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Casinos – The Good, The Bad and the Rogue

or the past 10 years there has been a constant increase of new online casino players from Europe, Canada and many other countries. Only in the United States has a decrease of online gaming occurred due to the current legislation that makes it harder for financial institutions to provide services for online gambling related transactions.

With less than 5 percent of internet gamers in the world, an extraordinary increase of online gamblers is inevitable and many nations are trying to regulate access of their citizens to casino websites.

Most web casinos attract new players with a variety of realistic games and incentives such as a free bonus to new members, matching deposits and daily or seasonal promotions. The majority of the gaming sites operating on the web are safe and honest, but rogue casino sites exist; because of this, it is important for people who enjoy betting online not to engage with and to stay away from gaming sites with questionable reputations.

The combination of online gaming experts with players who provide feedback for casino reviews and ranking has resulted in the ability of CasinoTopGuide.com to feature online gambling sites that are safe and most importantly, trusted by the players.

Casino Top Guide has gained the respect of many players who continue to rely on the unbiased choice of gaming sites presented on the site.

casino rating system and voting method is also available. Players can rate an online gambling site: excellent, good, bad or rogue.

High Rollers and amateur casino players have benefited from the up-to-date contents of the casino guide constantly monitoring the developments in the gaming industry, providing online casino reviews, and specific online casino information for Americans, Europeans, Canadians and UK casino players.

US players who are struggling to find reputable online casinos and poker rooms, have asked for information about joining trusted online gambling sites that accept US players. In direct response, a page has been composed and regularly updated that allows U.S. residents to easily find good sites that satisfy their quest for entertainment.

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Venezuela Casinos

On first glance, Venezuela casinos look just like the ones you might be familiar with in the rest of the world. Some of them are attached to luxurious hotels; most serve free alcoholic beverages as long as you are gambling, and they are usually lit up and noisy. Despite these similarities, there are a few differences that we will cover in depth.

Venezuela casinos are dotted along the coast of this South American country, with most being on the mainland, but one being on Margarita Island just off the coast. The main casinos that draw in visitors are Fiesta Casino Guyana that is inside a hotel, Bingo Majestic in La Urbina, Maruma International Hotel & Casino in Maracaibo, and Casino Laguna Mar in Pampatar.

The Fiesta Casino Guyana has over 100 slot machines and 26 different tables for the various card games that are played. If you prefer a larger selection of table games and less slots, then the Maruma is the best Venezuela casino for you with such offerings as baccarat, blackjack, and roulette available. If you want a large, grand mix of just about everything, then the Casino Laguna Mar is up your alley with American roulette, baccarat, mini baccarat, blackjack, Let It Ride Poker, Oasis Stud Poker, over 100 slot machines, video poker, and much more.

A few of the games played at the card tables in Venezuela casinos may look very foreign to those who are not from South America. Many Venezuela casinos have games such as Truco. Truco is a game played in tricks with a special Spanish pack of cards that has only 40 cards instead of the familiar 52. These cards have very different symbols than what you are used to, so don’t play the game and wager money until you have been instructed on how to play such games!

Venezuela casinos are a great source of tourism revenue and jobs for locals. They are also popular with native Venezuelans because casinos are the only legalized form of gambling in the country. You may find dog or horse races, but they are not legal. There is also no legalized sports betting or gambling outside the doors of the casinos.

Since most Venezuela casinos are attached to hotels, it is possible to find cheap airfare into the country with great deals at the hotel. The cost of food and entertainment outside the casino is very minimal in this country, and many people speak at least a little bit of English to make the transition to your vacation spot that much easier.

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Belarus Casinos

Belarus was a part of the former USSR until 1990 when most of Eastern Europe experienced the downfall of communism. Belarus casinos still have a Russian atmosphere, which adds to the experience. There are a total of 25 casinos in Belarus today for the entertainment of tourists and locals alike. Minsk, the capital city, hosts 19 of them, and the others are in the following cities: Brest one, Gomel one, Grodno two, and Vitebsk one.

Belarus casinos practice legal gambling approved by the government under strict laws and regulations. While most of Minsk casinos are open 24 hours a day due to the fact that they are either situated in a hotel resort or a club, the casinos in other cities have fixed schedules, which may vary from casino to casino.

Belarus casinos’ laws require one to be at least 18 years of age or more in order to participate in any form of gambling or consume alcoholic beverages. While they may not be as strict on checking one’s age with a drink order, a photo identification proving your age will be absolutely necessary in order to enter a casino. Some casinos also have an entrance fee, which is usually under the form of a coupon that you can use later in the casino. Most Belarus casinos entertain their players with free drinks and snacks if you are playing a game.

Even though most Belarus casinos are not large, they practice all international games such as poker, roulette, blackjack, Caribbean stud poker, and many more. Slot machines are present in all Belarus casinos and are usually available to players 24 hours a day, even if the casino tables are not. If you are new to any of the casino games, experienced dealers are available to teach and assist you.

The official language in Belarus is Russian and Belarusian; however, in the casinos most dealers speak English fluently in order to entertain and assist the international tourists. Belarus is starting to experience a flow of tourists, mostly from its neighboring countries: Lithuania, Ukraine, Poland, Latvia, and Russia, but also from around the world. Its hospitable people make the trip pleasant and enjoyable.

To check on available vacation packages to Belarus, you can log online or seek the advice of your travel agent. You will be able to find Belarus casinos online, as well.

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Bosnia and Herzegovina Casinos

There may not be very many Bosnia and Herzegovina casinos, but the one that is there makes up for quantity of casinos with the quality. It doesn’t matter where you are from or how far you have traveled to be at the Coloseum Casino, you’ll find that all the games that you know and love can be played in this grand establishment. While there will likely be more Bosnia and Herzegovina casinos in the future, this is the only one that is currently in the region and it is located in Sarajevo. This is the perfect location for the casino as a great many people live in the region, and there are a lot of tourists that come to the area for business and pleasure.

While you may live a world away from this region when you visit Bosnia and Herzegovina casinos, you will see all the games that you would see at any other casino. All the games that you are familiar with including Poker, Roulette, Blackjack, and Slots can be found at the Coloseum Casino and will probably be found at other Bosnia and Herzegovina casinos in the future. Eastern Europeans are known for their love of poker and for the prevalence of poker houses, so when you visit any of their casinos you will find that there are probably several different variants of Poker offered at any time. If your favorite game happens to be poker, you should definitely visit the Coloseum Casino and check out their poker tables. The competition will probably be better than average, but that will make the game play all the more fun.

Because poker houses are so common in the area, those that do not frequent the casinos are probably in the poker houses. Also, those that do not live near the casino don’t have to deny themselves the fun of playing their favorite casino games. Instead of not playing the games at all, many of the people of Bosnia and Herzegovina get online and get involved in Internet betting. Not only can people enjoy many variants of Poker, Blackjack, Roulette, and even Slots, they can also get involved in sports betting which is also quite popular in the area. While the brick and mortar Bosnia and Herzegovina casino is a lot of fun for those that can get there, online casinos are a great substitute for those that do not live near the Coloseum Casino.

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Hello from Montreal – Exploring the Casino de Montreal

After my lovely cheerful encounter in the Square St. Louis I briefly went back to the hotel and then took the subway to the exit at Jean Drapeau Park. There are two large islands in the St. Lawrence River: Ile Notre-Dame and Ile Sainte-Helene. The latter more than doubled in size in preparation for Expo 1967. From the Park Jean Drapeau metro station I took local bus 167 to get to La Ronde, an amusement park originally set up for Expo 67. I had a ticket for tonight’s international fireworks competition which was going to be held at La Ronde, so I had to go and pick it up at the information counter.

With ticket in hand I made my way back on two buses to reach the Casino de Montreal, the largest of Quebec’s three casinos, run by the Société des casinos du Quebec, a government agency whose primary objectives are to create employment, equip the province with world-class tourism infrastructures and generate additional income for the province. Although I am not much of a gambler I wanted to check out this complex since it is one of the major attractions in Park Jean Drapeau.

I arrived by bus in the basement of the Casino, entered and dropped off my backpack at the coatcheck. Through a maze of escalators and walkways I navigated my way upstairs to the front entrance where Alexandre, one of the customer service specialists at the Casino, was already waiting for me. He was going to provide me with a personalized tour of this expansive complex and provide me with additional information about the Casino’s operations.

We went outside and Alexandre informed me that the Casino complex consists of three buildings: the former France Pavilion, the former Quebec Pavilion, both built for Expo 1967, as well as the Annex, connecting the two buildings. The Quebec Pavilion features top-to-bottom 24 karat gold windows. The gardens surrounding the Casino are available to Casino patrons and the entire complex is surrounded by the tracks for the Montreal Grand Prix.

Alexandre started to take me through the buildings and explained that the Casino has about 3500 employees, working in three shifts, 24 hours a day. He first took me to the Cabaret du Casino, a prime entertainment venue offering spectacular variety shows and colourful musical reviews. Patrons can purchase a package that includes dinner or enjoy the show by itself.

He then took me through the entire multi-storey complex and introduced me to the various games of chance on offer. The Casino de Montreal featues more than 3200 slot machines of different kinds, 115 gaming tables for Blackjack, Baccarat, Roulette, Keno and a variety of tournaments. Alexandre explained that many of the slot machines no longer have a mechanical barrel, but that they are video slot machines with an electronic display. The Casino also offers a Royal Ascot electronic horse racing track as well as a high-limits gaming area and lounge.

Alexandre explained that the Quebec government has a monopoly on gaming in the province and the funds go back into provincial infrastructure and public services. When we walked through the various buildings he informed me that the Old France Pavilion building has a European design, reminiscent of casinos such as Monte Carlo, that let in daylight generously. The former Quebec Pavilion on the other hand has a North American design with absolutely no daylight. Alexandre indicated that the clientele in the two different buildings is very different and that people have a preference for one or the other type of design.

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Important Steps to Follow in Hiring a Casino Party

Having been in the casino party and planning business for many years I have heard from customers some very sad stories of what occurred at their casino fundraiser and I would like to pass to you the 7 steps you must follow to ensure you have a successful casino fundraiser and hire the BEST casino party company for your event.

Step 1. The planning committee. This is the most important step in your planning and you must assign a person to each of the specific tasks that must be accomplished for your event, which include the Law and getting the appropriate licenses, finding the location and catering for the event, getting sponsors to help with the costs, getting gifts donated, finding the correct casino company, and who will be handling the money. It is impossible for one person to handle all of the above items. The only successful way is to have one person responsible for each item, leave them alone to perform the task, but having them report their progress every so often to the person assigned in charge for the event. You will need plenty of time to accomplish all the tasks I a good time frame to start is 4-6 months before the event date.

Step 2. The Law and obtaining your fundraiser license and township permission. Always remember that gambling is illegal, and having casino games at your fundraiser is gambling. This is important because a casino fundraiser is not the same as holding a car wash to raise funds. Because gambling is illegal there are state authorities in charge of stopping illegal gambling which means your casino fundraiser will fall under an exception to the gambling laws. Let’s take New Jersey as an example. The state agency ABC (Alcoholic Beverage Control)is responsible to find and prevent illegal gambling, unfortunately their own handbook does not say illegal gambling, or exceptions to the gambling laws, it only says gambling, and there has been an occasion where one of their investigators attempted to stop a casino fundraiser claiming it was gambling. The situation was resolved before the event date because of the second point I want you to remember. Even though your casino fundraiser is gambling and gambling is illegal, you fall under an exception to the gambling laws by state statute. In New Jersey the state legislature created a statute to allow casino gambling and created the Casino Control Commission to oversee the activity, they also created a statute to allow casino fundraisers and created the legalized Games of Chance Control Commission to oversee casino fundraisers. The point I want you take from all this would be to make your casino fundraiser legal, you must understand the law and get the proper licenses and township permission for the event. Just because you are a 501(c)3 non profit organization and used to having a car wash to raise funds doesn’t mean you can have a casino fundraiser simply because it sounds like a good idea. So at this point you should understand it is a good idea to call your states Office of the Attorney General to find out the laws in your state to have a casino fundraiser.

Step 3. The Best casino company. The licensing requirements needed for you state may also require the casino company to be licensed. There have been occasions in New Jersey where a non profit organization called a casino party company and neither of the parties knew the laws resulting in the event being stopped and fines. Each state is different and in New Jersey the casino company and all the dealers must have a casino fundraiser license. So the important point here is to first learn the requirement on your own by calling the state authorities, then you start calling the casino companies and ask them what is required to have a casino fundraiser. A good casino party company will ask you if you have your license and be able to email you the forms needed to obtain the license. They should guide you through all aspects to obtaining your license and getting the township permission. If they do not assist you or explain the rules then they may not understand them and that could be a disaster waiting to happen.

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If Technology Is Effective in the Classroom – Why Do Some Students Dislike It So Much? | Sainsologi.com

The effectiveness of technology use in the classroom has become a controversial issue. While many teachers and students feel that it’s best to use technology because it enhances teaching many others feel that it causes too many challenges and that it is a waste of time. If technology is as effective in the classroom as many teachers believe it to be; why do some students dislike it so much?

In order to objectively respond to this question, 3 articles were examined. 2 out of the 3 relate how the use of technology in the classroom frustrates students while the last one translates the thoughts of students who feel that technology in the classroom has responded to their need. So the issue is not that technology is not effective but rather that some teachers need to be mindful about technology use in the classroom and others need to be trained in order to properly use technology to teach so that students do not view technology as obstruction learning but as an enhancing tool.

After summarizing the 3 articles that have been reviewed we will be able to prove that there are 2 groups of students who claim to dislike technology in the classroom: Those who are improperly exposed to it by their teacher and those who did not give themselves enough time to familiarize themselves with it. We will then be able to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers used it properly. Let us first summarize the articles that we are referring to.

The article “When good technology means bad teaching related that many students feel that teachers and professor use technology as a way to show off. Students complain of technology making their teachers “less effective than they would be if they stuck to a lecture at the chalkboard” (Young) other problems related by students include teachers wasting class time to teach about a web tool or to flab with a projector or software. When teachers are unfamiliar with the technological tools, they are likely to waist more time trying to use them the technological software that is used the most according to students is PowerPoint. Students complain that teachers use it instead of their lesson plan. Many students explain that it makes understanding more difficult “I call it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.

Another problem reported in the article with the use of technology in the classrooms is that many schools spend time to train their staff about how to use a particular technology but it does not train them on “strategies to use them well” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to attend workshops.

In an interview made with 13 students, “some gave their teacher a failing when it came to using Power Point, Course Management systems and other classroom technology” (Young ) some of the complains were again about the misuse of PowerPoint’s and the fact that instructors use it to recite what’s on the scale. Another complaint was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than teaching. The last complain mentioned is that some teachers require students to comment on online chat rooms weekly but that they do not monitor the outcome or never make reference to the discussion in class.

Similarly, the article “I’m not a computer person” (Lohnes 2013) speaks to the fact that students expectations as far as technology is concerned is very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university students life because they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, etc. technology is also widely used to teach and is valued by higher education.

Those students, however, feel that technology poses a barrier to success as they struggle to align with the ways in which the institution values technology.” A student explains that technology is used in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide range of other administrative task including tracking the next school bus. This particular student whose name is Nichole says that she does not own a laptop but shares a family computer. She has a younger brother who also uses the computer to complete his school work so she consequently has to stay up late to complete assignments. She states “technology and I? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to realize that they were not that bad.

One of her issues though with technology is that she had come from Puerto Rico about a year prior entering college and that she never had to use the computer so much there. The articles relates that other college students like Nichole have admitted that they are “reluctant technology users” (Lohnes) The article wants to explain, in essence, that although most people would expect that college students prefer technology and are already familiar with it,” that assumption is faulty” (Lohnes).

On the other hand, the article “What Screenagers Say About… ” High school age students were asked about what they thought of technology but most expressed liking it. One of them said about PowerPoint: “My history teacher did a good job with Power Points. He would put them online, which made for really great reviews.” (Screneagers, 2011) Others expressed how technology was really who they are and that teachers should understand for example that when they text in class, they are not being rude but that they have gotten used to multi tasking. Another student invites teachers to not be afraid of technology “Teachers shouldn’t be afraid of technology. Understand that it’s how we live our lives. So don’t just push it out. Learn to cope with us and how we work.” (Screenagers, 2011)

Another student however, expressed how she prefers simpler technology that her teacher is comfortable with rather than high tech that the teacher does not manipulate well “The most important thing for teachers is to be comfortable with what they’re using. It doesn’t have to be super high tech. My math teacher used a projector, and it was one of my favorite classes. Then I would go to this other class where the teacher used Power Points and the SMART board, but I didn’t get any more out of it because she wasn’t comfortable with the technology” (Screenagers, 2011) Students spoke about their appreciation for virtually all types of technology used in the classroom. Another said “One of my teachers used Skype. That’s face-to-face interaction. If I had a problem with some math problem I was working on, I could take a picture of it and put it on the Skype screen. She could see where I was making my mistake. It really helped.” (Screenagers, 2011) The bottom line is that those high school students wanted to let teachers know that they really like technology and that it is already a great part of their daily routine but that it had to be used properly in order for them to enjoy it.

Similarly, they summarize a few things that they dislike as well. Among the list, they said: reading on the computer, paying a lot for an online textbook and the fact that they often forget everything else when they get caught up with using technology.

Nonetheless, they had much more positive things they liked in technology like for example that some teachers would text a question for them to think about before class, so if they do not know they answer, they would communicate with classmates to discuss the possibility for the answer before class. This allows them to go to class prepared. They also like using Skype, emailing their teachers instead of going to speak to them in person. They also enjoy discussion boards. The advice they would like to convey to their teachers is to make sure that they are comfortable with whatever technological tools they are using, to give them more freedom to use the good sites and those in the middle range when they are surfing the net using school computers and to understand that technology is part of their lives.

After summarizing those articles, we can see that the students mentioned in Youngs, 2004 dislike technology because their experience with it was not satisfactory. In other terms, a group of students dislike technology because some teachers are not mindful about technology use or they need additional training. For example, some students are frustrated because they feel that instructors waist their time when they are not properly trained to use the technological tools. Others disliked the fact that some teachers had PowerPoint presentations which were either not meaningful or they would just read whatever they wrote and add no additional comments. Those examples are called “bad teaching (Young, 2004) and they are in fact terrible examples that teachers should not follow because technology is not meant to help teachers do the least work or to adopt poor teaching practices. Somme students related that PowerPoint was widely used by teachers so they even call it PowerPoint abuse.

I can relate to what is being expressed by those students. I observed a Teaching Assistant teach a grammar class recently. He purchased a device to allow him to monitor the screen without touching the computer. He was able to walk throughout the class while changing slides. It all looked so impressive but despite all of this show, students were left so confused at the end of the lesson. When they asked questions, he went back to the slide that had the grammar rule and read it over to the class. The PowerPoint was a duplication of the textbook chapter. The same examples of the book were used. At the end of the course, he felt that he had done a great PowerPoint when in fact, it was not meaningful. It was a copy/paste project from the text book to the screen. This example shows that we need to use common sense when using technology. When teaching grammar, a teacher has to be able to come up with examples other than those in the book, you have to write on the board, have student practice what they have learned. PowerPoint use was a real bad idea, in my opinion, for teaching this course. It was just not the right technological tool for the lesson.

Students in that class may decide that they hate Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher’s poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their improper use of technology. This is why, as educators, we sometimes need to ask students for their feedback so we may make corrections where needed.

We can then conclude that those students dislike technology as a result of improper technological use by teachers, and also because many teachers do not attend workshops or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy teachers would have attended those trainings if there were given an incentive. In the article “Technology Standards in a Third-Grade Classroom” (Kovalik, 2001), it is related how a study done on a 3rd grade class of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The article also mentioned how the teachers were highly trained because the Ohio board pays incentive to teachers to participate in technology training which teaching them not only how to use technology by teaches them strategies on when to use them.

Boards from other states should consider doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them according to the standards. The Ohio school mentioned above met the standards as far as technology is concerned because of the technology coaching received by the teachers. If teachers learn how to properly use technology in the classroom, it will be a less frustrating experience for them and for the student who will less likely dislike technology since it will meet its purpose to enhance teaching.

The other groups of students who dislike technology are those who were not exposed to it for long enough. The College Freshman, Nichole advises that she was not exposed to so much technology while she was in high school in her home country; consequently, it seemed to be a burden to her to have to need a computer to complete most of her school assignments but also to interact with her classmate via a discussion board. What is interesting though is that even though she claimed to dislike technology so much, she advised that once she started to spend so much time using it, she realizes that it is not so bad. Even though it is likely that some people do not like the telephone and texting so much, the computer and some website have become part of most people daily routine. In Nichole’s case, she does not own a laptop and has to wait for her turn to use the family computer which means that she has no attachment to this media because her use of it is controlled. However, once she gets to own her own computer, it is a guaranteed that her view of technology will change.

I returned to school after about 12 years. When I was in college the 1st time around, nothing was electronic but when I contacted USF to apply, they told me that everything was online. At first, I asked why everything was online but once I got used to it, I started to understand the value of having the convenience to do a lot of things without having to live my home.

Therefore, Nichole will certainly not continue to dislike technology that much once she gets more familiar and more attached to it. The fact is that she stated that she started to realize that it was not that bad once she started doing so many assignments. She came to the conclusion that the computer was not yet a friend but that it was no longer an enemy; it became to her an acquaintance.

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If Technology Is Effective in the Classroom – Why Do Some Students Dislike It So Much? | Sainsologi.com

The effectiveness of technology use in the classroom has become a controversial issue. While many teachers and students feel that it’s best to use technology because it enhances teaching many others feel that it causes too many challenges and that it is a waste of time. If technology is as effective in the classroom as many teachers believe it to be; why do some students dislike it so much?

In order to objectively respond to this question, 3 articles were examined. 2 out of the 3 relate how the use of technology in the classroom frustrates students while the last one translates the thoughts of students who feel that technology in the classroom has responded to their need. So the issue is not that technology is not effective but rather that some teachers need to be mindful about technology use in the classroom and others need to be trained in order to properly use technology to teach so that students do not view technology as obstruction learning but as an enhancing tool.

After summarizing the 3 articles that have been reviewed we will be able to prove that there are 2 groups of students who claim to dislike technology in the classroom: Those who are improperly exposed to it by their teacher and those who did not give themselves enough time to familiarize themselves with it. We will then be able to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers used it properly. Let us first summarize the articles that we are referring to.

The article “When good technology means bad teaching related that many students feel that teachers and professor use technology as a way to show off. Students complain of technology making their teachers “less effective than they would be if they stuck to a lecture at the chalkboard” (Young) other problems related by students include teachers wasting class time to teach about a web tool or to flab with a projector or software. When teachers are unfamiliar with the technological tools, they are likely to waist more time trying to use them the technological software that is used the most according to students is PowerPoint. Students complain that teachers use it instead of their lesson plan. Many students explain that it makes understanding more difficult “I call it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.

Another problem reported in the article with the use of technology in the classrooms is that many schools spend time to train their staff about how to use a particular technology but it does not train them on “strategies to use them well” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to attend workshops.

In an interview made with 13 students, “some gave their teacher a failing when it came to using Power Point, Course Management systems and other classroom technology” (Young ) some of the complains were again about the misuse of PowerPoint’s and the fact that instructors use it to recite what’s on the scale. Another complaint was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than teaching. The last complain mentioned is that some teachers require students to comment on online chat rooms weekly but that they do not monitor the outcome or never make reference to the discussion in class.

Similarly, the article “I’m not a computer person” (Lohnes 2013) speaks to the fact that students expectations as far as technology is concerned is very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university students life because they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, etc. technology is also widely used to teach and is valued by higher education.

Those students, however, feel that technology poses a barrier to success as they struggle to align with the ways in which the institution values technology.” A student explains that technology is used in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide range of other administrative task including tracking the next school bus. This particular student whose name is Nichole says that she does not own a laptop but shares a family computer. She has a younger brother who also uses the computer to complete his school work so she consequently has to stay up late to complete assignments. She states “technology and I? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to realize that they were not that bad.

One of her issues though with technology is that she had come from Puerto Rico about a year prior entering college and that she never had to use the computer so much there. The articles relates that other college students like Nichole have admitted that they are “reluctant technology users” (Lohnes) The article wants to explain, in essence, that although most people would expect that college students prefer technology and are already familiar with it,” that assumption is faulty” (Lohnes).

On the other hand, the article “What Screenagers Say About… ” High school age students were asked about what they thought of technology but most expressed liking it. One of them said about PowerPoint: “My history teacher did a good job with Power Points. He would put them online, which made for really great reviews.” (Screneagers, 2011) Others expressed how technology was really who they are and that teachers should understand for example that when they text in class, they are not being rude but that they have gotten used to multi tasking. Another student invites teachers to not be afraid of technology “Teachers shouldn’t be afraid of technology. Understand that it’s how we live our lives. So don’t just push it out. Learn to cope with us and how we work.” (Screenagers, 2011)

Another student however, expressed how she prefers simpler technology that her teacher is comfortable with rather than high tech that the teacher does not manipulate well “The most important thing for teachers is to be comfortable with what they’re using. It doesn’t have to be super high tech. My math teacher used a projector, and it was one of my favorite classes. Then I would go to this other class where the teacher used Power Points and the SMART board, but I didn’t get any more out of it because she wasn’t comfortable with the technology” (Screenagers, 2011) Students spoke about their appreciation for virtually all types of technology used in the classroom. Another said “One of my teachers used Skype. That’s face-to-face interaction. If I had a problem with some math problem I was working on, I could take a picture of it and put it on the Skype screen. She could see where I was making my mistake. It really helped.” (Screenagers, 2011) The bottom line is that those high school students wanted to let teachers know that they really like technology and that it is already a great part of their daily routine but that it had to be used properly in order for them to enjoy it.

Similarly, they summarize a few things that they dislike as well. Among the list, they said: reading on the computer, paying a lot for an online textbook and the fact that they often forget everything else when they get caught up with using technology.

Nonetheless, they had much more positive things they liked in technology like for example that some teachers would text a question for them to think about before class, so if they do not know they answer, they would communicate with classmates to discuss the possibility for the answer before class. This allows them to go to class prepared. They also like using Skype, emailing their teachers instead of going to speak to them in person. They also enjoy discussion boards. The advice they would like to convey to their teachers is to make sure that they are comfortable with whatever technological tools they are using, to give them more freedom to use the good sites and those in the middle range when they are surfing the net using school computers and to understand that technology is part of their lives.

After summarizing those articles, we can see that the students mentioned in Youngs, 2004 dislike technology because their experience with it was not satisfactory. In other terms, a group of students dislike technology because some teachers are not mindful about technology use or they need additional training. For example, some students are frustrated because they feel that instructors waist their time when they are not properly trained to use the technological tools. Others disliked the fact that some teachers had PowerPoint presentations which were either not meaningful or they would just read whatever they wrote and add no additional comments. Those examples are called “bad teaching (Young, 2004) and they are in fact terrible examples that teachers should not follow because technology is not meant to help teachers do the least work or to adopt poor teaching practices. Somme students related that PowerPoint was widely used by teachers so they even call it PowerPoint abuse.

I can relate to what is being expressed by those students. I observed a Teaching Assistant teach a grammar class recently. He purchased a device to allow him to monitor the screen without touching the computer. He was able to walk throughout the class while changing slides. It all looked so impressive but despite all of this show, students were left so confused at the end of the lesson. When they asked questions, he went back to the slide that had the grammar rule and read it over to the class. The PowerPoint was a duplication of the textbook chapter. The same examples of the book were used. At the end of the course, he felt that he had done a great PowerPoint when in fact, it was not meaningful. It was a copy/paste project from the text book to the screen. This example shows that we need to use common sense when using technology. When teaching grammar, a teacher has to be able to come up with examples other than those in the book, you have to write on the board, have student practice what they have learned. PowerPoint use was a real bad idea, in my opinion, for teaching this course. It was just not the right technological tool for the lesson.

Students in that class may decide that they hate Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher’s poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their improper use of technology. This is why, as educators, we sometimes need to ask students for their feedback so we may make corrections where needed.

We can then conclude that those students dislike technology as a result of improper technological use by teachers, and also because many teachers do not attend workshops or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy teachers would have attended those trainings if there were given an incentive. In the article “Technology Standards in a Third-Grade Classroom” (Kovalik, 2001), it is related how a study done on a 3rd grade class of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The article also mentioned how the teachers were highly trained because the Ohio board pays incentive to teachers to participate in technology training which teaching them not only how to use technology by teaches them strategies on when to use them.

Boards from other states should consider doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them according to the standards. The Ohio school mentioned above met the standards as far as technology is concerned because of the technology coaching received by the teachers. If teachers learn how to properly use technology in the classroom, it will be a less frustrating experience for them and for the student who will less likely dislike technology since it will meet its purpose to enhance teaching.

The other groups of students who dislike technology are those who were not exposed to it for long enough. The College Freshman, Nichole advises that she was not exposed to so much technology while she was in high school in her home country; consequently, it seemed to be a burden to her to have to need a computer to complete most of her school assignments but also to interact with her classmate via a discussion board. What is interesting though is that even though she claimed to dislike technology so much, she advised that once she started to spend so much time using it, she realizes that it is not so bad. Even though it is likely that some people do not like the telephone and texting so much, the computer and some website have become part of most people daily routine. In Nichole’s case, she does not own a laptop and has to wait for her turn to use the family computer which means that she has no attachment to this media because her use of it is controlled. However, once she gets to own her own computer, it is a guaranteed that her view of technology will change.

I returned to school after about 12 years. When I was in college the 1st time around, nothing was electronic but when I contacted USF to apply, they told me that everything was online. At first, I asked why everything was online but once I got used to it, I started to understand the value of having the convenience to do a lot of things without having to live my home.

Therefore, Nichole will certainly not continue to dislike technology that much once she gets more familiar and more attached to it. The fact is that she stated that she started to realize that it was not that bad once she started doing so many assignments. She came to the conclusion that the computer was not yet a friend but that it was no longer an enemy; it became to her an acquaintance.

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Searching For Your Organic Food Online | foodelight.de

Organic food online offers people a way to find the healthy foods they crave. As our planet becomes more packed with people, everyone is looking for an easy way, not only to shop, but to live better. Going green has begun to not only affect the environment, but grocery shopping as well. One way to achieve a healthier lifestyle is to buy organic food, and with the ease of the world wide web, shopping for organic food online has never been easier.

Finding natural and organic food online can be done very easily by doing a quick Google search. When this is performed, a number of vendors will pop up that are from all over the world. Most offer seasonal organic foods that can be shipped overnight. One of the websites that offers shipping all across the country is Diamondorganics. They will ship anything in their catalog overnight via fed ex. When one reads about their company which is located in California, they are asked to treat the website like a grocery store. Diamondorganics offers everything from fresh produce to organically grown flowers.

Buying organic food online can be tricky and make people uneasy. A person can look all they want online and still really not know the product they are buying from an online vendor. If someone is hesitant, Localharvest can help a person find local organic food vendors. After the initial unease has passed, buying online becomes a viable solution for organic foods not readily available locally.

Paying too much for organic food online is one thing consumers should be very aware of when purchasing items as well as receiving foods that are not fresh. By having the internet as a resource, many different organic websites can be shopped quickly and with the convenience of staying home. Most organic food companies want to have return business, so be sure that the company has a strict return policy if you are not happy with items such as produce or if the price was not worth the product. Also make sure before buying online that the items are certified organic. Only by doing research on the website chosen will you know if the items are certified organic foods or not.

Because organic food online stores are available, the market has grown tremendously. Shipping is available from most within 24 to 48 hours anywhere, and this can ensure quick access to any kind of organic food. The world wide web has opened up the world of shopping including grocery shopping. Now people can shop for food from home, and feel better about the choices they are making. Going green has never felt better for everyone.

Categories
Uncategorized

Searching For Your Organic Food Online | foodelight.de

Organic food online offers people a way to find the healthy foods they crave. As our planet becomes more packed with people, everyone is looking for an easy way, not only to shop, but to live better. Going green has begun to not only affect the environment, but grocery shopping as well. One way to achieve a healthier lifestyle is to buy organic food, and with the ease of the world wide web, shopping for organic food online has never been easier.

Finding natural and organic food online can be done very easily by doing a quick Google search. When this is performed, a number of vendors will pop up that are from all over the world. Most offer seasonal organic foods that can be shipped overnight. One of the websites that offers shipping all across the country is Diamondorganics. They will ship anything in their catalog overnight via fed ex. When one reads about their company which is located in California, they are asked to treat the website like a grocery store. Diamondorganics offers everything from fresh produce to organically grown flowers.

Buying organic food online can be tricky and make people uneasy. A person can look all they want online and still really not know the product they are buying from an online vendor. If someone is hesitant, Localharvest can help a person find local organic food vendors. After the initial unease has passed, buying online becomes a viable solution for organic foods not readily available locally.

Paying too much for organic food online is one thing consumers should be very aware of when purchasing items as well as receiving foods that are not fresh. By having the internet as a resource, many different organic websites can be shopped quickly and with the convenience of staying home. Most organic food companies want to have return business, so be sure that the company has a strict return policy if you are not happy with items such as produce or if the price was not worth the product. Also make sure before buying online that the items are certified organic. Only by doing research on the website chosen will you know if the items are certified organic foods or not.

Because organic food online stores are available, the market has grown tremendously. Shipping is available from most within 24 to 48 hours anywhere, and this can ensure quick access to any kind of organic food. The world wide web has opened up the world of shopping including grocery shopping. Now people can shop for food from home, and feel better about the choices they are making. Going green has never felt better for everyone.