About SOAP UI Training

It is a leader in the market as an API Testing Tool. SOAP UI and SOAP UI Pro are two tools that make the life of a tester less complicated. They provide interfaces to enter the request, assertions in order to validate your response, several tools to create and maintain tests and finally enables reports to share and print with teammates. The tools also offer a user interface to all APIs and analyze the answers from APIs. Hence it is called SOAP UI where UI stands for User Interface.

It is a testing tool which is used for both functional and nonfunctional testing. This tool is not limited to web services only. However, it is the de-facto tool that is used in web services testing.

In web service testing, it has the capability of undertaking the role of both client and service. By using a single environment, it enables the user to create functional and nonfunctional tests quickly, in an efficient manner.

It is an open source utility. But SOAP UI Pro is a paid commercial utility version where the users are offered custom utilities and improved production level testing capabilities. Also when one decides to enroll in Web Services Training, please ensure you are being taught the commercial version. If you don’t wish to attend classes, check out the Videos online.


Here are some amazing capabilities , that are the driving factors for the popularity.

· It supports most of the standards that are used in web applications including message transmission via HTTP, HTTPS, etc.

· By using SOAP UI mock services, one can stimulate the web services even before they are actually implemented. This means one can test the web service consumer applications without waiting till the web service providers are implemented.

· Using it one can do functional verifications against web services, HDBC data sources and web applications. It also helps in adding conditional test steps in order to control the test execution flow.

· It can be integrated into automated test frameworks like JUnit. The tests can be launched through Apache Maven and Apache Ant build frameworks.

· It can be integrated into continuous integration tools like Bamboo and Hudson.

· One can generate performance and load tests easily and quickly use Soap UI simply with just a few clicks.

Soap UI Pro, the commercial version of SOAP UI provides several additional features including HTTP recording, test reporting facilities, data driven testing capabilities and test reporting facilities.

Reasons DPS Nagpur Could Be Considered As The Best CBSE School In Nagpur

Indian schooling system is passing through a phase where private schools are considered offering better standard of education than the government schools. There are several reasons that accounts for the better standard of education in a private school. In a metro like Nagpur, the situation is no different. In this city as well, parents prefer to send their wards to a private English medium school, rather than to the government schools. While there are several private schools in Nagpur, Delhi Public School Nagpur is considered a stronger contestant among the best schools in Nagpur. The consideration is fairly reasonable when we look upon the following few factors that make DPS Nagpur the best CBSE school in Nagpur.

CBSE affiliation:
Well, there is no much confusion here. Most of the good English medium schools tend to seek affiliation from Central Board of Secondary Education (CBSE) and DPSNagpur is no exception. With CBSE affiliation, DPS Nagpur is also running under the aegis of Delhi Public School Trust, New Delhi and is continuing the excellence of education through DPS standards.

Education for pre-schoolers to intermediate levels:
The Delhi Public School Nagpur has been providing holistic education to its students from the pre-school standards (Play-Group & Nursery, etc) to the post-matriculation Intermediate standards. This offers a comprehensive support for education through one school under one roof. Students enrolling from Pre-School standards can pursue their education till intermediate standards through the excellent curriculum as devised by CBSE at the central level.

Education faculties par excellence:
The faculties for each and every class are appointed with due diligence to their education standards with teaching aptitude. This ensures a better teaching-learning flow with pedagogical standards. The faculties undergo different workshops and trainings to better their education delivery process. This ensures finest quality of education that is the prime purpose of sending a student to a school. With right kind of support and teaching, students excel in many fields after completing their education from DPS Nagpur as one of the best schools in Nagpur.

Academic environment:
The Delhi Public School Nagpur offers a brilliant academic to its students. Established over a sprawling 17 acre of land, DPS Nagpur has high standards classrooms, laboratories for various streams of education, Art rooms, Music rooms and concert halls as well as assembly halls. This ensures a focused approach of education with separate rooms for separate activities and imparts positively on the students’ skill levels.

Focus on extra-curricular activities:
Education with extra-curricular activities makes the entire process of teaching and learning a fun. Among all the CBSE schools in Nagpur, DPS offers a focused attention on extra-curricular activities like sports, linguistic development, study rooms, libraries, and performing arts sessions along with many other aspects that develop a student through various academic levels. Well developed class rooms and sports complex offers students an essential teaching-playing balance which is very rare in many schools in India.

Dedicated faculties and support staff under a strict but advancing administration offers DPS Nagpur its reputation of excellence. The facilities and convenience in this school undoubtedly makes this the best CBSE school in Nagpur. The results of this school have been well acclaimed and can be cross-checked through the academic as well as other improvements in students. With a focus on holistic education, Delhi Public School Nagpur has proven its stance as the best among CBSE schools in Nagpur in recent years.

All Students Deserve Teachers Full Time and Attention

Let’s face it, teaching adult students takes a great deal of time and energy. When you are assigned a large class size, the number of students and associated responsibilities that are vying for your attention increases and this can create a time crunch. If you teach courses in a traditional college classroom you know how much time it takes to develop lectures and grade papers or exams. Online instructors, especially in the for-profit online school industry, may not have to develop course materials – but they usually have weekly discussions and feedback expectations that demands a significant investment of time. For example, one online school expects their instructors to be involved in class discussions during five out of seven days, provide feedback for assignments within a week, and write weekly feedback reports. You can probably estimate the amount of time that instructor spends on class facilitation. Add to that the fact that most instructors are hired as adjuncts and likely working full time as well.

What does all of this mean for your students? When I was an online student, I was very independent, yet it mattered to me to “see” my instructor actively engaged in the class and interested in how I was performing. As a faculty development specialist, what I have observed is that those students who are performing poorly are the ones who receive the most attention. This is not necessarily because they are interacting with their instructors one-on-one, but instead it was due to the intensive effort required to provide feedback. This means that a student who is doing well will often fly under an instructor’s radar as they seemingly have no need for additional assistance. I’ve seen many well-written papers returned to students with only a few short comments provided, if any comments at all, and little attempt on the instructor’s part to engage them in the subject matter.

I admit that I used to feel that same way when I first began teaching online. I mapped out tasks that needed to be completed for the upcoming week, calculated the amount of time it would likely take to fully finish those tasks, and then breathed a sigh of relief when I began working on feedback and read a well-developed paper. It seemingly made my job easier, and took less time, to have perfect papers. However, I learned early on that this approach can actually work against an instructor, especially if students believe they are working on their own and no one seems to care. I quickly discovered that when students feel left alone, especially in an online class, they can easily disengage. It didn’t take long for me to realize that every student deserves my full time and attention, regardless of how well or poorly they perform, and that all students have developmental needs to consider and address – even the very best of them.

Analyzing a Spectrum of Students and Duties

Every class presents an endless possible combination of student backgrounds, experiences, points of view, and developmental needs. However, it is possible to provide a general statement that summarizes the typical spectrum of students that can be found in a college undergraduate class. I am utilizing my experience in online teaching and online faculty development within the for-profit online school industry as my point of view, as that is where the majority of my experience in higher education has been. For a typical class, ten percent of the students could be rated as above average, thirty percent rated as average, and sixty percent of students would be rated as below average. Again, these are averages that are based upon undergraduate or less experienced students.

Consider now the spectrum of duties that a typical adjunct online instructor would be required to perform each week of the class. Classroom management would take approximately ten percent of the instructor’s time, and include duties such as responding to questions, posting announcements, etc. Posting participation messages would take a minimum of thirty percent of an instructor’s weekly allocated time, and sixty percent of the time spent each week would be devoted to providing feedback. This is making an assumption that an instructor will download student papers and provide feedback within those papers. There is a reason for comparing the types of students to the time an instructor spends while facilitating a class, and it is related to the amount of time and attention that is provided for every student.

First, an instructor will spend a majority of their week concerned with providing feedback and meeting all contractual deadlines. The type and quality of feedback provided usually is in direct correlation to the type of student and the quality of the papers they have submitted. For an above average student, the quality of the paper will generally be on par with the expected response for the assignment, along with meeting the mandatory academic writing standards. For an average student, the content will likely be on target (or what would be minimally acceptable for an average grade) and any developmental issues would be related to academic writing. That is where the focus of many instructors will be when reviewing an average paper – addressing the writing issues.

Finally, a below average student will require the most time as the content of the paper and the academic writing will likely both have areas of needed development. It is easy to understand why, as a paper that is poorly written and not completely on target is going to be difficulty to read, comprehend, and assess. I remember when I was new to online teaching and I reviewed papers similar to what I have described. There was an initial sense of dread because I knew that there were many issues that needed to be addressed and that would slow down the process of providing feedback, while also taking more of my time. More importantly, if I focused on every negative element I would have little positive comments to make. Through my work with online faculty, I know there is also a tendency to focus on the writing issues first, and the content is often left unaddressed. I used to take that same approach as a new online instructor.

What this presents is an instructional approach that focuses on problematic, academically under-prepared, and below average students first – leaving a majority of the above average students (and even some of the average students) having a lesser amount of the instructor’s time. This is similar in nature to the squeaky wheel analogy, where the students with the greatest needs, and those who speak up the most, are the ones who have received the most time and attention from their instructor. While this is certainly understandable, from an instructor’s perspective, it can create an environment that is not optimal for learning. It is likely that some students will not speak up or ask for assistance out of fear, feelings of intimidation, negative perceptions about their instructor’s disposition, or simply not being conditioned to ask questions. For online courses, the distance factor also creates additional barriers for students.

Providing Time and Attention to Every Student

There is no question that every student is deserving of an instructor’s time and attention. Even during the busiest of class weeks, and a time when the list of papers to review never seems to end, it is possible to demonstrate to students that their instructor has time for them and is concerned about their progress – regardless of how well-developed or under-developed their academic skills may be. From my own experience, I believe there are four key areas within an instructor’s teaching practice that can be leveraged to demonstrated availability for their students.

#1. Interactions and Communication: Every interaction with your students is important. It helps to establish a working relationship that can become productive, leading to greater cooperation and acceptance of your feedback on the part of every student. Your interactions should be professional, rational, and warm. All communication should be thoughtful, with a tone that is responsive rather than reactive and emotional. Students will sense or perceive your disposition based upon the tone of the message. If you encourage them to ask questions, and you provide helpful assistance in a welcoming manner, your students will feel valued. This is also an opportunity to demonstrate appreciation, which can boost their morale and self-confidence.

#2. Feedback for Written Assignments: I understand that an easy to read paper, with strong academic writing, may seem like an opportunity to save time; however, every paper should take the same amount of time. I start by looking at the content and after reading through the paper once, I try to understand the student’s perspective. Then I consider what the assignment parameters are and the topics that need to be addressed, along with the required learning objectives that students are expected to meet. After evaluating an assignment often enough you will have a good idea of what is acceptable and what you expect students to address.

I attempt to interact with students through the content of what they have written by inserting comments and asking questions. The goal is to engage them further in the topic, while providing my own insight to help them expand upon their perspectives. At the very least, it will affirm that they are on the right track but often it helps them understand the topics better. As to the expected academic writing standards, I have learned to make suggestions rather than correct what was written or demand compliance. I also try to coach students by prompting them to utilize the available resources, including any supplemental sources I may share to address specific needs.

#3. Sharing Your Experience and Perspective: A challenge for instructors who work with pre-developed courses is that their voice may not be present in the structured materials. I have found methods of sharing my experience and perspective through the use of course announcements and crafting substantive discussion responses. Through the inclusion of course announcements, I can summarize weekly topics, provide a preview of upcoming topics, and share supplemental materials and resources. More importantly, I am sharing my expertise through these strategies. When online students “see” an instructor actively involved in this matter, it creates an appearance (and perception) that they are truly involved in the class. It also demonstrates that the instructor has devoted the time necessary to create optimal conditions for learning.

#4. Being a Mentor to Your Students: The most engaging instructional practice an instructor can implement is to act like a mentor and coach for their students. The amount of time this requires depends upon the instructor and his or her willingness to create optimal class conditions. Some of the methods I have utilized, beyond the feedback methods described, is to send check-in emails to students on occasion. This helps to create a sense of connection with my students. If a student is struggling, or hasn’t been present in class recently, I will email and/or call the student – depending upon their availability. This lets them know that someone cares and that can often make a difference with students and their ability to persist whenever they feel challenged. I want to mentor them by being a support system and coach, helping to nurture their academic development, which in turns creates positive feelings that are internalized.

There is no question that every student needs to feel valued and know that their instructors are available for them. Answering a question in a caring manner may be all that it takes to demonstrate you have time for them and they are not just a randomly assigned student number in your class. Students also need to know that you are present and engaged in the course, and this serves as a model for them to emulate for their own level of involvement. I am certain that if you are teaching now, you care about your students. Just be sure you have allocated enough time each week to be available for them, and make extra time available when needed to help address their needs. I understand the challenge of teaching as an adjunct while you are also maintaining other responsibilities; however, consider how good it will feel for you and your students when you see them flourishing as a result of the time and attention you devote each week.

Dr. Bruce A. Johnson has expertise in higher education administration, adult education, distance learning, online teaching, faculty development, curriculum development, instructional design, organizational learning and development, career coaching, and resume writing.

Ways to Getting a Master’s Programme Abroad Beneficial

Should I pursue a master’s programme? It’s a question most professionals and newly graduates think after pondering what to do next with their career. The answer to this question, however, does not end with a simple “yes” or a “no”. It bears another question, which is “where should I study, here or abroad?” In this article, we’ll help you realise that when it comes to getting a master’s programme, obtaining it abroad is better.

People have different reasons for wanting to have a masters programme. One may want to invest in his future and pursue his interests in more depth. Others are thinking of expanding their connections in the professional industry, which might be helpful for future collaborations or projects. Whatever your reasons are, one thing is certain – you must look forward to reaping the benefits of graduate studies.

Global exposure and diverse international community. Students who choose a master’s programme abroad are most likely from different countries and walks of life; thus, it is your exposure to different cultures, people, and beliefs that makes an overseas education interesting. Moreover, it is one of the best ways to make connections. It is a valuable and meaningful experience to gaining contacts and friends around the world.

Access to scholarships and funding opportunities. There are universities that offer full-tuition scholarships to deserving individuals. The catch is you have to join a challenge, submit a proposal, or look for sponsors. While you may have earned enough for further studies, getting a scholarship is a big advantage. You may spend your money to other things, such as personal or research-related expenses.

Shorter programmes. Some countries, such as Australia and Singapore, offer one-year master’s programmes. Let’s say you decide to get a graduate program in Singapore and you specialise in Public Management or Public Administration, there are universities that offer graduate programmes for one year. A class is usually composed of 20 to 40 students. If you have attained mid-level managerial position in your career, you are eligible for a Master in Public Administration. Here, you will be given an intensive and interdisciplinary training that will strengthen your decision-making and planning skills in addressing global and national issues. There are also programmes that run for two years. With just a short period of time, you will have another feather in your cap.

Upgrading your curriculum vitae. Most multinational companies hire employees that are well experienced and diverse. When you present your resume and they see that you have taken your masters programme overseas, this gives them the impression that you have been exposed to different cultures and flexible to traveling. This increases your chance of landing a job in the company.

Learning language skills. Good communication skills take its roots from being proficient in languages, whether it’s English or a foreign language. Doing a master’s abroad provides you an opportunity to improve your language and even learn a new one. And knowing two or more languages will definitely make you stand out from the crowd.

After realising these benefits, ask yourself again that question. We hope that you’d answer it with a sweet “yes”.

This Why You Should Consider SAP Online Training

If you are part of a big organization, you know that the organization uses an effective training course, such as SAP SD, SAP CRM or SAP, just to name a few. These training courses are used by organizations on a regular basis. As a matter of fact, it is of the utmost importance to use an SAP program for the progress of an organization. If these training courses are Greek to you, you may want to know the following benefits that these online courses offer.


Since the courses are offered online, you have the liberty to join a class whenever you want to. Unlike a traditional classroom, you don’t have to follow a certain schedule. So, if you are a working professional, you can take the courses and do your job at the same time. For instance, if you work during the day, you can attend the class at night.

Another advantage of online courses is that you can take a class over and over again. This will help you understand certain concepts that you were unable to understand in one sitting, which is a great benefit.


Unlike the traditional form of training classes, an online SAP training program saves you a lot of money. Actually, the course providers can use the Internet to train tons of students at the same time.

Their special apps can be installed on an individual student’s computer, which saves money. The costs come down because the course provider doesn’t need to organize a physical classroom. One instructor is enough to teach thousands of students. This makes the entire system the least expensive.

The Tutors:

In an online SAP training program, the tutors are trained professionals who have the latest knowledge of the industry. Usually, they have a lot of practical experience in the relevant industry in addition to the theoretical knowledge.

So, as far as the faculty is concerned, you should rest assured that you will be trained by the most professional teachers. And of course, the course will be high end and contain up-to-date concepts that will help you in your real business world.


If you have a question, you can get an immediate reply from the support of the training course provider. You can ask a question anytime since the support is offered round the clock.

On the other hand, in case of a conventional classroom, you have a limited time to ask question and then get answers. The tutors are not always there to answers your queries. Online training courses give you the freedom to contact the trainers at any time.

Long story short, an online SAP training program may not be beneficial for everyone, but if you have been looking for a convenient and cheap solution for learning SAP, this is the option for you. For organizations that want to grow fast, online training courses is the way to go. So, we highly suggest that you consider this option, especially if you don’t have the time and resources to take a traditional course.

Method to Crack Competitive Exams In Today’s Age

These days, cracking a competitive exam is like searching for a needle in a haystack. Aspirants spend lots of money even to obtain the form of an examination, let alone taking the examination at the national level. In the race of getting a job, in this highly competitive nation, most of the aspirants don’t make the cut because of the limited number of vacancies. However, the given article provides a plan for all of the aspirants who lock horns for getting the final selection in a competitive examination.


“Plan is nothing, planning is everything”, know your examination, know the exact number of vacancies, know the cut-off of the last 3 years for every section and the overall one. Never leave any stone unturned, regarding the knowledge of the exact number of questions, the exact subjects and the level of the questions in the examination. The Previous year’s papers will provide you a very good idea of the same. Knowing the exact vacancy and to be spot on, knowing the exact number of vacancy in your category is extremely important to know the level of preparation you need to do. Many a time, the vacancies of the previous year get added, search for any available information. Having a good knowledge of the overall cut off for the examination and the cut off of every section will be extremely beneficial for you in order to know the number of good attempt.


IBPS – It’s a well renowned institute that conducts the examination for Bank PO, Bank Clerk, Regional Rural Bank Staff, Bank SO examinations. It’s indeed the one of the first organizations in the country to adopt the digital platform for conducting exams. Most of the examinations of IBPS nowadays include a Pre, Mains and Interview stages. It generates a lot of jobs every year.

SSC – It’s the first choice for all of those who want a government job because of the variety that it provides from a desk job to field job. You can spend your life in a “Secretariat” or “Battle it out on the borders” thanks to SSC. It conducts a lot of exams such as CHSL, CPO, CGL just to name a few. The salary package is directly linked to the pay commission applied by the government. The advantage of SSC over other organizations is, “there are no sectional cut-offs.”

RAILWAYS – It’s the largest employer in the nation with millions of employees in it. It is the first choice for those who seek a dynamic and comfortable job. Free/Subsidized travel in the first class of a train is definitely a magnetic perk that attracts a lot of aspirants to it.

SBI – Being the largest public sector bank in the nation, it has the largest manpower in the sector too. SBI is one of the most prestigious organizations in the nation and does not compromise with quality when it comes to recruitment. It conducts examinations for PO, Clerk and SO as well. The level of the examinations conducted by SBI is very high.

There are many other organizations but the above four are colossal figures in the generation for jobs in India.


There are such institutes that believe their success to be in the success of the aspirants and they provide YouTube classes/ consultations/query sessions on websites etc. Any aspirant who can’t provide a hefty fee to any coaching can easily browse through such options.

Info Mobile Learning Apps That Will Increase Learning Efficacy

With the increasing trend of mobile learning and BYOD (Bring Your Own Device) in the corporate world, there are increased number of devices that most employees choose to learn from. In addition, there are a number of mlearning apps that help learners in many other ways and support their learning endeavours. Given here are some of those functions for which they need help, and the instruments that help them:

For note-taking: Microsoft OneNote is a robust note-taking app and has a uniform appeal, as it looks similar to a traditional notebook. It is also like an interactive whiteboard because the notes you write on the board go straight to the notebook. Instructors can utilize this to share notes with the learners, while students can write notes, edit, take screenshots, and make to-do lists.

Writing: For writing ‘traditional’ essays, Microsoft Word is still the most popular tool for Microsoft devices. iPad/Mac learners can write on their devices with Pages and, then open it on icloud.com. Proofing tools, such as Grammarly, are used to proof-read the text and help present high-standard work. These mlearning apps saves time for the learners and they deliver high quality work. Google docs is of prime importance for collaborative, simultaneous writing and peer feedback. Collaborative team projects or online presentations can be created and shared with the use of collaborative writing tools. Due to its availability on mobile devices, it becomes more accessible. Learners can write down their observations and comments even on the go. This helps others get more clarity and improves the overall quality of written work.

Blogging: Blog posts provide a lot of knowledge and can be an icebreaker in the beginning of a training program. It is best to use apps that are completely compatible with blogs and RSS, such as Blogs for iOS, Windows Live Writer for Microsoft, and WordPress. As an alternative, the learners can write on Google Drive and paste into their blog editor.

Submitting written assignments: There are many mobile apps, such as Google Drive and Dropbox, which can help to collect written material. Dropbox is multipurpose tool where in addition to documents, learners can also upload audio, video or other formats. If learners do not have an access to Dropbox app, they can include a link.

Screenshots: Images from screen are often the ones that impact us the most. There are many apps for taking screenshots, such as Snagit.

Moving between platforms: For effective mobile learning, learners should know how to convert, export, import, and move data seamlessly between apps and devices of all kinds. They should also know how to print, open or annotate the documents in various readers. Zamzar and Calibre are popular apps for this conversion process.

To conclude, corporate learners are technology savvy and look forward to learning opportunities that align to their needs and help them perform better. Bring Your Own Device, or BYOD, is a growing trend in corporate training, where the learner is allowed to bring his or her own device to work and accesses learning on it. This allows the learners to access trainings as per their needs. Keeping up with this trend, mobile apps are helping learners to reap maximum benefits from the mobile learning opportunity.

How to Tell When Your Students Are at Risk for Failure

If you were to ask an instructor which students in a particular class were likely to fail, the easiest indicator would be grades as that presents evidence of students who are not making significant progress. As most educators know, grades present only one aspect of the learning process and it is still possible that any student can be at risk for failure – even those students who are peak performers. While some students can excel, regardless of classroom conditions, most experience fluctuations in their performance throughout their academic journey. Every student presents an instructor with an opportunity to have a direct impact on their ongoing development, especially if they are aware of the risk factors present at every level of performance.

I have been actively involved in the field of faculty development, specifically in the field of distance learning, and I know how much time these faculty spend on their duties. One recent article described adjunct faculty, including the online adjuncts, as the working poor – as they are teaching classes with a high number of students, often at marginal pay rates. The reason for bringing this up is that adjuncts themselves are often at risk for failure as they are working at peak capacity – and when I talk about spending more time with students it can seem overwhelming. I have even been told by administrators that if students were at risk, I should simply pass them along to ensure they earn a passing grade for their courses.

This presents two dimensions for teaching adult students, especially online students in the for-profit industry. I have had to make a decision as an educator about my position regarding helping students, having classes with high enrollments, and being told to pass students along. My decision was to leave schools that asked me not to focus on teaching and stay with those that allowed me to be an educator, even if I had to spend additional time helping students in need. My reason for becoming an educator was based upon a desire to help others learn, including students and faculty, and that has served me well. I do not want to see students struggle and then decide that I do not have enough time. I want to be present and available, aware of how all students are performing, alert for signs that they may be at risk for failing, and ready to assist.

Examining Risk Factors

When you look at your gradebook and see how your students are performing it may give you an impression that this is how your students are, in terms of their academic development. For example, a student with an “A” grade is likely to be someone who naturally excels at any task assigned. But sustaining a particular grade is not always guaranteed. There may be bumps along the way. I have found, as a general rule, that most student perform close to the average range – with fluctuations up and down throughout the class. The best indicator of performance includes how students are writing their papers and participating in the class discussions. Below are typical performance levels and something to consider for each one.

Above Average: Here are some questions to ask yourself about a student who is currently at this level: Can they sustain it? Will they feel pressure to sustain it? Was it a breakthrough or a once-in-a-semester occurrence? As you get to know your students, which will take time and effort, you can find out more about their abilities – and this can help alert you to their potential risks. For example, if this was their first success, you will want to help them sustain it.

Average: Here are some questions to ask yourself for students at this level: Is the student stuck for some reason? Was this student performing Above Average or Below Average before? Is this the best of their abilities? Does this student need encouragement to excel? Does this student need resources to improve? Does this student need to adapt their attitude? Does this student need confidence or self-motivation? Here again, the more you get to know your student, the more you can help to coach them further along. Some students perform at an average level for so long that they begin to accept this is the best they can do – until someone else comes along and shows them they have a greater ability or capacity to learn.

Marginal: This student is at the borderline of failure. It may seem that they are putting in the minimal effort and perhaps they may not even care about their progress. It could be possible that they have not established a productive working relationship with an instructor before and this is something you could help to change as perceptions have a direct impact on the learning process. This student may have also had negative experiences in a prior class and developed a poor attitude, and while you may never know about it – the more effort you put into connecting with them, the more you will be able to help them improve. As a result, the level of motivation of this student may also improve because of the effort that you extend into working with him or her.

Below Average: This student is obviously not showing up for class, not submitting papers, and/or not responding to your coaching attempts. With this student, you are going to need to extend the most care, time, and attention – if you are really interested in helping them connect back with the class. It is possible that this student may never engage back into the class and while this is understandable, I have been surprised many times by the students who responded to a call or something personal that demonstrated I cared about their progress.

Assumptions Made by Instructors and Students

When students are failing a class, there is often a blame game that comes into play. It can begin at the institutional level as class assignments can be made based upon an adjunct’s teaching scores. Then comes the finger pointing, as if it is an instructor’s fault. Then an instructor may state that the student is self-directed and is responsible for their own progress, which means they are responsible for keeping up with class requirements and completing all assignments. Instructors will state that they do not have time to analyze every student, and it is not their responsibility to do more than their job.

From the perspective of the students, they may believe that their instructors are supposed to help them. I’ve heard students state that they “do not know what to do” – and they are waiting on their instructors to respond. Students may get stuck if they do not know how to improve or they believe this is the best they can do. While I cannot change any of this I can tell you that if you commit to being an educator, your role is to be focused on the developmental needs of your students – and not blame anyone when they earn a failing grade. You can help students, even those who may not realize yet that they can benefit from your guidance and coaching.

Assisting Students Who Are at Risk

There are some additional tools that I have implemented and would recommend you include as part of your instructional strategy, to help students who may be at risk for failing. Most of these strategies are useful for online instructors rather than instructors teaching in traditional classrooms.

Feedback Report Summary: After you have completed all feedback for a particular time period, send a summary report via email directly to each student. I understand that this is making a commitment of additional time and if you have a large number of students you could craft one short, concise paragraph. The point is to highlight accomplishments and achievements, and more importantly – encourage both a dialogue and questions. Now I would like to make an important point about this strategy: if the student did not submit a paper, or the paper submitted was very poorly written, an email is not the best approach. This is the time to schedule a phone conversation or make a cold call to the student.

Weekly Check-In Progress Message: A simple, friendly message from an instructor can add a personalized touch to your instruction – provided that you add value to that message and encourage students to actually read it. You could mention the topics being studied that week and then share a weekly tip. For example, you could share a weekly study strategy of study tip. More importantly, encourage students to ask questions as a means of keeping them engaged in the course and with you.

Contact with Students Who Are Not Participating: When students are not actively participating in class discussions, try contacting them earlier in the week instead of waiting until the end of the week. A friendly reminder could be a very helpful method of keeping them engaged in the course and also alert you to watch their progress in class.

Communication Strategy for Email: With every email sent to your students be sure that you show appreciation in some manner, even if you acknowledge their question and thank them for the message. The purpose is to encourage an ongoing dialogue with them and build a working relationship with them. It is a good idea to never discuss developmental needs by email and instead, schedule a time to speak by phone or other forms of direct communication that you have made available. You want to convey warmth as you write, offer follow up, and then confirm how you will follow through with your ideas, suggestions, and coaching.

The goal of assisting students who are at risk is to bolster their performance so that they are improving, regardless of where they are at now. I have never liked labels and instead I prefer to look at students as adults who have potential for growth and a capacity to learn. That does not mean every student is going to progress at the same rate as they have developmental needs, attitudes, beliefs, under-developed skills, and other factors that can influence or impede their growth. What I can do is try to be a positive influence and help prevent them from not only declining in performance, but seeing a new or renewed sense of self. That sense of self-empowerment is what every student needs to sustain their progress, even when faced with challenges.

Dr. Bruce A. Johnson has expertise in higher education administration, adult education, distance learning, online teaching, faculty development, curriculum development, instructional design, organizational learning and development, career coaching, and resume writing.

News Everything About Sintered Silicon Carbide

Sintered silicon carbide, also known as self-sintered silicon carbide is the one that has no silica in it. It is produced by blending fine silicon carbide powder with the non-oxide sintering aids. Isostatic pressing, die pressing and injection moulding is used to form the powdered material. After the forming stage, the particles are sintered at very high temperatures of up to 2000°C.

The sintered silicon carbide has several key properties that differentiate it from the others.

• The density of the sintered carborundum is approximately the same as aluminium. It has a very low density of about 40 percent of steel.

• The sintered silicon has a great resistance to wear and tear in rather abrasive environments

• It is very hard and comes second after diamond

• It has a great resistance to corrosion in most environments of chemical

• The sintered silicon carbide has a rather low porosity

• It has an excellent thermal conductor and has a low thermal expansion meaning it provides resistance to thermal shocks.

Being a thermal conductor, it is one of the most used materials for making the design of mechanical seal face. It is hence used in hot oil applications and very hot water.

The sintered silicon carbide is used in radial or axial slide bearings, valving, face seals for gas, oil chemical pumps, and in equipment like dies and nozzles.

Applications of the sintered silicon carbide


The sintered carborundum is known for its low specific density that makes it appropriate to be used where there is a critical need of weight requirements. The material is known to perform efficiently as a ceramic material in the manufacturing of armour protection systems. The compressive strength, high hardness and elastic modulus provides it superior capability.

Heat Exchanger Tubes

The sintered carborundum tubes are used in the chemical process industry in the tube heat exchangers and shells. The tubes are approximately over four metres in length that are used in these applications.

Paper industry applications

The sintered carborundum is known for its good resistance to wear and corrosion. The material is known to have a hard surface that can be given highly smooth and polished finishes. This finish provides excellent compatibility with the forming fabrics and the coefficients of friction.

Process Industry Valve Application

The excellent resistance to corrosion of the material makes it great to be used for valve applications. HF acid handling, rare earth processing and slurry flashing too use the material’s valve components.

Study Abroad in Malaysia for International Students

Numerous international students have found that studying in Malaysia is a value for money choice as Malaysian education offers them:

– a wide differing qualities of study alternatives to browse (e.g. trans-national education, foreign university branch campuses, and so on.)

– moderate education cost

– top notch education

The moderate cost of value tertiary education is one of numerous great reasons why universal students pick Malaysia. For instance, you can obtain a UK designing degree (3 years) in Malaysia through a 3+0 diversified degree program at an expected RM51,000 (USD16,000), though the educational cost charge of a similar 3-year degree program at the host college in the UK is about RM144,000 (USD45,000) or £30,000.

The significant parts of training expense are:

– Course charges which incorporate educational cost expenses and other review charges payable to the foundation, contingent upon what you are considering and the span of your course/study program; and

– Everyday costs which will rely on upon where you are staying, your kind of settlement and your way of life.

Universities in Malaysia:

International students are selected in an extensive variety of disciplines at each level of education, including fleeting and proficient courses, recognitions, bachelor’s certifications and other post-graduate reviews, for example, master’s degrees directly through to doctoral degrees. They have a decision of considering in non-public schools, worldwide schools, universities, private colleges, outside colleges branch grounds and state funded colleges.

Best Malaysian universities offer variety of courses from Accounting and Agriculture to clinical courses in Medicine and Pharmacy. These are accessible to both residential and international students. Business, Healthcare and Engineering are a portion of the mainstream decisions for international students.

Cost of Living in Malaysia

A noteworthy advantage for international students when studying in Malaysia is the moderate cost of living. The aggregate expenditure for accommodation, either on-campus or off-campus is extremely cheap. While your actual cost of living will rely on upon the area of your accommodation and your own way of life, students will be satisfied to realize that KL has been positioned one of the minimum costly urban areas on the planet to live in. For most students, a monthly spending plan of RM1,200 (USD375) will furnish them with a somewhat open to living in Malaysia.

The average cost of living for international students who study in Malaysia is as low as MYR 10,000-12,000 (~US$2,370-2,840) every year, including nourishment, travel and convenience. While this is generally low contrasted with numerous goals, it is obviously still vital to arrange your financial plan as right on time as could be expected under the circumstances, particularly as your visa application will require evidence of accessible assets.

Looking at the evaluated education cost in Malaysia, international students will find less expensive charges and lower cost of living in Malaysia more advantageous to them when contrasted with considering in different nations. Likewise, there is a wide decision of study choices, for example, pre-college programs, twinning degree courses, 3+0 degree programs, outside college degree programs and also postgraduate reviews offered in this nation which are educated in English. Students likewise get the chance to encounter an energizing multi-social environment.