Motives that Turn Adults at School Again

The rapid development and the increased competition in the labour market makecontinuing education a necessity for an increasing number of people. Thus, in our society,the number of adults that are going back to school is growing every day. But, which are themost important motives that push adults to return back in the school?The main aim of this paper is to present some of these motives and to analysethe importance of them. For the methodology of this paper there are used only thequantitative methods. The sample is adult students that are frequenting part-time studyin some Albanian Universities. To select the sample from the whole population it is usedthe stage sampling. For data gathering there are used interviews, where the respondentsanswered questions about the motivation factors that return them again in school. Theanalysis of data has been carried out according to normal statistical methods.In closure, via analysing the data, the most important motives that return adults insome Albanian Universities are, keeping their actual job, getting a new job, being promotedor getting a recognised qualification. Some other motives are, performing the work betteror developing their self as a person

TEACHING FOREIGN LANGUAGES TO ADULT LEARNERS

There is no need to discus about the importance of foreign languages nowadays. Apart from the students of all school levels we find also a great number of adult learners in the language classes. A lot of attention is paid to the finding of the best methodologies, techniques and procedures that provide the fastest language acquisition in the shortest amount of time possible especially for adult learners as they have an immediate need for immediate results. This paper will concentrate on the need of teaching methods for adult learners which have to be different from those used for school or university students as these groups of learners have different characteristics and as a result different needs and expectations. This paper will cover some definitions of the adult learner, the differences between the adult learner and the young learner, the main theories on adult teaching and learning, and at the end it will be discussed about how important it is for the teacher to take into account that the adult learner is not only different from a young learner, an adult learner, product of a culture and a political, social, economical situation, is also different other adult learners, and as such he/she might respond in different ways to different methods, techniques and activities

Understanding the economics and material platform of bidirectional transceiver for plastic optical fiber

Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 2005.Includes bibliographical references (leaves 74-76).Limitations of electrical wires result in distortion and dispersion of the signal for long distances. That have emerged optical communication as the only way of communication for long distances. For medium distances optics can support the high data rates required by the latest applications. Optical networks are becoming the dominant transmission medium as the data rate required by different applications increases. The bottleneck for implementing optical instead of electric networks for medium distances, like local area network, is the cost of the optical components and the cost of replacing the existing copper network. This thesis will discuss the possible cost benefits that come from the use of different materials like plastic optical fiber instead of silica fiber or Si, Si/Ge instead of InP or GaAs for the transceiver as well as the trade offs between the performance and cost when discrete transceiver is replaced by the monolithically integrated transceiver, by using a process based cost model.by Genta (Meco) Gusho.M.Eng

The manifestation of disturbing behavior on adolescents as a result of using violent video-games

The use of violent video-games among teenagers is becoming undisputed. The goal of this study is identifying the video-game typology played by teenagers in two most important High Schools in the two most important cities of Albania and present the effect of this video-games. There were twenty-six participants in this study, all students in the tenth grade. Of these selected students, sixteen were boys and ten were girls. For selecting the participants in the study, it was used the accidental sampling method and for the data collection it was used the semi-structured interviews. Thematic analysis is used to analyze the data collected. One of the most interesting findings of this study is that the use of violent video-games can cause a remodeling in teenager’s behavior, accompanied by a psychological vitality, which in many cases could be negative, especially when this experience is direct. The study doesn’t have a generalizing character

Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes

The purpose of the study is to investigate the influence of course organization, faculty-student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin' s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes