The United States As An Education And Information Powerhouse

I was browsing one of my old books – Barron’s 2001 Profiles of American Colleges – the other day and, once again, I realized several unique features of America as the world’s education powerhouse.

First of all, America is a distinct educational destination which values pluralism. Besides the tens of thousands of educational institutions hosting students from America and the rest of the world, dotting the landscape of this mammoth country, America offers a whole world of college courses. These programs are of relevance to the American populace. Eskimo Studies, Jewish Studies, Native American Studies, Hispano-American and Mexican-American or Chicano Studies, and in recent years, Philippine Studies, are some of the peculiar programs offered in US universities which reflect the history and the increasingly multicultural and pluralistic heritage of the American people (It can also be inferred that the past colonial masters offer courses in their universities which mirror their imperial past. In the United Kingdom, Egyptology is a course offered at University of Oxford and Cambridge University. This scenario manifests British interest in Egypt which historically was one of the colonies in Imperial Britain’s spheres of influence). As a Boston resident, I am well aware that America, especially Boston, Massachusetts, is the keystone of world education. For instance, shop at a local Abercrombie and Fitch store, and you will come across hordes of multicultural youths. You can overhear them speaking in Central European, French, Japanese, British English, and myriads of other lingua francas, manifesting how America is the ultimate educational hotspot of the world. You will also find a group of well-dressed Japanese tourists politely volunteering to take my picture while I was strolling along School Street in Boston, thinking I was a visitor like them. Or a Red Cross volunteer reckoning me as a student and asking for my contribution. I agree with LL Cool J, a well-known rap artist, in remarking that regardless if America encounters financial and political turmoil, the superpower will always be number one in the world for primarily being a creative hub. Given the millions of this educational heartland’s citizens and growing, imagine the vast creativity this population can produce.

Second, no country in the world is as democratic as the United States. Academic freedom prevails everywhere. Students are encouraged to get involved and to speak up their points of view in as early as elementary school. The popularity of talk shows is aired during daytime, primetime, and late night, hinting you are in Oprah country.

Third, in the United States, the right to information is highly respected and observed. America is a reading society. Publishing and documentation are valued for their purpose of keeping the American public abreast with knowledge and events which affect their day-to-day lives. Furthermore, if you are curious about anything particular under the sun, expect that when you Google it, a mammon of information would be readily available for such subject has already been published or blogged about. I have experienced this particularly when I conducted my research about this contemporary phenomenon of students taking on study-abroad programs or traveling overseas to study college. Lo and behold, I realized that America has institutionalized the subject of my graduate thesis and has even coined the term for it – international education. And whoa, institutions like the Institute of International Education in New York City (where I ordered my references needed to complete my study) and the experts on international education have been in existence for a very long time! Furthermore, another scenario on how this information hub works is barely two months after the 33 Chilean miners got trapped in the centuries-old copper-gold mine in Chile, the book The 33 Men by American author Jonathan Franklin had already been published. Indeed, America is the place to be when you need a wealth of information for you research work or simply enjoy learning and finding out more. Furthermore, art films centering on the immense tendencies of human nature abound, like the ballet psychodrama The Black Swan starring Natalie Portman, Michael Fassbender’s film on sex addiction explained in Shame, and the Lolita-like young student-older man May-December love affair film An Education starring Peter Sarsgaard and Carey Mulligan facilitates your inner humanity to be tremendously developed if you live in the United States. This educational heartland enables an individual’s intent to be highly educated, civilized, classy and cultured.

Fourth, apparently, the Americans have a role and a say in almost all fields of knowledge and human interest. They take interest, discover, and document anything under the sun for which the whole world recognizes them for, like the naming of dinosaurs (19th-century Yale academics are credited for this), the mooing of cows’ benefit to the livestock industry (Thanks to Temple Grandin, an American prodigy in animal science and animal behavior), and National Geographic’s informative accounts on its magazine about the lavender-laden perfume fields of Provençe, the Galapagos Islands’ aquatic wonders, Alaska’s dramatic Exxon Valdez oil spill, and the tea-colored Orinoco waterway at the heart of Venezuela. America certainly allots substantial funds to uphold not only its citizens’ but also the people of the rest of the world’s inalienable right to know.

Fifth, being the world’s Education Mecca as it is, America is an acclaimed investor in people. It provides opportunities to anyone who has the intent to do whatever it takes to achieve his life plans regardless of his background. For instance, Temple Grandin, a typical Boston resident, was diagnosed with high-functioning autism at an early age. Later in her life, she developed into an expert in animal science. Dr. Grandin is a specially abled American doctor of animal science and behavior. Gifted and versatile, she has achieved on to becoming a professor at Colorado State University, a best-selling author, a consultant to the livestock industry on animal behavior, and the inventor of the hug machine, designed to calm hypersensitive people and a mode of stress relief therapy. In 2010, Dr. Grandin’s life story was produced into a film under her namesake. The inspiring movie earned a Golden Globe award for Claire Danes, the actress who portrayed the title role.

Finally, America’s offering of Scandinavian Studies, British Studies, Canadian Studies, Dutch, and Polish in some of its tertiary institutions shows America’s intent to extend is appendages of influence – be it political, economic, or cultural – to the territories dealt with by these programs of study. Moreover, it is in America’s ideals to fortify its established diplomatic relations with its allies, thus, aiming to gain a better knowledge and understanding of these countries. In the American television program, Rick Steves’s Europe, I am surprised to arrive at the conclusion that American expatriates are everywhere, studying and familiarizing themselves with the other sojourners of this world better. Rick Steves is an American author, historian, and television personality hosting his Eurocentric travel show. The episodes present Mr. Steves journeying in strange yet breathtakingly picturesque locations such as the Croatian city of Dubrovnik, the Balkan side, and other Adriatic delights. In one of the episodes, he met a fellow American writer and a permanent resident of Slovenia who authored a travel guide about the life and times in the southern European land. In addition, a lucid account of the socio-cultural landscape of the Philippines has been vividly captured by an American scholar, David Timberman in his book A Changeless Land: Continuity and Change in Philippine Politics, one of my required readings in graduate school. As an observer, these scenarios present America as to be projecting a Roman Empire-like international presence. I could therefore expect that should I travel to non-mainstream tourist destinations like Greenland or Iceland, I could always look forward to encountering hints of the American-ness.

This is how America works as the educational center of the globe. I must say that any keen observer and willing learner could develop intellectually in a fertile land for educational pursuits that is America.

Online Driver’s Education

What Is the Purpose of Online Driver’s Education?

Online driver’s education imparts learning skills and fundamental concepts pertaining to driving test so as to prepare distance learners for a driver’s license exam, irrespective of age-group. The driver’s education imparted from the online mechanism is certainly a boon to all those who, without moving to the desired location can reap the benefits for learning the basics and concepts related to driving in order to obtain a valid driving license.

How is Online Driver’s Education Beneficial to a Person?

Online driver’s education programs are beneficial to online student in numerous ways. Some of them are:

1. Online driver’s education programs are far more affordable and it usually takes a person to shell around $40 to get enrolled in an online driver’s education program, which is definitely a bargain!

2. The learning methodology and virtual classroom environment is easy to understand and all assistance is provided to let students get familiarized with the concepts of online education and online learning tools.

3. The students can access their course contents from any of the preferred locations all over the world and can complete the online education program for driving skills without disturbing their other personal and/or professional commitments.

4. The students can fix their own time schedules and learning hours, which makes online driver’s education convenient and flexible.

5. The virtual classroom lends an impersonal impression and a student is an independent learner in the long run, since it has little interface to offer between a student and trainers. It also offers less inter-linking and inter-personal interaction and interface between virtual class-fellows, which wards off any chances of distractions.

6. A student can attend virtual classroom sessions, discussions groups, newsgroups, forums and numerous other interactive activities at his/her own discretion and it’s up to a student to complete the pending online workbook assignment and get it checked and assessed by teacher via online learning management systems.

7. All that is needed in this online program is an internet connection and a flair for understanding and learning new and innovative concepts with the help of online learning tools and materials like audio/video/web conferencing, webinars, whiteboards, chats, forums, discussion groups, e-mails etc.

What Is the Selection Criteria for Online Driver’s Education Program?

The online driver’s education program is a student-centric and effective learning based program, which helps a student understand the fundamental concepts of driving so as to appear for the driving test and obtain a legal driving license. Distance learners must verify the accreditation of the online education program as well as the online driving school they have applied at for their online driver’s education. Since online training and distance learning education may have some important formalities on part of students before getting started, a student must verify all information and formalities pertaining to a selected course.

What is “Green Driver’s Ed”?

Green Driver’s Ed is an acronym for Green Driver’s Education with a special emphasis on environment. This is a new notion being introduced within the driving school community which includes environmental consciousness as a fundamental part of conventional driver’s education curriculum. It adds sense to a person in terms of community welfare and environmental awareness when compared with a traditional learning course for driving.

National Cowboy and Western Heritage Museum

If you want to get into the spirit of the American West, the National Cowboy & Western Heritage Museum, located in the Adventure District of Oklahoma City, is where you need to go. This is the place in the United States to sample Western culture, art and history. With 10 million and more tourists from around the globe having already visited the museum and experienced the heritage of the West, you are sure to get a much better understanding of this important facet of American culture once you pay a visit.

The museum is home to a great collection of artifacts and art related to the West. The museum also sponsors educational programs and scientific research into Western subjects. Paintings, firearms, Native American objects, and historical cowboy gear are the highlights here. Tourists are offered great shopping and dining opportunities as well.

Events such as exhibitions and educational programs are lined up almost every time of the year at the museum. An ongoing exhibition till May 3, 2009 is “American Indian Mural Painting in Oklahoma and the Southwest.” It is a great opportunity to observe full-size murals as well as studies from artists including, among others, Archie Blackowl (Cheyenne), Acee Blue Eagle (Creek/Pawnee), Woody Crumbo (Potawatomi), and Tonita Pena (San Ildefonso Pueblo).

The museum is easily accessible from hotels in the Adventure District. Hotels in Oklahoma City arrange shuttle services for customers to important tourist destinations in the city. With Oklahoma being an integral part of the American West tradition, you can’t leave the city without checking out the National Cowboy and Western Heritage Museum.

Heritage Language Maintenance Alongside English Language Acquisition

One mechanism that can overturn many unfavorable outcomes may be the expansion of heritage terminology maintenance programs. Studies by Carl Bankston and Min Zhou, Russell Rumberger and Kathryn Larson and Wallace Lambert have shown that heritage terminology maintenance alongside English language acquisition is a significant predictor of greater cognitive flexibility when compared with English monolingual students.

Across grade levels, children who continue to develop reading and writing skills in their heritage language have been found to have higher grade point averages, higher standardized test scores in math and in English (see work by David Dolson, and Alejandro Portes and Lingxin Hao), lower drop-out rates and more positive attitudes toward high school (Kathryn Lindholm-Learly and Graciela Borsato; Wayne Thomas and Virginia Collier), higher educational expectations (see work by François Nielsen with Steven Lerner), and more ambitious plans for the future (see work by Homer García) than do their counterparts who have lost proficiency in their heritage language.

This is especially noteworthy in families that have a tradition of literacy. The results differ somewhat among children from environments of multi-generational poverty whose families have little or no formal schooling and whose parents are illiterate in the heritage language. There is a suggestion in this regard that biliteracy makes a greater contribution to education than does bilingualism.

At one point in the past, the prevailing theory was that maintaining one’s native language was detrimental to a child’s cognitive growth. Teachers were advised to tell parents that they should not speak the heritage language at home, and use only English to facilitate its development.

The belief that bilingualism is detrimental for children’s cognitive development has affected scores of children, interfered with generations of family relationships, and contributed to the considerable shortage of the nation’s pool of proficient heritage language speakers. For all that and many more reasons, Heritage language maintenance alongside English language acquisition should be a very important point to be considered in our culture.

Noisy Libraries Embrace Blabbermouth Bias In Modern Education – More Evidence

The Problem

Three earlier EzineArticles introduce and discuss my analysis of the noise problem in modern libraries:

  1. (August 4, 2011) Library Standards Have Crumbled-Time To Reclaim Quiet introduces the problem and makes the call for a return to traditional quiet as the proper foundation of courtesy and concentration in true learning.
  2. (August 9, 2011) Library Noise Now The Golden Standard – New Values Corrupt Silence pins the blame for the problem of noisy libraries largely on the dominant cultural values of Western society that reject silence.
  3. (August 17, 2011) Modern Education Experts Profess Value Of Silence – Why Librarians Ignore locates the source of the noisy library problem in current pedagogies (i.e., teaching philosophies) that privilege speech, as documented by five, peer-reviewed expert sources in the field of education.

The present EzineArticle lists four additional, peer-reviewed, expert sources that further document troubling cultural forces in today’s educational system that are degrading the quality of these once-quiet public spaces.

The following paragraphs list citations of my latest sources, along with my interpretations of each source’s main points:

Huey-li Li (2001). Silences And Silencing Silences. THE PHILOSOPHY OF EDUCATION SOCIETY YEARBOOK 2001:157-165.

  • Educational discussions about silence seem to be erroneous and one-dimensional, treating the absence of talk as the consequence of a disciplinary act only.
  • In modern discussions about multi-cultural education, educators should re-think the simple dichotomy of silence versus speech and challenge the primacy of speech.
  • Technological advancements in modern industrial society are especially powerful lures that cause people of developed nations to avoid silence and to justify intolerance of silence.
  • Mass media and computer-mediated communication systems constantly erode and destroy silent spaces at the public level, thus making it nearly impossible for individuals to learn how to appreciate silence, either by themselves or in the presence of others.
  • Americans are a nation of “space pluggers” and “gap fillers”, both in education and in life, as we obsessively fill what we think are empty spaces and empty sound gaps with the perpetual flux of objects and decibels.
  • The idea of “cooperative learning” has become the dominant idea in mainstream teacher education.
  • When teachers, in classroom settings, use the idea of “participation” as a measure of student participation, they inevitably condition students in the belief that silent, active listening is not a legitimate form of “participating.”
  • Speech can be systematically distorted, consciously or unconsciously, to give some groups or individuals more importance than others.
  • “… the dichotomization of silence and speech misleads us to devalue silence and privilege speech…. I call for recognition of the need to dismantle this false dichotomy and to develop a pedagogical understanding of silences.” (p. 162)

Megan Boler (2001). The Challenge Of Interpreting Silence In Public Spaces. THE PHILOSOPHY OF EDUCATION SOCIETY YEARBOOK 2001:166-169.

  • Emphasizing speaking is a method of enforcing the “silencing of silence”, which perpetuates the false idea that talking automatically represents democratic participation.
  • Favoring speech ignores reflective practice.
  • Systematic education in the art of listening does not exist in elementary schools, in secondary schools, in higher learning, or in the public sphere.
  • Silence has deeply personal and spiritual aspects, regarded as evils in education and politics.
  • Educators need to be extremely cautious about emphasizing speech and de-emphasizing quiet.
  • By cultivating the practice of quiet mindfulness, teachers can greatly enhance the quality of interaction and the quality of thought that takes place in education.
  • In political and educational contexts, silence is automatically feared, “pathologized”, and assigned no currency, yet, ironically, we must speak of this problem in order to avoid it.

Cathleen Haskins (2010). Integrating Silence Practices Into The Classroom: The Value of Quiet. ENCOUNTER: EDUCATION FOR MEANING AND SOCIAL JUSTICE 23 (3):1-6.

  • The current disregard for silence in modern educational philosophy begins to take hold early in a child’s life, where the once slow, easy freedoms of childhood barely exist today.
  • In modern civilization, we live in a storm of noise that robs children of their abilities to know the beauty of silence.
  • Most children in today’s developed world know silence only as discipline or as punishment from controlling adults, and these children are further denied positive, quiet experiences by adults who have lost their own ways in a noisy world.
  • Today’s adolescents grow up with technological innovations that disable their desires to know fulfilling quiet and creative solitude.
  • Nonstop, incessant noise has become the norm that disconnects people of all ages from their inner resources.
  • Holistic education reform requires that teachers create learning environments that offer exercises in stillness and silence, where silence is NOT treated as the negative force of adult authority, but as the positive space of inner peace, creativity, and renewal.


  • Relying on verbal participation to assess learning often rewards compliance (i.e. talking that the teacher expects) instead of thoughtfulness and comprehension.
  • Speech becomes more powerful and insightful through a norm of silence.
  • American schools traditionally do not value silence.
  • Talk does not necessarily equal learning.
  • Schools and communities need to return to a wise understanding of silence, inspired by the saying, “You have two ears and one mouth for a reason. You should listen twice as much as you speak.” (p. 4)


I attribute the relatively recent problem of excessive noise in libraries to four main causes:

  1. Modern, Western civilization has always treated speech in primarily positive terms, while treating silence in primarily negative terms of authoritative control and punishment.
  2. Runaway developments in technology (e.g., computers and mobile communication devices) have enacted and enforced Western cultural values that privilege speech in epic proportions.
  3. Parallel developments in education have mirrored popular culture’s information-exchange mania, thus solidifying Western values that favor speech and fear silence.
  4. Seller/consumer relationships have surpassed student/teacher relationships in importance, as institutions struggle to survive in an economy that supports primarily goods and services “aimed to please.”

© 2011 Robert G. Kernodle

ADD + Homeschool Math Curriculum = A Success Story?

In a recent article (9/22/10) in Time Magazine’s Healthland, entitled ADHD: Global Epidemic or Just a Bunch of Fidgety Kids? John Cloud asks if dosing children with stimulants like Ritalin may be an overreaction to simple fidgeting. Nearly 3% of U.S. schoolchildren now take stimulant drugs like Ritalin, most of them boys between the ages of 6 and 14. Removing your children from the classroom (and hence the need to sit still) to homeschool them may be a viable solution. And of all subjects, math may benefit most from a homeschool curriculum.

Cloud says, “The rise in ADHD diagnoses among kids indicates one of two things: either children are more fidgety and less able to focus these days, or parents and doctors have become less patient with the squirms and jiggles of childhood. Probably both things are true: there’s more to distract kids today… and parents have a solution to fidgety children not open to their grandparents: diagnose them with ADHD and treat them with Ritalin.”

Perhaps several different but related issues have come together to create this crisis. 1) The proliferation of distracting toys, electronic and otherwise, severely hampers students’ innate ability to pay attention and stay on task. 2) The standardization and rigidity of curriculum in the mainstream school system curtails teacher flexibility and creativity, and results in increasingly dry and boring lessons. 3) The cutbacks in non-academic subjects contribute to the widespread lack of interest and creativity. 4) Less and less parent involvement in all phases of child rearing.

Homeschooling puts you, the parent, back in the driver’s seat. All of the issues listed above are addressed by schooling at home. Parents can provide interesting, imaginative, creative, and engaging homeschool curriculum, while augmenting their academic programs with enrichment like art, music, sports… the possibilities are endless. A homeschooling parent’s involvement is a needed and welcome factor that strengthens every child’s general wellbeing and confidence.

Cloud cites ADHD research from the University of Central Florida that suggests that “acting hyperkinetic… is not always a sign that a child is distracted and not learning. According to psychologist Mark Rapport of UCF, squirming and fidgeting can be a way children maintain their cortical arousal – especially their working memory – when faced with a dull task. Rapport has found that kids with ADHD who are told to sit still perform worse on tests than those who are allowed to move around naturally.” Again, crucial reasons to consider homeschooling.

Math is perhaps the most challenging subject to teach children diagnosed with ADD/ADHD. There is so much less room to be creative and interesting, so much temptation to teach math in a no-frills, all-drill format. This can be a recipe for failure with a child predisposed to inattention and boredom. A well-constructed homeschool math curriculum can be just the solution.

Your homeschool math curriculum allows you, the parent-teacher, the flexibility to adjust the curriculum to suit your children’s needs. Here are some simple, common sense suggestions that can enhance and enable any student’s (but especially ADD/ADHD students) success with math:

1) Use color to differentiate the 4 processes (i.e., green=addition, blue=subtraction, red=division, and yellow=multiplication).
2) Allow the use of charts to help with calculation, especially multiplication.
3) Provide manipulative’s for both teaching and math practice.
4) Have students use graph paper (or use lined paper vertically) to help with place value and number alignment.
5) Provide models of sample problems.
6) Teach all steps needed to solve problems and list the steps clearly.
7) Use art as a tool to help with visualization and to enhance creativity and interest.
8) Provide handy, concise card sets that delineate essential rules and concepts.
9) Use games for drills and practice.
10) Teach finger tricks for the more difficult multiplication tables.
11) Have students work in groups or teams.
12) Advocate active math. Add movement to all drills and practice.

Math By Hand features all of the above and more. Hands-on, experiential learning is the panacea for many of the ills facing our beleaguered students, classrooms, teachers, and schools. Consider homeschooling, and consider applying all of the above suggestions to your homeschool math curriculum. You and your healthier, happier, successful student(s) will see first hand that indeed, ADD + Homeschool Math = Success!

10 Questions for Online High Schools

So you have decided to earn a high school diploma online. Good for you! However, choosing the right online high school is paramount in your being a successful student. Choose wrong and you may not graduate. Choose well and you are on your way.

Below are ten questions that should be used as a jumping-off point in your school selection process.

  1. Do you have a high school diploma track? Yes, there are schools that only provide courses, but do not offer the complete package. You will want to know which this particular school is.
  2. What is the size of the student population? It can be large and it can be small, but you will want to know how many students. Why? Because you will also want to know how many teachers. Then do a division problem. Does each teacher have hundreds of students assigned? This could be a warning sign.
  3. How long have you been an online school? While new schools can be innovative, there is much to be said for schools that have stood the test of time. In the online school world, that may be a school that has been offering courses for at least three years.
  4. How many courses/credits do I need in order to graduate? Best to know this up-front. The number of courses likely mirrors the number required at traditional public schools. Could be a little less, but shouldn’t be more.
  5. How liberal is your credit transfer policy? If you have already been attending high school, you will want the school to accept all or almost all of your high school credits. If a school says that they don’t accept transfer credits or will only accept a very few, you will want to consider whether this is the right school for you. It may still be a good choice in other areas, but you will want to know the answer to this question before you enroll.
  6. Do many of your students get accepted into four-year colleges? This may not be a goal of yours right now, but you could change your mind. Understanding now where a school’s graduates end up can be helpful. Some online schools will post a list of the colleges being attended by its graduates. This is helpful to you.
  7. Do most students pass their courses? It would be nice if they would be willing to let you know their percentage of course completions. The number should be neither too high or too low.
  8. Will I be assigned to a teacher? Some online schools run more on auto-pilot than others. Do you want a teacher to support you? Choose a school where there is much teacher-student interaction. Do you not want a teacher? Choose a school where you are more on your own.
  9. How will I work with other students? Some schools factor in group work. Others don’t. Decide which you like and choose based partly on this factor.
  10. What is your refund policy? If the school is not tuition-free, it’s never a bad idea to know how you can get your money back if you change your mind.

These questions at least get you started down this path. It is likely that these ten lead to ten more. That’s fine; effective research is key in making your selection.

International Studies – Precautions to Be Taken Before Applying

The students aspire for overseas education. This provides them with two opportunities. One the international education and the second to mingle and learn in the multicultural environment. However,their aspirations get a setback when they fall into the hands of undesirable elements. The way they have been treated by some of the colleges in UK require students to take some precautions. When you pay the minimum amount of tuition fee to get CAS (confirmation of acceptance) letter ensure that your tuition fee is safe. Because once you transfer the funds before getting your visa either of these two situations may arise. One the college gets off the register of sponsors before issuing CAS by the UKBA (United Kingdom Border Agency) and two you are denied visa by the embassy due to some reason. So ensure that your fee is refunded in the stipulated time as per the terms and conditions in the offer letter. Apply for the refunds as soon as possible and follow it till the amount is credited in your bank account. There are many cases where the students have been trying hard to get refunds.

I am aware of the two students who paid their tuition fee as per their respective offer letters. They paid GBP 5000 and GBP 3730 respectively to a college in London. The college issued them the CAS letter on getting tuition fee. The next step was to apply for a study visa to UKBA. When they applied for the visa, they learn that UKBA had taken some colleges off their register of sponsors. This meant that their CAS were no longer accepted. This college happened to be one one of them. Repeated calls to the college and emails yielded no response. The students applied for the refunds and the college confirmed the same by telling that the refund is in process. However, one day the college staff asks them to fill up forms again for refunds and send the same. The students sent them the refund forms along with the necessary banking details.

The college acknowledged the receipt of refunds request but ask them to be patient for a while as they have some management issues. Finally, one fine day we learn that the college stops reverting to mails and telephone calls. Even the website was taken off and college telephones were disconnected. The students try everything but all in vain. However, the bigger issue here is the future of a large number of students who were suffering similarly. Their parent’s hard earned money seems to have gone down the drain as no Government or private agency is trying to help them with the refunds. The UKBA says it is a matter between the college and student. The college does not respond so what is the solution?

Should such elements be allowed to go on flourishing at the cost of others money? Should the Governments of both countries not protect the interests of the students? The money that has gone out of India belonged to the Indians and such colleges have no right of misusing it for their personal expenses. I am sure the justice and fair play loving British people and the non Governmental social organizations of UK would agree with me.

Let us all fight this menace collectively so that justice is delivered to each affected student of all nationalities. We need to build a public opinion in fighting this evil at all platforms. Let us make our governments aware of the plight of such students. The governments should ensure that their citizens interests are protected. The black listed colleges be made to pay the dues along with the damages and interests from the day the amounts were credited in their accounts. I am sure if there is a will there is a way and let us prove it again.

I await your comments on my mail.


[email protected] com

Yes, You Can Homeschool High School

When it comes to high school, most homeschooling parents approach these years with fear and trepidation. I will admit that I did, as well. But I am so pleased that we decided to take the plunge and continue home schooling our oldest daughter rather than pursuing private or public school for these final four years. We are now homeschooling our son who has reached the high school years as well.

Are the high school years approaching in your home? I encourage you to stop, take a deep breath, and consider the possibility that homeschooling your high schooler might be a tremendous boon for you, your student and your whole family. Here are some reasons why…

1. This is when homeschooling really begins to pay off. Your student has become an independent learner and can schedule and manage his own work load. High school level work should not require a great amount of your time (although more of his than he might be used to!).

2. Ideally, your student, who is approaching high school, has become a real helper to you and her younger siblings. This is a wonderful time to have your teenage children at home by your side, learning to cook, garden, manage a home, build a deck, balance a checkbook, etc. Often high schoolers enrolled in public or private school do not have time to learn practical life skills because of the excessive class time and increased home work that their teachers demand.

3. High Schoolers are fun to be around. This is when your children become your friends. Now, don’t get me wrong, you still need to be their parent, BUT you are beginning to let go, little by little, letting them make their own mistakes, letting them learn from their own successes and failures. This is a time when kids can really begin to open up and talk – talk about real life issues, debatable topics, philosophical or theological differences, social pressures… Wouldn’t you like to be the one that he or she turns to? Wouldn’t you like to be the one that he asks advice from? Wouldn’t you like to continue developing that life-long heart-to-heart friendship? Homeschooling through the high school years can foster and grow this relationship because you have time to just “hang out” together.

So these are just a few reasons for you to consider as you decide whether or not you will press on. But how can it practically be done? This is a good question because we all know that high schoolers are learning material that is often above our heads. We often do not remember our Algebra 2 courses or advanced grammar exercises.

Here are some ideas that you can think about that might make homeschooling high school a more do-able scenario for you and your student:


One of the intimating factors about homeschooling your high schooler is that it is most likely a 4 year decision. It is much easier to pull your student out of public high school than it is to stick him back in. Do your research before you make this big decision. These are the types

of things that you will want to find out in advance:

1. Find out what type of subjects and the number of credits that your state requires. Do a Google search to find this information. Type “(your state) high school requirements” into your search engine of choice.

2. Find out what needs to be recorded on a transcript and begin keeping this information from year 1 – when your student is finishing her freshman year. (We’ll talk about transcripts in just a minute).

3. Find out what tests you need and/or want your teen to be prepared for. Every high school junior should take the SAT (or ACT). Will you have your son or daughter also take the PSAT? How about CLEP or AP exams? Is your teen college bound and what type of college or university does he want to attend? The answers to these questions will help you decide which tests to pursue. Write down when tests are held in your area and help your teen prepare adequately for them.

4. Find out what kind of programs are offered in your area for high school teens. Will these classes satisfy high school credit requirements? That brings me to my next point.


I don’t know about you, but there are just some subjects I would rather not teach. I have found out that there are many, many classes out there that my teens can take for high school credit, such as science, math, writing, speech/debate, Spanish, etc. Most of these classes are taught by private instructors in a traditional style classroom setting (although

smaller than a public school classroom – usually 8-10 students).

Here are some avenues for finding high school level classes in your area:

1. Ask your local homeschool support group leader.

2. Ask your state homeschool support group organizers.

3. Call your local homeschool bookstore.

4. Find out if your student can take classes at the junior college for dual credit. (This option is sometimes reserved for just juniors and seniors)

5. Check the bulletin board at your local community college for tutors who are available to teach individual subjects.

6. Find out what classes can be taken online through virtual conference rooms and correspondence.

Think outside the box and find out what types of programs are available for your students.


You do not have to plan everything out in advance, but jot out a rough plan for your high school student’s education, knowing that it will change as he specializes in certain subjects as high school progresses. Make sure that you know your state’s requirements for high school graduation and then make a loose plan from there.

If you know that your son dislikes foreign language, then just plan for 2 years of Spanish, instead of 3 or 4 (as long as that will satisfy your state’s requirements). If your daughter wants to work for NASA, then four years of higher math needs to be planned into the schedule. If you have a student that wants to work in Bible translation, then continue with grammar and even beginning linguistics all the way through the four years. So, make a plan, but stay flexible for changes down the road ahead. Your teen doesn’t need to know right now what his career is going to be, but he should start to think about it and pursue his possible interests.


Help your students to understand that their classes are their responsibility and that you are not going to hand them an “A” or a 4.0 on a silver platter. Good grades must be earned. This is the time to get your teen a planner where she can break down her assignments and write them into her day’s schedule. Let her make some decisions about how and when she will study her subjects, as long as she completes her assignments on time (she still reports to you as teacher). You will no longer need to hover over every assignment, but do insist that she turn in her work on time (whether that be once a week or something else that you decide). Tell your student up front what is required to gain an “A” in a particular subject. Then place

the responsibility for earning that “A” in her lap.

Note: For example, perhaps you have decided that to earn an A in medieval literature would mean that your student must read 8-10 books on a reading list that is provided for her and to write at least 3 papers during the course of the year. Anything less would result in a B grade or below. Communicating your requirements and expectations up front leads to much less pressure at the end of the year as your student is finishing up her assignments.

(This is just provided as an example – you are the teacher and can decide what constitutes an A grade for a particular subject. However, writing a couple of papers in any given subject matter is always a good idea. You can substitute with a science project for science and certainly no papers are necessary for math or P.E.!)

Now, that said, you can decide that a 1 credit course is not quite complete in May and give your teen a month or two more to finish the requirements during the summer months. Again, you are the teacher and can make these critical decisions along the way. Or you might choose to give half a credit now and the other half during the following year if those requirements are finished up later. This flexibility is one of the beautiful aspects of home education.


It is so hard to know when your student is entering his freshman year, whether he will attend college or not at the end of four years’ time. However, it is important to choose a route at the beginning so that all requirements are finished during the high school years.

In other words, unless you are certain that your child will not attend college, it is best to choose a college bound course of action. In this way, all the requirements that he will need to apply for and be accepted into the college or university of his choice will be completed. You may even want to look into the requirements of specific colleges and universities that your son or daughter might be interested in attending so that you can plan to meet them in the next four years.

Often your student can take courses at your local community college and earn dual credit during his junior and senior year. This may be an added benefit for acceptance into his college of choice or may hurt his chances. It is best to find out before he takes dual credit.

Your child may also want to take some CLEP (College Level Entrance Placement) tests along the way in order to test out of some college classes that are general in nature and cover material already learned during the high school years (i.e. general biology).

You may be certain that your son or daughter will not pursue a college degree, but rather apprentice or start his or her own business, or take another path altogether. That is fine and then you can plan for more freedom or focus during the high school years.

If carpentry is the career of choice, then by all means, put some of the school books aside and let him get out there and build things. But remember, carpenters use math every single day! If in doubt about whether your child needs a class, have him take it to be on the safe side!

How to Keep a Transcript

Starting in your student’s freshman year, keep track of his progress with a transcript. On this transcript, you will record the classes that he has finished, the grade that he earned, the credits he received and any pertinent test scores (such as SAT and ACT). If you wait until his senior year to record this information, you might forget and then he is really in a pickle. So, start this process in grade 9!

Here are two links to transcript templates that you can use:

1. (this one requires MS Excel, but it’s free).

2. (this one is not free, but he will provide a free software to use with it).

In Conclusion

Do not fear the high school years. They are delightful, focused and rewarding. Consider homeschooling your high schooler. I think you will be pleasantly surprised. I was!

Globalization and Its Impact on Accounting Education

Globalization, defined by as ‘worldwide integration and development,’ is a movement that has affected many industries worldwide. One of the main industries affected by globalization is the accounting industry, including college accounting education. College accounting education has been affected by the 150 credit hour requirement to sit for the CPA, and the issue of Generally Accepted Accounting Principles (GAAP) vs. International Financial Reporting Standards (IFRS). The accounting industry has been affected by the changes in accounting education and the consequent learning gaps between students from different countries.

The United States has recently implemented a 150 credit hour requirement in order for students to be able to sit for the CPA exam. This requirement was put in place to improve the preparation of students for the profession and increase their chances of success on the CPA exam. Before this rule, students were only required to have 120 credits before they could take the exam. The additional 30 credits is beneficial to students because it allows them to become more well-rounded students by taking more accounting courses, learning more about the accounting profession, and pursuing an MBA.

While the 150 credit hour rule is beneficial to the students that it applies to, the rule does not apply to all accounting students worldwide, therefore creating a learning gap in accounting education. In some countries outside of the United States, an accounting degree is the only prerequisite required to sit for the CPA exam. This learning gap is magnified as a result of accounting firms following the trend of globalization and expanding their practice into multiple countries. The result will be accounting students from different countries having the same qualifications, but varying technical skills and knowledge.

Another way that accounting education has been affected by globalization is the conflict between GAAP and IFRS. GAAP is the set of accounting principles used in United States, and American companies are required to follow GAAP standards when reporting and analyzing financial information. Students in the United States will have to learn the GAAP principles, but these principles will not be enforced internationally.

The result of this would be American students learning two sets of accounting principles: GAAP and IFRS. IFRS is used internationally by over one hundred countries to report their financial statements. The use of IFRS is supported by the International Accounting Education Standards Board, which was established to “serve the public interest by the world-wide advancement of education and development for professional accountants leading to harmonized standards (Needles, S70).”

The goal of IFRS is to create a uniform set of standards for all countries so they can compare financial statements internationally. The immediate way to make this happen would be to withdrawal GAAP from use in the United States and switch to IFRS. Though this method would solve the issue of the conflicting sets of standards, it would cause a multitude of other problems within college accounting education. Professors would need to learn the new IFRS rules, and then re-work their class structures and learning objectives accordingly. Also, new textbooks would have to be produced with information on the updated IFRS rules, and less emphasis on the GAAP principles. While an immediate change to IFRS from GAAP in the United States would be problematic, a change over time is the goal that should be pursued. “The Securities Exchange Commission has announced that it will attempt to abandon the use of GAAP and move towards IFRS (Scanlan).” The production of new textbooks would have to begin almost immediately so the textbooks could be circulated to schools around the United States within the next few years. New courses addressing the change from the use of GAAP to the use of IFRS would then have to be implemented into school curriculums within the same time period of the textbooks being circulated.

The switch from the use of GAAP to IFRS should also be a goal that is being worked towards in the professional accounting industry. Several benefits would come from achieving this goal, such as providing a common framework that supports the globalization of capital markets, allowing financial performance to be better understood globally, and strengthening accounting practice internationally. “It is encouraging that the majority of the Fortune Global 500 companies are likely to use IFRS (or word-for-word IFRS equivalents) by 2015 (Needles 603).”

Overall, globalization’s impact on accounting education and the accounting industry has been substantial, and cannot be ignored. The 150 credit hour rule, which is not currently enforced in all countries, has created a knowledge gap between professionals who have been educated in different countries. The trend of accounting firms expanding their business internationally has forced the United States to acknowledge the idea of adopting a set of accounting principles that is recognized internationally. As a result, the accounting education practice in the United States will have to adjust to match the trends of the accounting industry. In the end, the changes caused by globalization will help the accounting industry in the United States become more internationally friendly, as well as help accounting students become more prepared to take on the challenges they will face when they get into the industry.

Works Cited

Needles, Belverd E. “Accounting Education: The Impact of Globalization.”Accounting Education 19.6 (2010): 601-05. Business Source Complete [EBSCO]. Web. 12 Oct. 2015.

Needles, Belverd E. “International Education Standards (IES): Issues of Implementation A Report on the Third IAAER Globalization Roundtable.” Accounting Education 17.(2008):69-79. Business Source Premier. Web. 12 Oct. 2015.

Scanlan, Bill. “Globalization’s Impact on Accounting Education.”Articlesbase. Articlesbase Ltd., 09 Nov. 2011. Web. 08 Nov. 2015.