Are You an Overachiever or a High-Performer

Are You an Overachiever or a High-Performer August 11, 2019 Success is something that everyone strives for, but is it ever possible to work too hard to reach your goals? Overachievers are people who do great things but still need to accomplish more. Even though they attain more success than the vast majority of people, they are never satisfied and always strive to accomplish more. While this behavior can lead to professional and academic success, it can create a huge imbalance in a person’s life. An overachiever may neglect his or her own needs or the needs of family and friends in order to triumph. Achievement is, in most cases, a good thing. After all, who doesn’t want to reach their goals? The problem with overachievement is that it involves reaching these goals at costs that outweigh the rewards. People often sacrifice their own health, happiness, and relationships in order to chase a target that is always moving beyond them. What Is Overachievement? How exactly do we define overachievement? Is there a point at which being successful and high-performing veers into excess? While there is no established definition, most would agree that the problem is not the need to achieve. Instead, it is the means that are used to reach and maintain that level of achievement that can be problematic. If an individual judges his or her own worth purely based upon successes, there is a strong sign that he or she may be an overachiever. There are many different settings where overachievers may display problematic behavior patterns. Some of these include: School In academic settings, overachievers are frequently identified as students who perform above and beyond the standards expected of their age level. They are often contrasted with underachievers, who are those who perform less well than educators expect. Both labels are often used in educational contexts, but not without controversy. Many believe that saddling students with either label can influence how they are treated by their teachers and as a result, can impact how well students perform in school. Kids who are tagged as overachievers may face higher expectations from their teachers, while those viewed as underachievers may not receive the support and guidance that they need to succeed in school. Work Overachievers tend to be very successful in their professional lives, but they are often known as hard-driving workaholics. In leadership roles, they can be perceived as overly harsh and dictatorial due to their excessively high expectations of other group members. They hold themselves to an almost impossibly high standard, and they tend to apply those same measures to those that they supervise. Team members may respect an overachievers work ethic but can feel overburdened by the weight of expectations that these leaders hold. While overachievers may be successful in some ways, their tendency to take on too much work can lead to burnout over the long-term. Trying to maintain such a high level of output and performance can be exhausting or even impossible to keep up for a long period of time. When an overachiever does reach the breaking point, the admission of defeat or failure can be devastating. Other Settings School and work are not the only areas in which overachievement is common. People can engage in this type of behavior in a number of settings. Striving to be perfect at parenting, housework, and hobbies are just a few other areas in which overachievement can take place. For example, an overachiever who takes part in a community sports league might take this role much more seriously than the other participants, working endlessly to ensure that his performance is far better than anyone else’s on the team. High Achievement vs. Overachieving So what distinguishes the overachievers from the high-performers of the world? Are the two really so different? Overachievers are more focused on reaching the finish line than they are on the actual end product. Achievement is all about reaching an endâ€"the word itself derives from an Old French term meaning to bring to a head. Overachievers are focused on doing just that. No matter what it takes, they will get it done. High performers are focused on reaching their goals, but they care much more about how well they perform. Success does not just mean finishing on time or ticking certain tasks off a list. Instead, it is all about the journey itself, how well the project turns out, and how much they learn along the way. The act of performing something is not simply to reach the end so that you can say that it is finishedâ€"it is about the performance itself. It about doing something, doing it well, making something better, and even learning something from the experience. 11 Signs You Might Be an Overachiever Being an overachiever is not necessarily a bad thing. If people suggest that you are an overachiever, they may simply mean that you are smart, successful, and hard-working. But if you feel that your success is being overshadowed by anxiety or a crippling fear of failure, it might be time to reevaluate your relentless pursuit of achievement. If you think that you might be an overachiever, here are a few questions you might want to ask yourself. 1. Do You Only Care About the Outcome? Overachievers tend to believe that the only thing that matters is reaching the outcome. They judge themselves by this standard and they also believe that others judge them in the same way. Failure is not just part of the process for an overachieverâ€"it is how they measure their worthiness. Poor outcomes can be devastating, so an overachiever will go to any ends to avoid such failings. When they do reach a goal, an overachiever is more likely to experience feelings of relief that they were able to avoid failing. Rather than feeling pride or joy in their accomplishment, they are simply relieved that they have not failed. 2. Are You a Perfectionist? Overachievers may sometimes become very concerned with being perfect. Not being perfect is a sign of failure, so overachievers sometimes go to almost any length to maintain their perfect image. Just as achievement is usually a good thing, being something of a perfectionist is not always bad news. It often means that you value good work and are committed to doing your best. It is when this perfectionism becomes a source of stress and anxiety that it can start to take a toll on your physical and mental well-being. 10 Signs You May Be a Perfectionist 3. Do You Criticize Yourself? It is normal to be a bit critical at times of our own behaviors and shortcomings. Overachievers, however, have a tendency to berate themselves for failing to live up to their own excessively high expectations. They may set goals that are simply impossible to achieve and then subject themselves to criticism and self-recrimination for failing to live up to these unreachable standards. Being an overachiever may mean that you are more likely to suffer from self-doubt and anxiety. The stress of constantly striving to reach an almost impossible goal coupled with the ever-present fear of failure can be a major source of stress. 4. Are You Only Focused on the Future? Because they are so wrapped up in avoiding negative outcomes, overachievers are always worried about the future. The problem with this is that they regularly neglect the hear and now. They do not live in the present because they are too busy worrying about things that may or may not happen later on down the road. They are unable to enjoy things as they happen because they are too busy worrying about what is yet to come. 5. Do You Work Too Much? If you find that you are working all the time and it seems like you can never take a break from it, you might be an overachiever. Never taking a vacation, day off, or even a mini-break during the day are all common behaviors for overachievers. Such behavior patterns may happen from time to time, particularly during busy periods when you feel that you have a great deal to get done. If this behavior becomes chronic and you don’t seem able to “turn it off” and relax, there is a strong chance that you are pushing yourself too hard. Overachievers regularly stay late at the office, spend all of their time working, and skip out of even simple self-care activities and hobbies in order to work. 6. Do You Take Risks to Reach Your Goals? The need to overachieve can become dangerous when people start engaging in risky or unethical behavior in order to reach their goals. Overachievers have a tendency to set goals that are unrealistic. As a result, they may be willing to do almost anything to avoid failure. Unrealistic health goals, for example, can lead to dangerous behaviors that can undermine a person’s overall health. Cutting too many calories to reach a weight loss goal and running too many miles each day in order to prepare for a race are two examples. At work, an overachiever may find themselves cutting corners or even doing things that are unethical in order to be successful. 7. Do You Have Outbursts of Anger? The demand to achieve beyond the bounds of expectations can create a tremendous amount of stressâ€"which may result in emotional outbursts when things do not go according to plan. A person who is already on edge may become easily frustrated by co-workers who they feel are holding them back or not pulling their own weight. Losing your temper once in a while is normal, but acting out inappropriately with little provocation can be a sign that you are putting too much pressure on yourself to achieve the impossible. 8. Can You Deal With Criticism? Critical evaluations of performance are tough for anyone, but they can be particularly devastating to overachievers. To an overachiever, criticism implies failure and failure is an overachievers greatest fear. If you find yourself taking even the smallest critiques personally, it might be a sign that you need to step back. 9. Do You Ever Feel Satisfied? Overachievers are never able to settle down and just enjoy the present. Even after achieving some important goal, they do not take the time to really enjoy their success. All that matters is what comes next. If it seems like you are simply moving from one goal to the next without ever stopping to relish your accomplishments, it is possible that you are an overachiever. 10. Do You Feel Stretched Too Thin? In addition to working too hard in general, overachievers often become involved in too many projects. They are not satisfied with being skilled in just a few areasâ€"they want to succeed at everything. In school, they are likely to become involved in every club, organization, or activity that they possibly can. At work, they are likely to volunteer for as many projects or tasks that they can become involved with. Unfortunately, rather than becoming the master of many skills, they may end up being proficient at none. Burnout is also a likely outcome. 11. Are You Motivated by Fear? There are many different sources of motivation that can compel people to work toward their goals, yet overachievers are often motivated out of fear. Fear of failure, fear of letting other people down, or a fear of looking weak or incompetent. This type of motivation serves as a source of anxiety. Ultimately, you are working hard in order to avoid a negative outcome (failure) rather than achieve a positive outcome (achieving a desired goal). This sort of avoidance-based behavior often leads to distress, worry, and negative feelings, all of which can have a detrimental impact on your self-worth and confidence. Caring for Your Well-Being If you feel that you are an overachiever, there are steps that you can take to ensure that your need for success does not hinder your physical health, your emotional well-being, or your social relationships. Take a Step Back As you begin to pursue a goal, take a moment to consider why it is so important to you. Is this something you really care about? How will you feel if you don’t achieve this goal? Does this goal have a realistic outcome? While it may not change your mind about pursuing your objective, it may help you gain a bit of perspective about why you are chasing this goal. Practice Self-Care Even if you are working hard toward reaching your goals, you need to take the time to care for yourself. Do not overlook your well-being, both physical and mental, just so you can keep your nose to that grindstone. Give yourself breaks, reward your efforts, and do something each day that will benefit your health and wellness. Connect With Others Overachievers are known to let their relationships suffer in the pursuit of their goals. It is important to remember that maintaining healthy social connections is actually more likely to support your long-term success. Reach out to others, devote time to the ones you love, and be willing to let other people support you along the way. How to Overcome Perfectionism

Review on Article - What Is the Right Supply Chain for...

What Is the Right Supply Chain for Your Product ? Article by Marshall L.Fisher INTRODUCTION †¢ Marshall L.Fisher is the Stephen J.Heyman Professor of Operations and Information Management and co-director of the Fishman-Davidson Center for Service and Operations Management at the University of Pennsylvania’s Wharton School in Philadelphia. †¢ His current research focuses on how to manage the supply of products with hard-to –predict demand. Devising the Ideal Supply-Chain Strategy †¢ According to research by Marshall L.Fisher, before devising a supply chain, consider the nature of the demand for your products. †¢ For example , product life cycle, demand predictability patterns ,product variety market standards for lead time service. †¢Ã¢â‚¬ ¦show more content†¦Ã¢â‚¬ ¢ As such it slashed the delivery lead time , and hence can deploy supplies of each product where they are needed the most. †¢ Campbell’s continuous-replenishment program embodies a model in which the manufacturer and the retailer cooperate to cut costs throughout the chain, thereby increasing the size of the pie. Example Responsive Supply : National Bicycle †¢ National Bicycle a subsidiary of Matsushita Electric, prospered for decades as a small but successful division but by mid 1980’s it was in trouble due to high labor cost in Japan. †¢ With new president ( Makoto Komoto) , he has seen that the division had many streghts : - technical expertise in manufacturing computers - highly skilled workforce - strong brand name (Panasonic) - network of 900o dealers - Innovative product segment that enjoyed high profit margin - sports bicycles that affluent customers bought purely for recreation. . †¢ He hope that the company use the division’s strengths to develop a responsive chain that could supply sport bikes while the high risk of overproduction that resulted from their short life cycle and uncertainty demand. †¢ His vision is customer would visit a Panasonic dealership and choose a bike from a selection of 2 million options for combining size, color and components using a special measuring stand to find the exact size of the frame that he or she needed. †¢ Then the order would be faxed to the factory, where computercontrolled welding equipment andShow MoreRelatedArticle Review- What Is the Right Supply Chain for Your Product?1179 Words   |  5 PagesArticle Review- What is the right supply chain for your product? by Marshall L. Fisher What is the right supply chain for your product ? is the question asked by Marshall L. Fisher in his article titled, â€Å"What is the Right Supply Chain for Your Product ?† published in March-April 1997 issue of the Harvard Business Review. Author raises the question stating the fact that new ideas and technology implemented haven’t lead to improved performance. Performance has not become better but rather in atRead MoreArticle Review- What Is the Right Supply Chain for Your Product?1173 Words   |  5 PagesArticle Review- What is the right supply chain for your product? by Marshall L. Fisher What is the right supply chain for your product ? is the question asked by Marshall L. Fisher in his article titled, â€Å"What is the Right Supply Chain for Your Product ?† published in March-April 1997 issue of the Harvard Business Review. Author raises the question stating the fact that new ideas and technology implemented haven’t lead to improved performance. 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The Negative Effects of Colonialism on the Colonized...

Colonialism, which was a major cause of the north-south gap that occurred in the period following the Second World War, is the takeover by a nation of foreign territories; making them part of it to aid its own economical, social and political structures. The mother countries succeed in doing that by using the colony’s natural resources, money savings, and their lands, which leads the colony to rely on the mother country and therefore, leaving the country underdeveloped. Hence, the world wide scramble for colonies, particularly in the late 19th – early 20th century, had a tremendous negative effect on the economic, social, and political structures of indigenous, non-industrialized peoples. Mother countries tend to take†¦show more content†¦The most significant negative effect on the social structure would be the treatment of the indigenous people. Most of them were treated inequitably. People were sold and bought like they were belongings, in other words, they were enslaved. People were often tortured, whipped, and harassed by their masters or even by other slaves that were given orders by their masters to do so. In addition, people of colonies were suffering from starvation and outbreaks of fatal diseases like malaria and yellow fever, which in turn had a decline on the population. Furthermore, in some colonies women were often denied higher education and were forced to get married at an early age. Above all, many people were murdered for their religious beliefs, which caused other people to think twice before taking actions and committing to a certain religion. All these factors affected the traditions and customs of the colonies, leading to a negative effect of the social structure. Even though the mother nation builds educational and medical facilities in a colony, they do not take good care of these facilities, causing them to fail. The medical technology would be so poor it would not stop the spreading of diseases. 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Essay on Biography of Barak Obama Free Essays

string(223) " to access continuous educational opportunities over the Internet and provide a valuable forum for our members/experts to exchange views and tap into the expertise of their colleagues and fellow olleagues around the world\." Research Front Arnab B Chowdhury – Founder and Knowledge Architect, Ninad Consultancy Services www. ninad. in, arnab@ninad. We will write a custom essay sample on Essay on Biography of Barak Obama or any similar topic only for you Order Now in When Technology Meets Health Care in Knowledge Society†¦ Aurosiksha: online learning platform for blindness prevention workers â€Å"Intelligence and capability are not enough. There must also be the joy of doing something beautiful. Being of service to God and humanity means going well beyond the sophistication of the best technology, to the humble demonstration of courtesy and compassion to each patient. † – Dr. G Venkataswamy (Founder Chairman – Aravind Eye Care System) Abstract: This case study (www. urosiksha. org) is about two great movements one in Technology (the FOSS) and the other in Health Care – the Aravind Eye Care Systems (AECS) and LAICO that trains blindness prevention workers. At the con? uence of the two is an eLearning platform called Aurosiksha, which is based on Moodle. Aurosiksha seeks to reach out to the global user, share its rich knowledge base, and in the process create a community of lifelong learners. Keywords: FOSS, IC T, LMS, MOODLE, mLearning, Mobile Moodle, AECS, Aravind, Aravind Eye Care System, Vision 2020, WHO, LAICO, Aurosiksha, eLearning Platform, knowledge society, ocial health care. Introduction As we all know, the Free and Open Source Software (FOSS) movement began as a renegade call to what was felt to be increasing restrictions on collaborative development, distribution, and ownership of software[2]. Free software focuses on the philosophical freedoms (a matter of liberty rather than price) it gives to users, whereas open-source software focuses on the perceived strengths of its peer-topeer development model. Openness, coownership, and transparent collaboration continue to drive the FOSS movement. Development, modi? cation, ownership, and redistribution of software could now e cohesively managed by communities of like-minded developers. This also led to an evolutionary model of copyright and licensing (GPL) ensuring community ownership. The FOSS movement has evolved from the stages of philosophy and licensing into a complex and pragmatic ecosystem for software production and distribution bene? ting humanity globally. FOSS has introduced technological self-reliance, efficient use and sharing of resources, and C SI Communications | June 2012 | 12 collaborative innovation  and development. One of the most signi? cant areas where the FOSS movement has made strides is in the ?eld of education. During the past decade, education has been rapidly reorganized to leverage information and communication technology (ICT) within the classic teaching-learning-assessing cycle. At the foundation of FOSS is a desire for an equitable and open model of access to knowledge. If one of the aims of FOSS technologies is dissemination of educational content, then Aurosiksha is a case in point. The Case Aurosiksha is an online learning management system (LMS). An initiative launched recently (25th July, 2011) in its beta version by Lions Aravind Institute of Community Ophthalmology (LAICO), established in 1992 with the support of he Lions Club International, SightFirst Program, and Seva Sight Program. LAICO is Asia’s ? rst international training facility for the broad range of blindness prevention workers from India and other parts of the world. It contributes in improving the quality of eye care services through teaching, training, capacity building, advocacy, research, and management c onsultancy. It offers university-affiliated long-term courses in Eye Care Management, with eye care management programs for directors of eye hospitals, program managers, as well as several skill development courses in the areas of instrument maintenance, community utreach and social marketing, counseling in India, Africa, and South East Asia. LAICO accomplishes this objective within the broader environment of Aravind Eye Hospitals and Aravind Medical Research Foundation – all aspects of AECS. Headquartered at Madurai, India, AECS is the world’s largest eye care service provider, which performs 300,000 surgeries per year. Aravind Eye Care was founded and directed by the legendary Padmashree Dr. G Venkataswamy known as Dr. V. Fig. 1: Inspiration and Inspirer www. csi-india. org Fig. 2: LAICO’s global reach Designated by the World Health Organization as a Collaborating Centre for Prevention of Blindness, Aravind is studied as a model in prestigious business schools around the world, including Harvard, Stanford, Michigan, IMD-Lausanne, and the Indian Institutes of Management. Currently, LAICO works with over 270 hospitals across the developing world replicating Aravind model of high-quality, low-cost eye care service delivery. Followup studies have shown that several of the programs exposed to the Aravind model have doubled (and in some cases even tripled) surgical productivity and as a result are now ? nancially self-sustaining. †¢ †¢ 270+ hospitals (and still growing) that are partnering with Aravind? How do we create courses that cover the broad needs of our trainees that include paraprofessionals, ophthalmologists, eye care program managers, administrators, and others? How do we continue to empower our all-women team of paraprofessionals who form the backbone (about 60%) of Aravind’s workforce? Since †¢ †¢ most of them come from humble, rural background and are trained as assistants and nurses, can this eLearning platform give them the opportunity for continuous training? How can eLearning work consciously toward the empowerment of women and gender equality – an important objective within the Millennium Development Goals? How do we collate, aggregate content to create an interactive Knowledge society The Challenge The real challenge for knowledge society then is in creating equal opportunity in offering the ability to access, to create, to develop, and to utilize the right information at the right time in a cost-effective manner. This applies to the public (consumer) as well as the service provider professionals. In this case study, we focus on a decisive initiative with the objective of providing quality training and management skills via the virtual medium for eye care, which is an important area of social health care. †¢ How do we train more than 10,000 lindness prevention workers worldwide, year after year, across Education FOSS ICT Aurosiksha AECS LAICO Education Management Fig. 3: The case for Aurosiksha C SI Communications | June 2012 | 13 ophthalmic technology evolving so quickly, everyone recognizes the importance of keeping our eye care management skills and knowledge up-todate for the bene? t of our patients. The eLearning solution will allow especially the paramedics to access continuous educational opportunities over the Internet and provide a valuable forum for our members/experts to exchange views and tap into the expertise of their colleagues and fellow olleagues around the world. You read "Essay on Biography of Barak Obama" in category "Essay examples" † Aurosiksha has leveraged ICT in an inclusive way. It is meant Fig. 4: Aurosiksha home page and introduction to provide a one-point Internet access to eye training mechanism that does care training for professionals worldwide justice to the enormous data and with the premise that ‘up to 80% of experiences that Aravind has the world’s blindness is avoidable†¦ ’ collected over decades and share it where ‘avoidable blindness is de? ned as with the world so that other blindness blindness which could be either treated prevention professionals and social or prevented by entrep reneurs may feel inspired to nown, cost-effective create Aravinds elsewhere? means’ (VISION 2020 †¢ How do we create a viable way Action Plan 2006to share this ocean of aggregated 2010  © World Health experiences into meaningful content Organization). harvested since 1976? The Solution †¢ How do we instill the Aravind model into our courseware? Especially since Aurosiksha – the the Aravind model needs to be ‘lived’ need of the times and ‘experienced’ as a broad set of LAICO came up values of service, compassion, and with Aurosiksha to self-reliance at its core, along with enhance the reach and management principles that identify quality of education uality care and efficiency that drawn from the rich Aravind stands for? knowledge base that These were perhaps the broad AECS has harvested questions that LAICO asked itself after it since 1976. In this age trained and consulted 60 hospitals in 29 of knowledge society, [1] countries and 213 hospitals in India . its four essential On the eve of the launch of characteristics Aurosiksha, Mr. R D Thulasiraj, Executive digitization, Director (LAICO) said, â€Å"I think this immediacy, is a very important development and virtualization, and underscores the AECS’s commitment globalization – drive to continually enhance the range of nowledge sharing. services we offer to eye care service. With C SI Communications | June 2012 | 14 Aurosiksha was developed and implemented by the LAICO team with the help of instructional designers who joined the AECS as volunteers for the sole purpose of developing its own online educational program. Promoting lifelong learning The goal is to allow all users to take highly engaging and interactive units in order to learn about the theories, techniques, and practical aspects of both clinical and nonclinical management. The idea is to provide an online space where AECS staff can learn, share, and develop their nowledge of provid ing the best eye care services in all aspects ranging from fundamental concepts to advanced skills using assessed, accredited, and selfre? ective activities and resources. The program The program includes: †¢ Courses stand-alone sessions: These have been developed by internal and external subject matter experts (SMEs) with the assistance of instructional designers and technicians by using standard training curriculum. They are also assisted by JCPHO, ICO, and other professionals from leading noneye care institutes, such as the Indian Institutes of Management (IIM). Quality Fig. 5: Course on cataract ww. csi-india. org Camstasia studio Moodle environment MOODLE usability Pedagogy Technology: MOODLE Information transfer †¢ Add resources (docs, web links) †¢ Forum †¢ Wiki †¢ Glossary †¢ Lessons †¢ Assignments Communication and interaction Assessment of learning †¢ Tests †¢ Discussion forum Co-creation of content †¢ Quiz (self-test) â⠂¬ ¢ Lessons †¢ Assignments †¢ Discussion forum †¢ Wiki †¢ Database Articulate quizmaker Fig. 6: The Moodle-based Aurosiksha environment check is performed by including sessions in Aravind’s acclaimed training program. The material is interactive with voice narration, with short quizzes in between ideos to assess the learning. †¢ Assessment with immediate feedback: Assessment is featured in different ways like an organized discussion forum, Q forum, blogs (students are allowed to create), and exercises/quiz. After quiz/exercises, immediate feedback will be given to the student on each submit. For example, if a student chooses a wrong answer, the feedback will spell out why the answer is incorrect and give the correct answer to ensure learning is happening with each and every activity. †¢ Course completion tracking: The tracking feature controls the student/ teacher to provide a better learning/ teaching experience. The tool gives accurate course completion and grading report. This includes customized reports for the bene? ciaries on the impact side. Selecting the tool – a con? uence of spirit and values LAICO’s systems division began with an open mind and explored various Content Management Systems (CMS) and related technologies (Course Management Systems) both proprietary and FOSS, such as WizIQ, Joomla! , ConferenceXP (an open-source videoconferencing platform from Microsoft Research), and MOODLE (abbreviation for Modular ObjectOriented Dynamic Learning Environment). Echoing Aravind’s values – quality, compassion, self-reliance – Aurosiksha’s bjectives resonated with Moodle. At its core, Moodle is an educational software grounded in a philosophy of collaborative learning, often referred to as social constructionist pedagogy. Additionally, Aurosiksha’s pedagogical approach matched with that of Moodle. The organization and design of Moodleâ€℠¢s interface supports learners and learning tasks, rather than technology and tools. Moodle presented the ideal vehicle for Aurosiksha. LAICO adapted its knowledge resources to the Moodle mould; customization was minimal. It was a happy con? uence of technology and LAICO vision; both shared the same spirit and values. Moodle is based on a social constructionist approach, which helps us understand how learning happens in a group and how learning is a product of innumerable human choices. Moodle was built with elements and tools that embody pedagogical understanding. A Moodlebased course can consist of lessons, including reading materials, activities (such as quizzes and projects), and social events that encourage participation between students. In Aurosiksha, one ? nds the Camstasia Studio software to be integrated in Moodle for quality and streaming-like videos for the audiovisual elements in its courses. Similarly, Articulate Quizmaker andles the self-test modules at the end of the lessons. An open (institutional) learning environment Cloud environment Educational institutional environment WEB PAGES Student ID database se Student information system WEB 2. 0 apps Assessment tools Proprietary and licensed content Collaboration tools Student generated content Personal publishing tools Open content F ig. 7: Open learning environment C SI Communications | June 2012 | 15 Fig. 8: Beta users statistics As Aurosiksha grows in terms of content repository, user base, and feedback from users, it will trigger a proportionate scaling in features, tools, and technologies ithin and outside Moodle. The following pointers can be considered for Aurosiksha’s future: †¢ Interoperability: Aurosiksha may want to communicate and share its data with that of other medical research institutions. It also needs to be SCORM-compliant (Sharable Content Object Reference Model). †¢ Deeper reach with low-cost handheld devices and low Internet bandwidth leading to low footprint m-learning: With greater penetration of ICT and hand-held devices ranging from tablets (such as Akash) to mobile phones (voice and short messaging services), a strippeddown version of Aurosiksha can be An open learning environment: Moodle and Aurosiksha Apart from being part of FOSS family and therefore free, Moodle is an Open Source Course Management System (CMS). It is also known as an LMS or a virtual learning environment (VLE) and is very popular among educators around the world as a tool for creating online dynamic web sites for their students. Aurosiksha as the learning arm of LAICO-AECS is an experiment in a similar space, moving from Constructionism to Constructivism – an environment in which human beings don’t just act (Construct) but also make sense of their actions as a group (Constructivist). This happens as humans make sense of reality, learn and reate new knowledge continuously while learning. Effective learning happens while learners are in an actively constructing knowledge mode rather than in a passive reading, viewing, and memorizing mode. The kind of knowledge generated impacts attitudes of learners, which in turn re? ects in their actions (practice). Aurosiksha is a Community o f Learners in the making, offering insight and reaching out with a sense of service. Future Direction Aurosiksha, in its beta stage, is currently being tested by over 500 beta testers worldwide that range from paraprofessionals, managers, eye care professionals to faculty members. C SI Communications | June 2012 | 16 Fig. 9: Course creation www. csi-india. org †¢ Mentor-guided courseware †¢ Turnitin (functionality to let the student submit assignments) Acknowledgment Fig. 10: E- and M-learning: logical system architecture †¢ a source of knowledge to especially paraprofessionals on the ? eld. Extensive reach with browserbased handheld devices leading to m-learning: With proliferation of 3G and upcoming 4G, Aurosiksha can be experienced on devices, such as iPhone, iPad, and Android-based phones quite extensively with Mobile Moodle (a set of mobile apps and server components from Moodle). †¢ †¢ Right now, Google Analytics and Google Maps are being applied to study the online learning behavior of the beta users. This initiative could be further explored with other statistics generated dynamically. Relevant pedagogical applications that can be included (already available in Moodle) are as follows: †¢ Grade report †¢ Timer-based courseware Fig. 11: Google maps: geographical spread of beta users We wish to thank Mr. R D Thulsiraj (Director – Operations, AECS; Executive Director – LAICO) and Dr. R D Ravindran (Chairman and Director – Quality, AECS) for all the insightful and frank conversations we had with them. We thank Prof. R K Shyamasundar (Faculty of Technology Computer Science – Tata Institute of Fundamental Research) and Mr. M D Agrawal (President – Computer Society of India) for their encouragement. We acknowledge the spirit of FOSS and the World Wide Web (WWW) to continue to grow as active members of the knowledge society they foster. Finally we wish to acknowledge the spirit and values of Dr. G Venkataswamy (Dr. V) that pulsate through everything that Aravind is and does. We bow with deep reverence to the spiritual teachers of Dr. V: Sri Aurobindo and the Mother. References [1] P. Mehta, and S Shenoy, In? nite vision: how Aravind became the orld’s greatest business case for compassion, 1st ed. , Berrett—Kohler Publishers Inc. San Francisco [2] Satish Babu, â€Å"The FOSS Movement and its impact on Education†, CSI Communications, vol. 35, Issue 6, September 2011, pp. 19-20 [3] http://moodle. org/about [4] http://aravind. org/ [5] http://laico. org/ [6] http://au rosiksha. org/ [7] h ttp://en. wikipedia. org/wiki/Free_ and_open_source_software [8] h t t p : //w w w. i f o s s f. o r g /i f o s s f _ library_0 [9] h ttp://www. vision2020india. org / orbiscourse/homepage. htm [10] h ttp://www. vision2020. org/main. cfm? Type=NI=4460 [11] h ttp://www. ats-pyjamas. net / wp-content /uploads/2010/05/ M o o d l e To o l G u i d e fo r Te a c h e rs _ May2010_JS. pdf n Selected among the top 4 papers expressing ‘Collaboration for inclusive growth’ at   SEARCC 2011   seminar (South East Asia Regional Computer Confederation, Mumbai, December 2011) [With inputs from Prarthana Kalaskar – Design Principal (Ninad), Remi Boutinet – Outreach Consultant (Ninad), Shwetav Agarwal – Solution Architect (Sri Aurobindo Institute of Culture), LAICO team (Deepa Krishnan – Senior Manager – Operations; Vinoth Palanichamy – Online Manager – Education)] C SI Communications | June 2012 | 17 How to cite Essay on Biography of Barak Obama, Essay examples

Off Campus Lunches Essay Example

Off Campus Lunches Paper Open Campus Lunches Being a teenager is a great time. You start to gain certain freedoms that you were not able to enjoy when you were younger. Responsibility Is an Inevitable part of growing up. Although it may not be a necessity, eating lunch off campus Is not an option that our school offers, which Isnt fair to the students. In fact, only 1 In every 3 high school campuses are allowed to eat lunch off school grounds. In previous years students eve been given the opportunity to leave during their lunch hours. The chance to do this was revoked after the students were being Irresponsible with their time and violating school rules. Students In our class and classes below us should not be punished for the mistakes that the students before us made and should be given the opportunity to make decisions for themselves. Being able to leave the school during lunch hours is a privilege, but not all students are able to make smart decisions when given privileges. Administrators were unable to control what students could do once hey left the school property, which led to students taking part in illegal activities off school campus. We will write a custom essay sample on Off Campus Lunches specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Off Campus Lunches specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Off Campus Lunches specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Of course not all students were guilty of breaking the rules,which is why it is difficult for administrators to attempt to make a choice that is justifiable for everyone. Although I do not agree with the decision of the administrators who have taken away campus lunches, they also have their reasons for having doubts on letting students leave. With obesity rates being at an all time high in the United States, school administrators are debating on whether the students are able to make the lethal choices they need. Government officials are making low calorie diets mandatory in K-12 schools across the country. With obesity rates at 35. 7%, the medical costs are also at an all time high. The United States spent 147 billion dollars in 2008 on medical expenses related to obesity. The school has no way to control the nutritious value of the food that the students will be consuming. The government has begun putting strict restrictions on the nutritional value of the food students are eating, and with good reason. The average obese adult tends to spend $1,429 more on average on medical expenses alone. School meals are based on a low calorie diet In an attempt to lower the obesity rates. But the attempt to provide healthier lunches Is ruined when students are heading to their favorite fast food restaurant In order to save money and be back In time for class. The solution to finding a way to make sure that children are responsible enough to leave campus for lunch Is having them prove themselves throughout their high school career. I feel that open campus lunches would only be available to Juniors and seniors who have met certain requirements. Our school offers the black and orange cards, which gives students certain freedoms by meeting certain requirements through academics and attendance. The solution woo a De salary to tens program, except It would only De available to upperclassman. The requirements would have to include a good discipline history and a good attendance. This would help filter out the kids who would be abusing their privileges by not returning after they leave or partaking in illegal activities. By making sure that the responsible students are the ones who have the freedom, you would be protecting the students who have worked for the opportunity to have options at lunch. As for the health factor, students need to be in some sort of a physical education class, like most schools do. Lowering the obesity rate is not going to happen quickly, but there are preventative measures that we can take to help out our upcoming generations. I feel that keeping the country healthy is important but there should not be major restrictions to keep you from your freedoms. Teachers always say that they work to help prepare us for the real world. Well in the real world you have the ability to make your own choices, which makes giving us the responsibility to make our own decision a more helpful solution to preparing us for the real world. All in all, there are so many factors in the debate over open campus lunches that it is impossible to be able to be able to make one final choice, which is why high schools are so divided over the topic. In any situation there are going to be students who will e irresponsible with their privileges.

Essay about Different Education Pattern

Essay about Different Education Pattern Essay about Different Education Pattern Name: Yvonne Lin Level: 4A Differences in Education Pattern When it comes to Nobel Laureates, there is a prevailing question in mainland China why there is not a mainland-born Chinese who is rewarded the Nobel Prize in scientific areas such as Physics and Chemistry. In 2010, statistics conducted by BBC News has shown that over the intervening 109 years (1901-2010), Western countries claimed the most winners. Many Chinese blame this for the education pattern as they embrace that it is education that changes a country and the world. Due to the differences in political system and history, generally speaking, there are significant differences but few commonalities in education pattern between China and Western countries. Despite that Chinese educationists are making revolutionary progress in education pattern, they emphasizes too much on solely obtaining knowledge in various realms while Western countries aim at cultivating students’ habit of analysis, fostering creativity and developing critical thinking. Because of the requirement of tests, Chinese students have to recite all the theories they have learned, and usually, there is only one answer to a question. In addition, they have rare access to the laboratory to experience the magic of science especially in some impoverished areas where top-notch facilities don’t exist. In contrast, students in Western countries are more fortunate since they can immerse themselves in experiments which most Chinese students are eager to do. Besides, not only do the teachers in Western countries teach knowledge, they are also trying to fulfill students’ potential no matter whether it is relevant to academic areas. Furthermore, when we compare students in these countries, it is obvious that Chinese students are less likely to be exposed to the sunshine. Why? Because Chinese parents and teachers attach great importance to score, the youths lack opportunities to get involved in abundant extracurricular activities, which is cont rary to the situation in Western countries where students are fully encouraged to participate in

Straight-Tusked Elephant - Facts and Figures

Straight-Tusked Elephant - Facts and Figures Name: Straight-Tusked Elephant; also known as Palaeoloxodon and Elephas antiquus Habitat: Plains of western Europe Historical Epoch: Middle-Late Pleistocene (1 million-50,000 years ago) Size and Weight: About 12 feet tall and 2-3 tons Diet: Plants Distinguishing Characteristics: Large size; long, slightly curved tusks    About the Straight-Tusked Elephant Understanding the Straight-Tusked Elephant requires a quick primer in modern elephant classification. Living elephants are represented by two genera, Loxodonta and Elephas; the former comprises two species (Loxodonta africana and Loxodonta cyclotis) of African elephants, while the latter contains but a single species: Elephas maximus, the Asian elephant. Long story short, most paleontologists consider the Straight-Tusked Elephant to be an extinct species of Elephas, Elephas antiquus, though some assign it to its own genus, Palaeoloxodon antiquus. As if thats not confusing enough, this prehistoric relative of the Asian elephant was native to western Europe! Classification issues aside, the Straight-Tusked Elephant was one of the largest pachyderms of the Pleistocene epoch, standing 12 feet tall and weighing in the neighborhood of two to three tons. As you might expect given its name, this elephants most distinctive trait was its exceptionally long, slightly curving tusks, which it used along with its unusually long tongue and trunk to strip the leaves off trees. Judging by fossil remains, the Straight-Tusked Elephant roamed the European plains in smallish herds of a dozen or so individuals, and was eventually out-competed in its increasingly frigid ecosystem by the well-insulated Woolly Mammoth. (By the way, some experts believe it was the Straight-Tusked Elephant that spawned the Dwarf Elephants of the Mediterranean basin.)