Education and Study Guides Tips about education, how to study and improve study skills

Sharing Success Stories - Using Case Studies to Demonstrate Results and Generate Excitement

Posted on 01 Nov 2011 by admin | Filled under: uncategorized

Have you ever led a project that's so exciting that you want to tell everyone about it? Whether you're seeking internal or external recognition, case studies are an extremely effective way to spread the good news about successful projects. When you know the right questions to ask, and how to assemble the information into an attractive format, you can generate case studies easily and affordably.

The Value of Case Studies

Case studies are a perfect way to demonstrate how your organization is striving to improve quality, benefit the environment, develop innovative strategies, etc. Who are you trying to convince? Your customers, for one. Potential customers, too. And stockholders are always interested in what your company is doing. A case study doesn't just tell them, it shows them what you're doing by weaving the details into a story.

If you're concerned about revealing trade secrets to competitors, or the project is under wraps publicly, you can still derive benefits from generating case studies that are used internally. Case studies are an excellent way to generate positive buzz about new or unpopular projects.

Plus, a case study can be a reward for people who were involved in the project. It's easy to get lost in the details and lose sight of the big picture, especially if you have team members who have already moved on to other projects. A case study reminds them of the good work they have already accomplished.

Elements of a Successful Case Study

A good project case study typically features a compelling story that answers these questions:
- What was the business problem addressed?
- What methodology or approach was employed to get to the root of the problem?
- What was the solution and how was it implemented?
- What was the benefit?

Note that the benefit is not the same as the solution. Benefits can be financial savings or revenue increases, or other positive outcomes such as new products or services, enhanced employee retention, reduced service times, increased capacity, etc. Ideally, at least one benefit will have baseline and post-project metrics that that can be disclosed as a specific number or as a percentage (e.g., reduce call hold time from six minutes to three minutes, or improve production line capacity by 50 percent.)

Keep in mind that to demonstrate benefits, the project needs to be mature enough to have reached a critical mass of results. This equates to at least one month of validated results that you can annualize.

Formatting the Final Product

Your case study can be as succinct or as detailed as you want it to be. If you limit it to a few paragraphs, include a high-level description of the business problem, solution and benefits. If it's 1-2 pages, you can include graphics (before and after images or graphs), quotes from team members or customers, lessons learned, and a more in-depth discussion of the specific approaches used.

As far as the final product, you can format case studies in a word processing program, such as Microsoft Word or Corel WordPerfect, or get fancy with a desktop publishing program such as Adobe InDesign. Alternatively, an application like Microsoft PowerPoint can be used to make a less content-driven case study that uses bullets for key points.

Either way, you should export the case study as a PDF to protect the formatting and content. (You may want a PDF even if you include the case study on your website so people can download the file and read it at their leisure.)

A consistent format for every case study is nice, but not required. As long as the final product looks professional, free of typos and grammatical errors, the important thing is to get the word out about the project.

Sharing the Case Study

Before you publish or share the case study, make sure you have the required approvals. First, provide a copy to anyone who was quoted in the case study to make sure they are ok with what they said and the context in which it's placed. Even if the person said it, sometimes they change their mind when they see it in print!

Depending on your organizational policies, you'll also need to get approvals from your manager, marketing, communications or public relations, and the legal department. It's usually a good idea to make sure you understand your company's policies on written materials before you start working on the case study.

Note that if an outside agency is writing the case study, you should always have final approval. After all, a case study isn't straight journalism; it's supposed to make your company look good. Although it highlights the positives, the write-up should include coverage of some of the struggles and issues along the way. If it doesn't, no reader will believe it. So, if the case study writer asks about these struggles, be as candid as possible, knowing that you'll be able to review and make adjustments prior to publication.

Once you're ready to share the case study with the world, you can post it on the project or company website, include it in newsletters, print handouts, even print and frame copies for those who were quoted or were involved with the project.

Many companies send out press releases about their case studies that get picked up by the media. You may also consider sending the case study to an industry-specific publication or Web site that accepts such submissions. Keep in mind, each of these organizations have their own requirements, so you may have to work with them to edit the case study per their guidelines.

Just remember, people may not know about the good work you and your organization are doing unless you tell them. So get out there and share your story!

Comments (0)

How To Choose a Good Education Consultant To Study Abroad?

Posted on 30 Oct 2011 by admin | Filled under: uncategorized

Most of students who are keen to go abroad are often worried about choosing the right Overseas Education Consultants for themselves. Overseas education consultant plays a significant role starting from:

Deciding about the Country, University or College

They assist students in making Educational decisions i.e. by discussing the entire pro and corns of available options. This includes helping find the University or college placement that is good fit for students.

All know that every student cannot go to Howard or Cambridge university, if student wants to study Medicine he/she could go and study in China, Russia, Ukraine,Bulgaria or Guyana etc.; if student purpose is just to obtain PR and want to study any sought of diploma i.e. Diploma in Hospitality Management, Diploma in Business Management etc. relevant with their earlier experience and study, he/she could go for their Study in New Zealand, Study in UK etc. Similarly if the student wants to attain academic excellence, the best option would be to Study in USA.

Arranging the admission

Once the study Consultants zero in the Country, University/College and Course for the applicant, the foremost responsibility of the consultant is to help applicant in completing the admission formalities, highlight the areas essential for a well-presentation. Follow up with the chosen university/college to ensure a positive and quick response. Send recommendations, highlighting the student's strengths and reasons as to why he/she should be granted admission.

Financial requirements for the studies

Study Consultants even enlightens and guides the student for the finances required and also facilitate the student to arrange all the financial documents in time and in the required format depending upon their period of stay to study abroad.

Here it becomes essential to choose an effective study Consultants and adopt a backward time management methodology. A well-planned methodology must be executed by student to save time and money.An experienced study Consultants can save both and can send you for your desired course on time.

Guiding the student in obtaining student visa

Thereafter Study Consultants assist the applicant to prepare the Visa application, guide students for financial statements and help to prepare the file to meet the requirements of Embassies and to ensure visa success

Fee transfer

When the Visa of applicant is approved, Study Consultants supports the applicant to transfer his/her fees through an appropriate means from trusted financial institution.

Arranging relevant accommodation as per the students budget

In case if the applicant is in a need for accommodation, Study Consultants arranges an accommodation matching as per the suitability of the applicant needs and budget.

Airport Pick up of the student

Nevertheless Education Consultants ensures that applicant is safely picked up from the airport and is relocated to his/her accommodation premises of the country.

Travel Arrangements

In addition, Education Consultants provides assistance with travel arrangements such as foreign currency, insurance, bank account in foreign country, mobile phone service in foreign country etc.

For finding out an effective and efficient overseas education consultants, student needs the see the following:

Here the applicant must look in to the below aspects carefully while they search for a good Education Consultants. The below aspects marks the end-to end services given by the Education Consultants and suggestions to find out an effective and efficient Education Consultants to ensure better future and better life ahead.

Option of countries given by a consultant

To determine if the country option given by your Education Consultants is right for you, check if the qualification offered is internationally recognized, job prospects in that country are bright after completing the course and does the living expense and living style matches your suitability. The clarity could be obtained by comparing two to three suitable country options.

Previous experience and history of success with an education consultant

Check as to since how many years that Education Consultants has been into practice for recruiting students overseas and what is the success ratio of the visa it has attained. You can ask your Education Consultants to show you the some copy of previous visas, offer letters, sample visa file etc. A good Education Consultants always maintains and keeps the records of their earlier applicants.

Has a breadth of contacts in the education industry

Establish as to how many prominent contacts your Education Consultants have, relevant to overseas education i.e. contacts with the International Officers, counselors, Visa Officers etc.

Been recommended by old students

It becomes easy to believe and obvious to select an Education Consultants if it has been recommended by any of the old student, who may or may not be your friend. This source is often reliable and the advice given is truly genuine. Try to get in touch with some of old students enrolled in the same college of the same country, to verify the suitability of the option chosen. Ask your Education Consultants if they can provide you with some of the previous references of the students.

Previous history of a university or the college being recommended by the consultant

To know about the previous history of a university or the college being recommended by your Education Consultants, study the website of that University or college thoroughly. Studying previous history of the college and the University helps in knowing the years of its existence and background. The more the years of its existence and the clear its background, the relevant is your choice of university.

Additional incentives like scholarship, sports options and offered by the universities recommended by the consultant.

A good Education Consultants not just seeks good University, College or course for the student but in addition offers eminent incentives such as availing scholarships if academics of the applicant are good, seeking assistance from college to provide jobs placement to the student and encourage student to participate in the sports activities of his/her excellence by availing Sport scholarship, if available in that particular college or university. Some Education Consultants even provides free Laptops, SIM cards etc. to the students, seeking it as advantage from college/University.

Comments (0)

Maximizing a Student's Understanding of Biostatistics Through the Review of Medical Research Studies

Posted on 29 Oct 2011 by admin | Filled under: uncategorized

Introduction

In order to maximize understanding of biostatistics and its applications, a great practice for students is to review medical research studies. When reviewing medical research studies, it is important for students to recognize the type of study (randomized clinical trial, case control study, cohort study, or longitudinal study) employed and whether the study is retrospective or prospective. Understanding the type of research used and whether it is retrospective or prospective will aid a student in determining a study's validity in an objective manner. This paper will briefly describe the preceding terms and then go on to applying these terms to five medical research study abstracts that I will describe in detail while pointing out each study's potential strengths and weaknesses.

Types of Studies

There are four types of studies that can be used in the design of a medical research study, those being a randomized clinical trial, case control study, cohort study, and longitudinal study. A randomized clinical trial study is "a clinical study where volunteer participants with comparable characteristics are randomly assigned to different test groups to compare the efficacy of therapies" (Randomized Clinical Trial, 2011, para.1). A case control study is epidemiological study used to identify factors that may contribute to a medical illness by comparing those who have the disease or condition of interest (the cases) with those who do not have the disease or condition of interest (the controls). A cohort study is "a study in which subjects who presently have a certain condition and/or receive a particular treatment are followed over time and compared with another group who are not affected by the condition under investigation" (What is Cohort Research?, 2011, para.1). A longitudinal study is a study that follows patients over a prolonged period of time. Some sources also describe a longitudinal study as one in which the same patients are examined on two or more occasions.

A study can either be retrospective or prospective. Retrospective studies look backwards in time and examines exposures to suspected risk or protection factors in relation to an outcome that is established at the start of the study. In contrast, a prospective study looks forward in time and watches for outcomes, such as the development of a disease, during the study period and relates this to other factors such as suspected risk or protection factor(s).

Research Study Abstract #1

The first medical research study abstract that will be described in detail is "A Large Study of Long-Term Daily Use of Adult-Strength Aspirin and Cancer Incidence" by Eric J. Jacobs, Michael J. Thun, Elizabeth B. Bain, Carmen Rodriguez, S. Jane Henley, and Eugenia E. Calle.

This study shows evidence that aspirin use correlates with lowered risks of colon cancer and possibly several other cancers, including prostate and breast cancer. The study method examined associations between long-term daily use of adult strength aspirin (325 mg/day) measuring overall cancer incidence and incidence of 10 types of cancer among 69810 men and 76303 women. These men and women, who were relatively elderly, took part in the Cancer Prevention Study.

Since aspirin use was reported at enrollment in 1992-1993 and updated in 1997, 1999, and 2001, this is a cohort study. Individuals were already classified as groups at the beginning of the study into those who were taking 325 mg/day of aspirin and those who were not. The study is also retrospective in nature because it looked at survey data that was already provided by the American Cancer Society.

Results of the experiment showed that during a follow up in 2003, that Long-term (5 years) daily use of adult-strength aspirin, in comparison with no aspirin use, was associated with lower overall cancer rate in men (multivariable-adjusted RR = 0.84, 95% confidence interval [CI] = 0.76 to 0.93). Since the confidence interval does not include 1 and RR (rate ratios) for men was < 1, results are deemed statistically significant. A non-statistically significantly lower overall cancer rate was reported in women (multivariable-adjusted RR = 0.86, 95% CI = 0.73 to 1.03). Although the RR (rate ratios) for women was < 1, the confidence interval includes 1; results a deemed to be non-significant because variation can account for the observed correlation. Results also show that long-term daily aspirin use correlated with lower incidence that was statistically significant of colorectal cancer (RR = 0.68, 95% CI =0.52 to 0.90 among men and women combined) and prostate cancer prostate cancer (RR =0.81, 95% CI = 0.70 to 0.94). Non-statistically significantly lower overall female breast cancer (RR = 0.83, 95% CI = 0.63 to 1.10) was shown by the results.

Since this study is a retrospective cohort study, it does have several specific strengths and weaknesses. Strengths are that it is good for displaying multiple outcomes and is relatively inexpensive. Major weaknesses include that the investigator has little or no control over exposure and outcome, the temporal relationship is often difficult to determine, it requires large samples for rare outcomes, and the comparability between exposed and unexposed is difficult to achieve.

Research Study Abstract #2

The second medical research study abstract that will be described in detail is "Effects of Immediate Versus Delayed Pushing during Second-Stage Labor on Fetal Well-Being: A Randomized clinical trial" by Kathleen Rice Simpson and Dotti C. James.

This study shows evidence that it is more favorable for the well-being (in terms of fetal oxygen desaturation/saturation and variable decelerations of the fetal heart rate) of an infant for mothers at 10-cm cervical dilation to delay pushing until the woman feels the urge to push versus being coached to immediately start pushing at 10-cm cervical dilation. The study also shows that women who pushed immediately had more perineal lacerations. No differences were shown in the results between pushing and delayed pushing in length of labor, method of birth, Apgar scores, or umbilical cord blood gases.

Since women were randomly allocated to receive one or other of the alternative treatments under study (to push or delay pushing) this is a randomized clinical trial. It is also prospective in nature because it looked forward in time and watched for outcomes.

Results of the experiment showed significant difference between groups in fetal oxygen desaturation during the 10-cm cervical dilation (immediate: M = 12.5; delayed: M = 4.6) F (1, 43) = 12.24, p =.001, and in the number of >=2-min epochs of fetal oxygen saturation <30% (immediate: M = 7.9; delayed: M = 2.7), F (1, 43) =6.23, p =.02. There were more variable decelerations of the fetal heart rate in the immediate pushing group (immediate: M = 22.4; delayed: M = 15.6) F (1, 43) = 5.92, p =.02. Women who immediately at pushed 10-cm cervical dilation had more perineal lacerations (immediate: n = 13; delayed: n = 5) [chi] 2 (1, N = 45) = 6.54, p =.01. Assuming that the alpha is.05; the p-values fall well below the threshold and are deemed to be statistically significant; in other words, the null hypothesis is rejected in variable decelerations of the fetal heart rate, fetal oxygen saturation, and perinatal lacerations.

Since this study is a prospective randomized clinical trial, it does have several specific strengths and weaknesses. Strengths include elimination of bias in treatment assignment, facilitation of blinding (masking) of the identity of treatments from investigators, participants, and assessors, and it permits the use of probability theory to express the likelihood that any difference in outcome between treatment groups merely indicates chance. Weaknesses include potential limitations of external validity on where the study was performed, on characteristics of the patients, on study procedures, on outcome measures, and in incomplete reporting of adverse effects of interventions. In addition, randomized clinical trials can be quite expensive to perform.

Research Study Abstract #3

The third medical research study abstract that will be described in detail is "An Intervention to Increase Safety Behaviors of Abused Women" by Judith McFarlane, Ann Malecha, Julia Gist, Kathy Watson, Elizabeth Batten, Iva Hall, and Sheila Smith.

This study shows evidence that telephone intervention is an effective way increase safety behaviors of abused women who are victims of intimate partner violence. Intervention is administered immediately after an abusive behavior and remains effective for 6 months after the treatment. A two-group trial randomized 75 abused women to receive six telephone intervention periods on safety behaviors. A control group of 75 women received standard care. Women in both groups were re-interviewed at 3 months and 6 months for post-initial measurement.

Since women were randomly selected to receive the alternative treatment or be part of the control group under the study (to receive intervention or not receive intervention) this is a randomized clinical trial. It is also prospective and longitudinal in nature because it followed subjects over a prolonged period of time through re-interviewing the women at both 3 months and 6 months.

Results of the experiment showed significant difference between groups who received intervention to those who did not. More adopted safety behaviors were reported by women in the intervention group [F (2,146) 5.11, p =.007] than women in the control group at both the 3-month [F (91, 74) = 19.70, p <.001] and 6-month [F (1, 74) = 15.90, p <.001] interviews. Assuming that the alpha is.05; the p-values fall well below the threshold and are deemed to be statistically significant; the null hypothesis is rejected in women who received intervention at both the 3-month and 6-month interviews.

As previously discussed, since this study is a prospective randomized clinical trial, it does have several specific strengths and weaknesses. Strengths include elimination of bias in treatment assignment, facilitation of blinding (masking) of the identity of treatments from investigators, participants, and assessors, and it permits the use of probability theory to express the likelihood that any difference in outcome between treatment groups merely indicates chance. Weaknesses include potential limitations of external validity on where the study was performed, on characteristics of the patients, on study procedures, on outcome measures, and in incomplete reporting of adverse effects of interventions. In addition, randomized clinical trials can be quite expensive to perform.

Research Study Abstract #4

The fourth medical research study abstract that will be described in detail is "Treatments of Coronary Artery Disease Improve Quality of Life in the Long Term" by Hannele Lukkarinen and Maija Hentinen.

This study shows evidence that long-term health-related quality of life (HRQoL) after 8 years is more favorable for patients receiving a bypass operation or angioplasty than the baseline of 1 year after surgery. Also, in patients taking medication, the study shows that there were no significant changes were reported in the HRQoL of the patients on medication when comparing the baseline to 8 years after treatment. It is important to note that a significant impairment on the response variable of sleep had taken place during the 8 years follow-up after angioplasty. The initial study was made up of 280 patients where 100 of those patients underwent a bypass operation, 100 had an angioplasty, and 80 were prescribed medication. After 1 year, 81 bypass operation patients, 74 angioplasty patients, and 64 patients in the medication group responded. In the final analysis after 8 years, 63 bypass operation patients, 57 angioplasty patients, and 34 patients in the medication group responded.

Since patients with coronary artery disease are compared by their method of treatment this is a case control study. It is also prospective and longitudinal in nature because it followed subjects over a prolonged period of time through interviewing patients after 1 and 8 years.

Results of the experiment showed patients had a statistically significantly better HRQoL 8 years after the operation than at baseline on the response variables of mobility (p <.001), energy (p =.003), and pain (p =.031). Angioplasty patients had a statistically significantly better HRQoL 8 years after the intervention on the response variables of emotional reactions (p =.002), pain (p =.003), mobility (p =.004), and energy (p =.005). A significant deficiency on the response variable of sleep had taken place after 8 years follow-up after angioplasty (p =.018), Assuming that the alpha is.05; the p-values fall well below the threshold and are deemed to be statistically significant; the null hypotheses after 8 years regarding HRQoL and sleep are rejected.

Since this study is a prospective case control study, it does have several specific strengths and weaknesses. Strengths include that it is good for rare diseases, requires little time to conduct, has the possibility of exploring multiple exposures and is relatively inexpensive. Weaknesses include the reliance on recall or historical data, that temporality can be difficult to establish, and the comparability of cases and controls.

Research Study Abstract #5

The fifth medical research study abstract that will be described in detail is "Caregiving Experiences After Stroke" by Cynthia S Teel, Pamela Duncan, and Sue Min Lai.

The purpose of this study was to examine correlation between patient characteristics, caregiver characteristics, and caregiver managing resources with caregiver physical and mental health results at 3 and 6 months after a dependent adult's stroke. Another objective was to compare family members' assessments of patient disability with assessment by doctors. The caregiver study was conducted in partnership with a study of patient effects after stroke. 83 Caregivers completed and mailed back questionnaires at 1, 3, and 6 months after the patient's stroke. The surveys asked questions on fatigue and energy, assessment of mood disturbance, stress, spirituality, and reactions to the caregiving situation. This data recorded by respondents provided a detailed assessment of caregiver characteristics, coping resources, and physical and mental health status.

Since Individuals were already classified as a group at the beginning of the study into caregivers and patients, this is a cohort study. It is also prospective and longitudinal in nature because it followed subjects over a prolonged period of time through interviewing caregivers at 1 month, 3 months, and 6 months.

Results of the experiment showed correlation between physical health and depressive symptoms are parallel at 3 and 6 months. Perceived stress was correlated to mental health at 3 and 6 months. Caregiver ratings of disability at 1 month matched doctor's assessments using the Orpington Prognostic scale. Results also show evidence of a caregiver's stable perceptions of fatigue, vigor, recurrent sorrow, perceived stress, finances, family support, physical health, and depression symptoms at 1, 3, and 6 months after a dependent adult's stroke. It was determined that a comprehensive approach to stroke rehabilitation should include comprehensive assessment of caregiver functioning soon after a dependent adult's stroke. Early assessment might identify persons at greater risk for physical and mental health problems in a continuing caregiving role.

Since this study is a prospective cohort study, it does have several specific strengths and weaknesses. Strengths are that there is the possibility to study multiple exposures and multiple outcomes in one cohort and rare exposures can be studied. Major weaknesses are that it is not possible to establish causal effects and it is easily susceptible to selection bias. Also, prospective cohort studies can be quite expensive to perform.

Research Study Abstract #6

The sixth medical research study abstract that will be described in detail is "Daily Stress and Gastrointestinal Symptoms in Women With Irritable Bowel Syndrome" by Vicky L. Hertig, Kevin C. Cain, Monica E Jarrett, Robert L. Burr, Margaret M. Heitkemper.

The purpose of this study was to examine the correlation of daily self-reported stress to gastrointestinal and psychological distress symptoms both across women and within woman in a comparison group of women without Irritable bowel syndrome (IBS) and among subgroups of women with IBS.

Since respondents are compared by daily self-reported stress to gastrointestinal and psychological distress symptoms both across women and within woman in a comparison group of women without IBS and among subgroups of women with IBS, this is a case control study. It is also prospective and longitudinal in nature because it followed subjects over a prolonged period of time through the testing of respondents daily for a month.

This study shows evidence that gastrointestinal symptom discomfort is associated with self-reported stress in women with IBS; stress has been associated to be a contributing factor to launching bowel and discomfort symptoms and making the problem worse in patients with IBS. Results of the experiment showed significant across-women correlations among mean daily stress, psychological distress, and GI symptoms in the total IBS group and the IBS bowel pattern subgroups. Across-women and within-woman analyses were used. Women with IBS (n = 181; age = 18-49 years) were divided into subgroups based on bowel pattern (constipation, n = 52; diarrhea, n = 67; alternating, n = 62) and were compared to a group of women without IBS (n = 48). Self-report stress measures were abdominal (abdominal pain, bloating, and intestinal gas), bowel pattern (constipation, diarrhea), and intestinal gas; and psychological (anxiety and depression) distress symptoms were obtained daily over 1 month. The across-women relationships between daily stress and gastrointestinal symptoms were less when anxiety and depression were controlled in the test. Although within-woman analyses showed little evidence of correlation between day-to-day variations in stress and day-to-day variations in GI symptoms, stress was strongly related to anxiety and depression.

As previously discussed, since this study is a prospective case control study, it does have several specific strengths and weaknesses. Strengths include that it is good for rare diseases, requires little time to conduct, has the possibility of exploring multiple exposures, and is relatively inexpensive. Weaknesses include the reliance on recall or historical data, that temporality can be difficult to establish, and the comparability of cases and controls.

Summary

In summary, reviewing medical research studies can help maximize a student's understanding of biostatistics and its applications. When reviewing these studies, it is important for students to comprehend the type of study used and the potential strengths and weaknesses associated with each study. After this understanding is achieved, a student will be able to question the validity of medical research that he or she is reading in an objective manner.

References

What is Cohort Research? (2011). Retrieved April 7, 2011, from Cha Cha: http://www.chacha.com/question/what-is-cohort-research

Randomized Clinical Trial . (2011). Retrieved April 7, 2011, from The Free Dictionary: http://medical-dictionary.thefreedictionary.com/randomized+clinical+trial

Comments (0)

Arizona and the 'Menace' of Ethnic Studies?

Posted on 26 Oct 2011 by admin | Filled under: uncategorized

What gives in Arizona? First they reject the celebration of Martin Luther King Day; then the Arizona legislators submit a tough law targeting all who appear to be illegal immigrants; and now Governor Jan Brewer has signed a bill prohibiting the Tucson school district from offering certain types of ethnic studies in the high schools.

The Associated Press reported that the measure signed Tuesday (5/11/2010) prohibits classes that advocate ethnic solidarity, that are designed primarily for students of a particular race or that promote resentment toward a certain ethnic group. The courses prohibited include courses in African-American studies, Mexican-American studies and Native-American studies, which have been offered by the Tucson Unified School District (see Associated Press story, 5/11/2010, by Jonathan J. Cooper). The justification is that such courses, while teaching ethnic solidarity, encourage resentment toward other groups. According to state schools chief, Tom Horne, these programs promote "ethnic chauvinism." Moreover, some students who don't belong to the ethnic group at issue have reported that they experienced antagonism by instructors and students.

These are some of the reasons given for the prohibition of such courses. But I would argue that there are plenty of reasons on the other side; many of us hold that such courses provide enough benefit to students that far outweigh the putative liabilities. Let's consider the issue in more detail and try to see things from the perspective of the Arizona politicians. But before that, I have a few personal remarks to show that I don't have a bias against the state of Arizona.

Arizona has always seemed a decent enough state. I love the natural beauty, the rugged desert landscape, and the incomparable Grand Canyon area. I have relatives and friends who live in Arizona, and the people generally seem friendly and intelligent. An Arizona State patrolman once went beyond the call of duty to help me and my wife when we had been involved in an automobile accident. So I retain positive feelings toward the Arizona law enforcement community; and I continue to believe that Arizona is a great state and largely populated by good people. However, next time I visit the state I must remember to take my passport along.

In light of the many positive qualities of the state, the actions of Arizona politicians are curious, to say the least. It is not an exaggeration to say that they appear to be antagonistic toward racial and ethnic minorities. For a time Arizona politicians refused to honor the great civil rights leader, Martin Luther King; thus giving insult to African Americans and anyone who values the work and progress of the civil rights movement in the 1960s and 1970s. Lately they have cited the facts of real trouble with drug cartels, violence, and drug smuggling at the border with Mexico to justify a new law requiring that anyone who "appears to be here illegally" provide documents proving their legal right to walk the earth inside the borders of the United States. "Appear to be here illegally": I wonder what that could mean? Guess which ethnic groups that law targets? It surely won't be all those northern Europeans and Canadians who might have overstayed their student or work visas. (You can bet there are plenty of those people in Arizona.) No, the targets will be poor, working class people who appear Mexican or Central American.

Returning to the ethnic studies issue, why forbid Native-American Studies? The various groups of Native-Americans in and around Arizona (Navajo, Hopi, Apache, etc.), who have probably suffered the longest at the hands of the more powerful white, European invaders, will likely wonder what they have done recently to be included in the group of undesirables. (?)

I have spent many years in class rooms of all sorts: elementary and secondary schools in Colorado, technical training in the U.S. Air Force; college courses in all levels of study in colleges and universities in California, and finally technical courses offered by governmental agencies and private corporations. But I have never had the privilege of an ethnic studies course of any kind. So I cannot speak from experience. I have neither gained any educational benefit nor suffered any ethnically inspired distortion of facts or values in such classes. In my high school days, ethnic studies courses did not exist. During the later periods of my college and university studies, ethnic studies courses were in their early phase; they were available but not too prominent in the college curricula. I was too busy with my formal and technical courses necessary to attaining my degrees; thus, I was not able to take advantage of any ethnic studies offered. But I surely would have profited from learning more about our history and social realities, studies which do not shy away from the ugly facts of such history and social reality.

Based on conversations with those who have taken such courses and recalling my reading about the experiences of others, I would say that students gain much educational benefit and do not suffer the alleged negative consequences (distortion of history and hostility to the oppressors of past periods of history) from such studies. Yes, I have heard from some white students who felt they were in hostile territory when they entered such classes and who experienced some resentment, even hostility, by the ethnic group in the course. But I have also heard from other students, of all ethnic backgrounds and races, who were grateful for such instruction because they learned much concerning the history of inter-ethnic and inter-racial interactions, tensions, oppression of one group by another and such. Surely, you would not argue that it is beneficial to keep people ignorant about those facts of our history?

During my high school years, history and social studies classes did not even mention my ethnic group; Mexican Americans and other Hispanics were invisible in the acceptable history and social studies taught at our schools. I don't even recall that much, if any, mention was made of African Americans ("Negros," in the 1950s) or of the Native Americans ("Indians," in the 1950s). History was taught as if the only important players were white males (mostly of Europeans descent) and that they alone contributed to our great nation. Furthermore; American History was taught as if everything our country did was admirable and noble. All ugly facts and periods of American history were simply neglected. We learned little or nothing about the treatment of Native Americans, the destruction of entire cultures, our country's acceptance and promotion of slavery for many decades prior to Emancipation in the 1860s, and our long history of racism, bigotry, and oppression of minorities, not to mention the oppression of women. Those things simply did not contribute to patriotism and good citizenship, so those facts were simply ignored. Of course, there weren't any suggestions that our country carried on unjust wars against other nations and that our government and international corporations contributed to the oppression and poverty in other countries. This simply did not happen according to the wisdom of the educational establishment of the time.

Maybe that kind of official bias in education is part of what the political establishment in Arizona is trying to revive. Don't mention those bad parts of American history! After all, ethnic studies courses bring out those unsavory, ugly aspects of American history. Consider that Native-American studies will emphasize the experience of Native Americans since the invasion of Europeans, contrary to official versions of history which tell students about the heroic European explorers who discovered this part of the world and opened it up to European exploration, settlement, "civilization," and enduring exploitation. The experience of the Native Americans, whose cultures were destroyed, is not a happy one, and it is not one which puts American History in a flattering light. So maybe we should go easy on these Native-American studies, Arizona suggests. The intended purpose of such courses might be good; admittedly they attempt to give some understanding of the experience of Native Americans and foster pride in being a member of that besieged group. But in the process, they also stimulate resentment against those who treated Americans in such a brutal fashion, so the Arizona politician tells us. This is the type of thing that we should either ignore or 'whitewash' in some way.

We can imagine similar remarks made regarding African-American studies and Mexican-American studies (sometime called "Chicano studies"). African-American studies focus too much attention on the institution of slavery, the struggle of human beings to escape slavery and to gain some measure of civil rights. This, in turn, focuses too much attention on the failings of our laws and institutions until the recent past. It is best not to spend too much time there. Mexican-American studies courses also spend too much time talking about ethnic bigotry and injustice of the past; and recent efforts to improve the lot of Hispanic minorities. Again, this underscores too much the extent to which society and our institutions have not succeeded in treating everyone justly, regardless of ethnicity and skin color. This could inspire resentment with regards to past practices and the oppressors of those times. This is not good for our contemporary society.

Better to bypass all that! While we're on the subject, maybe we should take a closer look at those courses which emphasize the experience of women and the Feminist movement. After all, our wonderful country did not see fit to grant women the right to vote until the 1920s. Surely that fact does not inspire patriotism and greater love for country. Better sweep all that under the rug! So speak the Arizona political establishment.

Trying to give some credit to this perspective of the Arizona politicians, we might add that we should not subject naïve young students to the harsh disillusion that might result from learning the facts of history and social relations. After all, many young and impressionable students, including some of minority ethnic groups, have bought completely the myths and white-washed history that the 'patriotic' establishment promotes. You have surely heard the main points of this mythical history: America promotes freedom and opportunity for all; America is the best society in the world; in our international relations, we only try to bring freedom to others nations. In short, American has always done what is good and continues to do only what is good. This is the version of history promoted by Ronald Reagan and repeated by the likes of G.W. Bush. People who have bought into such myth might be confused and hurt if they're exposed to the types of things taught in Ethnic studies courses. So it is better, for the good of all concerned, to avoid such courses. Surely, we should not endorse such courses in our educational system.

But doesn't all this begin to resemble regimes that rewrite history and keep people ignorant about that which can hurt the established order? Isn't this the type of thing one would expect in the old Soviet Union or in some totalitarian theocracy where all must think only the State-approved thoughts, or risk annihilation?

The study of Ethnic Courses does not result in people who are subversives and antagonistic to our democratic form of government. Such study, like all legitimate education, results in people who are informed and operate on the basis of realism and enlightenment. If that represents a threat to the Arizona political establishment, maybe it is time that the good people of Arizona take a closer look at the types of individuals they elect to office.

Comments (0)

Be a Good Student - Get Study Tips For Exams

Posted on 25 Oct 2011 by admin | Filled under: uncategorized

As a student, you should not let these other activities get in the way of your studies. You should not be cramming for exams and saying you have only a little time and later on give it the reason for failing. This is a real bad attitude towards learning. Cramming cannot be at fault if you pass but what if not? Do not also give the reason of not being able to sleep well the night before the exam. If you are to really give the truth and admit it to yourself, you only have to blame yourself for getting a failing grade. In that case, you should have look for study tips for exams.

Being a student, it is your responsibility to seek for study tips for exams. Knowing your priorities will assist you to clear your schedule of unnecessary things. Once you are done with this, you can efficiently gather yourself together and start your review. This includes having a schedule or a time plan and time management. When you have set this up, follow the guidelines listed below to enable you how to study effectively and efficiently.

Designate a suitable area to study regularly

Your study area is crucial to the success of your study plan. A well-located area will give you the needed zest to study and assimilate all your lessons of the day. When you have finally found this suitable place, stop searching. Make this your regular study venue.

Allot time to study in short but in customary sessions

You cannot push your brain to the limit and let it absorb everything. Make an outline of what should be on the first part of your review then set a time for it. When you are finish with it, take time to relax your brain. You will notice that this allows your brain to take up what has been studied. In other words, do not continue on reviewing or studying your lessons from one subject to another without taking a breather. This is one of the most excellent study tips for exams.

Rest and sleep

Rest gives our body the time to recharge and so does the brain. Therefore, sleep is a must not just when working but more so in studying. It gives your mind the needed time to refresh and boost. The normal recommended sleep hours is 8. Doctors have even said this is the healthy number of hours a person should have. So why not get the 8 hours of sleep? Short naps in between also helps a lot. A little stretch from your constant sitting position will also give your body and mind the feeling of relaxation.

The above study tips for exams when observed will lead you to stop cramming and obtain the grade that you have long wanted to have. There is also a memory test software that can assist you to study more effectively and efficiently.

Comments (0)