of the following best describes the attitude of the author toward the samurai?A. Profoundly shockedB. Mildly sympatheticC. Bitterly disappointedD. Harshly disdainful13. Which of the following is the major reason for the financial problems experienced by Japan's feudal overlords in the eighteenth century?A. The samurai had concentrated in castle-towns.B. The coinage had been sharply debased.C. Profits from mining had declined.D. Spending had outdistanced income.14. The passage suggests that, in the eighteenth-century Japan, the office of tax collector _____A. was a source of personal profit to the officeholderB. was regarded with derision by many JapaneseC. remained within familiesD. existed only in castle-towns15. The actions of the Tokugawa shoguns in their search for solvency for the government were regrettable because those actions ______.A. raised the cost of living by pushing up pricesB. resulted in the exhaustion of the most easily worked deposits of silver and goldC. were far lower in yield than had originally been anticipatedD. did not succeed in reducing government spendingPassage 4Our society is consumer oriented. To keep the wheels of industry turning, we manufacture consumer goods in endless quantities, and in the process are rapidly exhausting our natural resources. But this is only half the problem. What do we do with manufactured products when they worn out? They must be disposed of, but how and where? Unsightly junkyards full of rusting automobiles already surround every city in the nation. There isn’t room for much more waste, and yet the factories grind on. They cannot stop because everyone wants a job. Our standard of living, one of the highest in the world, requires the consumption of manufactured products in ever-increasing amounts. Man, about to be buried in his own waste, is caught in a vicious cycle. “Stop the world, I want to get off” is the way a popular song puts man’s dilemma.It wasn’t always like this. Only 100 years ago man lived in harmony with nature.There weren’t so many people then and their wants were fewer. Whatever wastes were produced could be absorbed by nature and were soon covered over. Today this harmonious relationship is threatened by man’s lack of foresight and planning, and by his carelessness and greed.Pollution is a “dirty” word. It comes in many forms. We see it, smell it, dr ink it and stumble through it. We literally live in and breathe pollution, and, not surprisingly, it is beginning to threaten our health, our happiness, and our very civilization.Once we thought of pollution as meaning simply smog. But air pollution, while it is still the most dangerous, is only one type of contamination among several which attack the most basic life function.Through the uncontrolled use of insecticide, man has polluted the land, killing the wildlife. By dumping sewage and chemicals into rivers and lakes, we have contaminated our drinking water. We are polluting the oceans, too, killing the fish and thereby depriving ourselves of an invaluable food supply.Part of the problem is our exploding population. More and more people produce morew astes. But this problem is intensified by our “throw-away” technology. Each year Americans dispose of 7 million autos, 20 million tons of waste paper, 25 million pounds of toothpastetubes and 48 million cans. It is no longer fashionable to reuse anything. S oon we will wear clothing made of paper: “Wear it once and throw it away” will be the slogan of the fashion conscious.Where is this all to end? Are we turning the world into a gigantic dump, or is there hope that we can solve the pollution problem? Fortunately, solutions are in sight.A few of them are positively ingenious.Take the problem of discarded automobiles, for instance. Each year over 40,000 of them are abandoned in New York Coty alone. Eventually the discards end up in a junkyard. But cars are too bulky to ship as scrap to a steel mill. They must first be flattened. This is done in a giant compressor that can reduce a Cadillac to the size of a television set in a matter of minutes. Any leftover scrap metal is mixed with concrete and made into exceptionally strong bricks that are used in buildings and bridges. Man’s ingenuity has come to his rescue.What about water pollution? More and more cities are building sewage-treatment plants. Instead of underground pipes to a giant tank where the water is separated from the solid material, purified, and returned for reuse to the community water supply, the solid material called sludge, is converted into fertilizer. The sludge can also be made into bricks.Controlling air pollution is another crucial objective. Without air, man can only live five minutes, so pure air is a must. Here the wrongdoer is the automobile. Where there is a concentration of automobiles, as in our big cities, air pollution is severe. It is important to see that our cars are equipped with pollution-control devices. Such devices effectively reduce the harmful gases emitted from the engine.Can we eliminate pollution altogether? Probably not. Modern man pollutes with everything he does, so total elimination would require drastic measures. Every power plant would have to shut down. Industries would have to close. We would have to leave all our automobiles in the garage. Every bus and truck and airplane would have to stop running. There would be no way to bring food to the cities. There would be no heat and no light. Under these conditions, our population would die in a short time.Since such a drastic solution is impossible, we must employ determined public action. We can reduce pollution, even if we can’t eliminate it altogether. But ever yone must do his part. Check your car to see if the pollution-control device is working. Reduce your use of electricity. Is air conditioning really necessary? Don’t dump garbage or other waste on the land or in the water. We can have a clean world, or we can do nothing. The choice is up to you.A. human beings starve for the exploration of more living places on the other planetsB. the earth is stuffed with different kinds of products made by menC. what is manufactured is so limited that human beings have to find other ways to support themselvesD. human beings can hardly stand the deteriorating environment on the earth17. The suggestion of “clothing made of paper” is intended to showA. the idea of recycling is out of dateB. paper clothes will be the future fadC. paper clothing will be less expensiveD. new product can be developed from recycled materials18. We can infer from the passage thatA. human beings have always been in severe conflict with their environmentB. to some extent the economic progress is made at the cost of the environmentC. realizing the serious consequence of pollution, we still have few ideas as to how to control itD. we had better limit the speed of economic development19.A. take due account of pollution problemsB. long for the improvement of product qualityC. accelerate economic developmentD. advocate throw-away technology20.A. informativeB. argumentativeC. neutralD. seriousPART IV TRANSLATION (35 MIN)SECTION A CHINESE TO ENGLISHTranslate the following underlined part of the TEXT into English. Write your translation on the ANSWER SHEET.人是一个非常复杂的矛盾体。
学位英语国开
学位英语国开全文共3篇示例，供读者参考篇1Title: Study on National Open University's Undergraduate English Degree ProgramIntroductionNational Open University (NOU) is a prestigious institution in China that provides distance education programs for students who are unable to attend traditional universities. One of the most popular programs offered by NOU is the undergraduate English degree program. This study aims to explore the structure, benefits, and challenges of pursuing an English degree at NOU.Program StructureThe undergraduate English degree program at NOU is designed to provide students with a comprehensive understanding of the English language, literature, culture, and communication skills. The program consists of a series of courses that cover a wide range of topics, including grammar, vocabulary, writing, speaking, listening, reading, and critical thinking.Students are required to complete a certain number of credits to earn their degree. The program offers a flexible schedule, allowing students to study at their own pace and convenience. Students can access course materials and resources online, participate in virtual classes, discussions, and activities, and complete assignments and assessments through the NOU online platform.BenefitsThere are several benefits to pursuing an undergraduate English degree at NOU. One of the primary benefits is the flexibility and convenience of online learning. Students can study from anywhere in the world, at any time that suits their schedule. This allows working professionals, stay-at-home parents, and students with disabilities to pursue higher education without the constraints of traditional classroom-based learning.Another benefit of the program is the affordability. NOU offers competitive tuition fees, making it an affordable option for students who may not be able to afford the high costs of traditional universities. Additionally, NOU provides scholarships and financial aid to eligible students, further reducing the financial burden of higher education.Furthermore, the program offers personalized support and guidance from experienced faculty members and advisors. Students receive individualized feedback on their assignments, academic performance, and career goals. They also have access to academic resources, library services, and career counseling to help them succeed in their studies and future employment prospects.ChallengesWhile there are many benefits to pursuing an undergraduate English degree at NOU, there are also some challenges that students may face. One of the main challenges is the lack of face-to-face interaction with professors and peers. Online learning can be isolating and students may struggle to stay motivated and engaged without the physical presence of a classroom environment.Another challenge is the self-discipline and time management required for online study. Students need to be proactive in managing their time, setting goals, and staying on track with their coursework. Without the structure of a traditional classroom, some students may find it difficult to stay focused and organized.Additionally, there may be technical challenges with the online platform, such as slow internet connection, software glitches, and difficulty accessing course materials. Students need to have a reliable computer and internet access to participate in the program effectively.ConclusionIn conclusion, the undergraduate English degree program at National Open University offers a unique and valuable opportunity for students to pursue higher education in a flexible, affordable, and supportive learning environment. The program provides a comprehensive curriculum, personalized support, and convenient online resources for students to develop their English language skills and academic achievements. While there are challenges associated with online learning, the benefits of the program outweigh the drawbacks, making it a worthwhile option for students seeking an English degree at NOU.篇2The National Open University of China (NOUC), also known as the Open University of China (OUC), is a distance learning university founded in 1982 in Beijing, China. It is one of the largest and most prestigious institutions of distance education inChina, offering a wide range of undergraduate and postgraduate programs to students across the country.The NOUC is unique in that it uses a combination of open and distance learning methods to deliver its courses. This means that students can study at their own pace, in their own time, without the need to attend regular classes on campus. Instead, students receive study materials and assignments through the mail or online, and are able to submit their work electronically for assessment.One of the most popular programs offered by the NOUC is the Study Degree in English (SDE). This program is designed for students who wish to improve their English language skills and work towards a recognized qualification. The SDE is suitable for students of all levels, from beginner to advanced, and covers a wide range of topics including grammar, vocabulary, reading, writing, listening, and speaking.The SDE is a flexible program that allows students to study from anywhere in China, and at a time that suits them. The course materials are comprehensive and well-structured, with clear instructions and examples to help students understand and practice their English skills. There are also opportunities for students to interact with their tutors and fellow students throughonline forums and chat rooms, making the learning experience more engaging and enjoyable.In addition to the SDE, the NOUC also offers a range of other degree programs in subjects such as Business Administration, Computer Science, Education, and Engineering. These programs are designed to provide students with the knowledge and skills they need to succeed in their chosen field, and are taught by experienced and qualified tutors.Overall, the National Open University of China is an excellent choice for students who are looking for a flexible, convenient, and high-quality education. With its range of programs, experienced tutors, and innovative teaching methods, the NOUC provides students with the opportunity to learn and grow in a supportive and stimulating environment. Whether you are a student in China or overseas, studying with the NOUC can help you achieve your academic and career goals.篇3The Open University of China (OUC), also known as the China Central Radio and TV University, offers a unique and flexible way for individuals to obtain a university degree through distance learning. With a mission to provide access to highereducation for all, the OUC offers a wide range of programs, including bachelor's degrees, master's degrees, and doctoral degrees in various fields of study.One of the most popular programs at the OUC is the Bachelor of Education in English Language Teaching (ELT). This degree program is designed for individuals who wish to pursue a career in teaching English as a second language. The program covers a wide range of topics, including language acquisition, teaching methodology, and curriculum development. Students in this program are also required to complete a teaching practicum in order to gain practical experience in the field.In addition to the Bachelor of Education in ELT, the OUC also offers a Master of Education in TESOL (Teaching English to Speakers of Other Languages). This program is designed for individuals who already hold a bachelor's degree and wish to further their knowledge and skills in the field of TESOL. The program covers advanced topics in language teaching, curriculum design, and assessment. Students in this program also have the opportunity to conduct research in the field and write a thesis.For individuals who wish to pursue a doctoral degree in education, the OUC offers a Doctor of Education in AppliedLinguistics. This program is designed for individuals who wish to conduct research in the field of applied linguistics and contribute to the development of language teaching theory and practice. Students in this program are required to complete coursework in research methods, statistics, and language analysis, as well as conduct original research and write a dissertation.One of the key advantages of studying at the OUC is the flexibility it offers. Students can study at their own pace and in their own time, allowing them to balance their studies with work and other commitments. In addition, the OUC uses a combination of online resources, printed materials, andface-to-face tutorials to support student learning. This blended learning approach enables students to access high-quality education regardless of their location or circumstances.Overall, the Open University of China offers a unique opportunity for individuals to obtain a university degree through distance learning. With a wide range of programs in education and other fields of study, the OUC provides access to higher education for all and helps individuals achieve their academic and career goals.。
ExplodingtheMyth...
Exploding the Myths l ll l l l l l l about DETC AccreditationExploding the Myths about DETC Accreditation:A Primer for StudentsProspective distance education students are faced with a bewildering number of choices in select-ing an institution that is best suited to achieving their educational goals. They also face a confusing forest of institutions’ promotional claims of being the best or most respected school.This primer is intended to help the prospective student of an online or distance education school or college sort out the confusing claims made about accreditation and about different accrediting agencies. This guide will help dispel some common myths, and will help provide students with a ba-sic understanding of what DETC accreditation is and how it can help them make a good choice of where to study.In their quest for information on online institutions, would-be students often consult a number of sources, primarily from Web site searches. These searches may produce equally bewildering, and at times, unreliable and inaccurate information.What is accreditation?Accreditation assures students that an institution or program has met certain academic and ethical standards of quality. T o gain wide acceptance in the United States, all accrediting associations need to be recognized by the U.S. Department of Education and/or to be recognized members of the Coun-cil on Higher Education Accreditation. A visit to either the Department of Education or the CHEA Web site listings of nationally recognized accrediting groups, one will see that the groups are divided according to their scope of accrediting activity, geographic region or subject areas.How can I tell if an institution is accredited?“Recognized” accrediting organizations provide public lists of the institutions they accredit. For a complete list of recognized accrediting organizations and access to their accredited institutions or programs, view the CHEA Directory of Recognized Organizations or visit the U.S. Department of Education’s Office of Postsecondary Education Web site.DETC, the other national accrediting bodies and the six regional accrediting associations share a common philosophy in regard to assessing institutional quality and effectiveness. They espouse, gen-erally speaking, the same bedrock principles and use largely the same kind of qualitative standardsto evaluate institutions and protect students. They each believe in peer review and in the philosophy that the two major goals of accreditation are to help students and the public make informed choices, and to help institutions improve. While they naturally are not all the same and do not all have the same level of experience or expertise in evaluating online learning, they all have a goal of helping stu-dents.This guide is written to help the prospective online and distance student make sound choices that are well suited to their interests and needs.Myth 1: DETC’s accreditation processis not as rigorous as regional accreditation.The reality is, DETC has specific, relevant, comprehensive standards and policies—crafted and perfected for more than a half century—aimed solely at the distance education enterprise. DETC evaluators gain access to online courses to validate that sound instructional practice is being consis-tently followed.DETC reviews begin with submission of curricula, which is sent to multiple reviewers. In addi-tion to the materials, reviewers evaluate online components of the courses to ensure sound instruc-tional practice is being consistently followed. Their evaluation reports become part of the on-site review team’s process, which allows the team to focus on verifying the reams of data provided in an institution’s Self-Evaluation Report. While this process compresses the institution’s site visit to a few days, the overall process takes many months.DETC emphasizes the quality of the programs and the demonstration of student learning. DETC requires of each institution annual reporting on student satisfaction rates, course completion, program graduation rates and, when relevant, third-party test pass rates as part of a metrics-based outcomes assessment process.DETC does a comprehensive review of its standards annually, and changes are issued every year. For example, in the last few years, DETC has implemented a new process for outcomes assessment, added a new readiness assessment process for applicants, and added new standards on the reputation of school owners, the use of accreditation from unrecognized accrediting agencies by applicant insti-tutions, and the qualifications of faculty teaching general education.Myth 2: Credits from DETC academic degree programsare not transferable to traditional colleges.In reality, the standard principles of good practice, as published by CHEA and as endorsed by higher education groups like the American Council on Education and the American Associationof Collegiate Registrars and Admissions Officers, state that acceptance of transfer credit from one institution to another is always left to the discretion of the receiving institution, and that transfer of credit is not guaranteed by any reputable institution.These principles also hold that credits should not be denied solely on the basis of the sourceof accreditation of the sending institution. When receiving institutions follow these generally ac-cepted principles of good practice in credit transfer, the acceptance of DETC institutions’ academic credit is high. Some 70% of DETC graduates who attempted to transfer their credits report that they were successful.Myth 3: Online programs offered byDETC institutions are of lesser qualitythan programs from regionally accredited institutions.When compared to regional institutions, many DETC institutions use the same learning manage-ment platforms, the same textbooks, and have faculty with equivalent credentials. The criteria for evaluating faculty are the same, and in fact some faculty at DETC institutions contemporaneously teach at regionally accredited institutions.Some universities accredited by DETC also hold dual accreditation with a regional body, and over the years they have reported DETC’s process was far more thorough and stringent than the regional process in areas related to program review, consumer protection, business standards, succession plan-ning and distance education.DETC recognizes and appreciates the body of expertise and distinguished history of regional accrediting associations, and as such has chosen to compare academic degree programs offered by DETC institutions to similar degree programs offered by regionally accredited universities.Before an institution can offer a new course, DETC requires an in-depth, content-focused review by a subject specialist—always a qualified faculty member at a regionally accredited institution (to ensure alignment with the curriculum standards at regionally accredited universities). Using a form that involves more than 250 questions, the subject specialist is able to make fair and precise judg-ments on the comparability of programs to regionally accredited institutions’ curricula.DETC institutions report annually on their student satisfaction rates. Some 97% of all students in all DETC institutions in the 2009 survey said Yes to the following survey question: “Did you achieve, or will you have achieved upon completing your studies, the goals you had when you started the course or program?”Myth 4: Regional accrediting groups have more experiencein evaluating distance learning than DETC, and have“greater recognition” from the government.DETC enjoys the same national recognition from the U.S. Secretary of Education and the Coun-cil for Higher Education Accreditation (CHEA) as the regional associations. The criteria for recogni-tion are identical for DETC as for the regional bodies. Neither the Secretary nor CHEA makes any distinction between the types of agencies being recognized.The council’s sole function is the evaluation of distance education, and DETC has been perfect-ing its standards and procedures for evaluating distance institutions for more than a half-century. DETC has conducted more than 1,500 on site accrediting reviews to distance learning institutions during the past 55 years, including several of the very largest distance institutions in the world. Regional bodies, meanwhile, only recently have entered the field of distance accreditation.Myth 5: Regional accrediting groups have stronger consumerprotection standards than DETC.DETC mandates a student-friendly, national, minimum tuition-refund policy for its members, as a part of its extensive consumer protection standards, found within in the DETC Business Standards. Regional bodies have no such minimum targeted for distance learning programs.To protect the taxpayer, DETC institutions electing to participate in Title IV Federal Student Aid programs must follow, in addition to the DETC Business Standards, a separate set of additional standards—above and beyond what the Federal regulations require (e.g., the maximum annual rev-enues an institution may derive from Title IV is capped at 75% of their total revenues, not the 90% Federal law permits).Of any accrediting association today, DETC has some of the most precise, prescriptive and com-prehensive standards addressing advertising and promotional practices, targeted specifically toward distance learning. The DETC Business Standards address all aspects of promotional tactics, from hon-esty in advertising to prescribed language for enrollment forms and disclaimers for credit transfer.Myth 6: All accrediting bodies are the same.One only needs to do a cursory review of the Web site of each of the more than 20 recognized institutional accrediting organizations to ascertain the wide variety of approaches, standards and prac-tices used.The diversity of American higher education is attributable in part to the different evaluation ap-proaches taken by each of the different accrediting associations. What sets DETC apart, and makes it unique, is the fact DETC is the sole accrediting organization staffed, organized and equipped to focus entirely on distance education as a method of teaching and learning. Distance education accredita-tion is not a sideline at DETC; distance education is the reason we exist.ConclusionWe hope this guide has been helpful in giving some background on what distinguishes DETC from other accrediting organizations, and why DETC accreditation is an online student’s best friend when it comes to making the right choice in where to study. So if you are trying to decide on an on-line or distance school, be sure to consider the advantages and protection you will get from enrolling with a DETC accredited institution:• must deliver on their promises to students to maintain their DETC accredited institutionsaccreditation.•Accredited status with DETC means students, parents, and members of the public can trust that knowledgeable educators and potential employers have reviewed the institution to ensure its programs offer students a quality education that will fulfill their goals.•DETC has a rich and distinguished history dating back nearly 85 years. It has helped count-less hundreds of institutions to become better, and has aided millions of students. It hashelped protect the public from being misled by diploma mills.At the end of the day, what DETC is trying to do is help people like you gain a good education from a reputable distance education institution, and ensure you’re treated fairly while doing so.Distance Education and Training Council1601 18th St. NW, Suite 2Washington, DC 20009*************。
美国西雅图公立高中留学项目介绍
西雅图公立高中F-1签证留学项目介绍内容简介留学期为3个月至一年。
学生直接进入正规班学习。
学年结束，可根据学生的在读年级选择申请美国大学、转入私立高中继续学习或进入社区学院攻读完成高中学业的双修课程。
就读的高中根据申请时学校的名额空缺来安排。
申请要求凡未满21周岁的高中在校生均可以申请。
要求学生具备较强的英文能力，学习英语达5年以上。
具体的要求包括：·过去三年的学习成绩单·家长同意学生留学的信件·事先确定寄宿家庭·预付学费（签证没有通过则全额退还）·免疫证·家长和寄宿家庭双方签字的责任书·申请表费用一个季度1500美元，一个学期3000美元，一个学年6000美元。
生活费、住宿费和其他杂费根据个人情况而定，一般在8000-10000美元/年。
项目优势·师资力量雄厚。
西雅图公立学校的办学条件在美国属于非常优越的，老师的素质高，学校的条件好，教学质量有保证。
·能在最快的时间内掌握英语。
外国学生与美国学生一起在正规班学习，并且与寄宿家庭生活在一起，对在短时间内快速提高英文能力非常有利。
·有利于申请美国大学。
在美国期间，可以参加美国大学入学考试，如SA T和ACT，对于申请美国大学非常有利。
·学费低廉。
·西雅图是美国最安全的城市之一，风景优美，气候宜人。
J-1签证与F-1签证区别交流访问学者(J-1签证)“J”交流访问学者计划旨在促进在教育、艺术和科学领域内人员的知识和技术交流。
参加者包括各大、中、小学在校学生；参加公司、机构和办事处在职培训的人员；各小学、中学和专业技术学校的教师；赴高等教育机构任教或从事研究工作的教授，从事研究工作的学者；赴医疗机构进行专业培训的人员；以及以研究培训和示范专业知识或技能为目的的访问学者。
申请人必须出示已填妥的由美方赞助单位或邀请机构发的DS-2019 表。