Eighty percent of the time people dont loose their Job because of technical incompetence, but because of relational incompetence...they dont't know how to get along with other People. If you master the three instructions that James gives, the likelihood of that happening to you will go down to just about zero.
1. BE QUICK TO LISTEN!:...By stayin calm and refusing to react, you gain insight and respect! " A fool gives full vent to his anger, but a wise man keeps himself under control" (Proverbs 29:11).

2. BE SLOW TO SPEAK~: If you talk too much or too fast, here are three tips to slow you down: (a) Stop! Just stop talking. Inhale. Count 1 to 10 within yourself. Excuse yourself and go to the bathroom. (B) Practice not interuptining. Allow the other Person to continue what they're saying until they're through. (c) Ask yourself: Why am I talking too much? is it insecurity? Anxiety The need to control? A desire to impress? The reason most of us tey to convince, impress or control others is because we have a hard time trusting God to work things out, considering the economics nature of the country so beign afraid of what might happen if you don't talk or contribute to the issues in the offices or neigbourhood, which would later backfire on you e.g. beign called Mr. Too Know... In other words ' Our talk issue, is a trust issue'.
3. BE SLOW TO ANGER#: If you observe the first two principles, you'll tend to come out right on number three. It'll just happen. You can make progress by applying these three facts and you can start Today. And if you do it consistently Year after year you'll get to the end of your life and say to yourself, "I'm so grateful that I took the wisdom of God sriously". You'll become wiser every blessed Day and gain much opportunity...while not proofing so hard or too know/ on your dialogue and speech in the offices, neighbourhood, etc.

life is not just "wake up, brush, bath, eat and drink, work, shop for various goods and services, engage, sleep...but to be fortunate and successful in our endeavours. beign fortunate is making good use of every opportunities that comes on your way as you "wake ~ sleep".
NOTE:'OPPORTUNITIES' are convertable to 'FORTUNES' when a sense of 'RESPONSIILITY' as the coverter machine is applied.

Here is anamazing story of a Librarian...whose librarian study do not specially relate to Internet...Never learn't Internet but wish to become a "distance learning librarian". Now here is HE!



I have gotten several emails from library students who feel that their programs are not teaching them enough about technology. The student I heard from a few days ago expressed concerns that she would be at a distinct disadvantage when she got out of school and wondered… if I learned what I know about technology in library school. First of all, I don’t think I know that much about technology compared to many other librarian friends of mine, but I can tell you that I certainly did not learn what I do know in school. I was in a program where there was a “library science” component and an “information technology” component, and the two were very separate and led to different vocations. The technology classes usually had nothing to do with libraries and the library classes had nothing to do with technology. What I learned about technology was not related in any way to libraries, so I really had to make the connections myself. Even my Information Retrieval class, which fascinated and challenged me, had no mention of libraries or OPACs or anything (probably because it was taught by someone without a library background)! I only started to realize the value of what I’d learned in Information Retrieval when reading things by Roy Tennant and other critics of OPACs. (Don’t you just love those “lightbulb” moments?)
So I, too, was put at a “distinct disadvantage” by my library school, especially since my interests leaned toward the more blended librarian-type positions. My fantasy was to become a Distance Learning Librarian (funny how things work out!), which I figured required a lot more tech-savvy than I had coming into my final semester of my graduate degree. I realized I would have to take my education into my own hands if I wanted to be at all marketable in the academic library world. And I have a feeling this is how many of our colleagues learned to be the fabulous tech-savvy librarians they are.
The first thing I would recommend for anyone in the field is to learn to design a website. Whether you are a youth services librarian or a web services librarian, it is tremendously helpful to know some basic HTML. Knowing some CSS also can make your life a whole lot easier when you have to make changes to a site’s design. I can’t tell you how many job ads I saw for “traditional librarian” positions (youth services, reference, etc.) that wanted people with web design skills. When you have the sort of libraries that hire new employees once every 10 years or more, they are going to want to hire someone with some tech-savvy, since it’s likely that no one else on staff has those skills. What I learned in my web design classes I improved upon by simply creating more websites and by critiquing library websites. You can learn HTML in a book, but you won’t be able to design a decent website if you don’t practice, practice, practice. If you want to purchase a WYSIWYG website development program, I’d suggest Macromedia Dreamweaver, because it lets you see the code as you are designing the site. Most of the time I just hand code pages, since I don’t want to forget my HTML. It’s just like any language. Use it or lose it.
Obviously for some library positions you’ll need to know more than HTML and CSS. I’ve seen many job ads asking for PHP, Java, Javascript, MySQL, XML, Perl, and others. Probably if you don’t know any of those by your last semester of grad school, you’d be hard-pressed to learn any of them them by graduation. I plan to learn more programming languages in the future, but after trying to learn Java last Fall (which has to be the most frustrating language!), I need a break. In terms of books, I’m a big fan of the O’Reilly and Visual Quickstart/Quickpro series of books. The Visual Quickpro book on PHP and MySQL is fantastic (though a little dated at this point) as is the HTML Visual Quickstart book. But just like textbooks, what’s good for one person may not be good for another. Look through them in a bookstore if possible and see if the format works for you.
Another great thing to do is to play with new technologies. I never created any podcasts of my own (I hate my voice), but I downloaded plenty and even played around with Audacity a bit. I was interested in wikis so I created one (though one could more easily edit the wikipedia or something). I didn’t have any practical use for Jybe at the time I tested it, but I played around with it and became a fan. And in the future, it may be something I recommend to my supervisor. A big part of the reason I got my job was my experience with screencasting and knowledge of screencasting software. I learned about screencasting by reading about it in blogs, downloading trial versions of Captivate and Camtasia, and playing with them. I created a screencast for one of my interviews and everyone was really impressed with it. I just thought it would be a good thing to have some experience with. And it was. Depending on what sort of library work you’re interested in, play around with software that may be relevant to that job. It’s not only a good thing to put on your resume, but the software is often a lot of fun to play with (or maybe I’m just a geek).
The place in which I learned the most about library technologies was not in a classroom or in a book. It was in the blogosphere. I think I had first started reading Jessamyn’s and Jenny’s blogs last summer and realized that I didn’t know about half of what they were talking about. So I found other technology-related blogs while trying to figure out what in the world they were talking about. I found Steven’s blog. And Michael’s blog. And Andrea’s blog. And Sarah’s blog. Luckily there was a huge buzz about RSS at the time, so I learned about Bloglines, got myself account and kept adding to my collection of blogs. An RSS aggregator is one of the best keeping up accessories. When I was reading 5 blogs it wasn’t such a big deal to go to each site and see if anything new had been written. However, when the count gets up to 20, 50, 100 or more, the task becomes a bit unwieldy. An RSS aggregator simply collects new content from all of the RSS feeds you’re subscribed to and allows you to look at them all on the same page. So shortly after Jessamyn writes something new, I get to see it in my aggregator along with the new content from every other blog or journal I’m subscribed to. (I know to most of my readers this is redundant, but not everyone who reads blogs knows about RSS and aggregators. And they should because it will make their lives so much easier.)
Whatever one thinks about blogs, it is hard to deny that they are a great way to share information. The medium offers an immediacy that journals lack and gives people a space to talk about things in libraries that maybe wouldn’t fit into a journal. Thanks to the blogs I read, I have so many great ideas for my new job that I’m just about ready to burst!
I also think it’s important to read journals. At the mom

1
Enhancing Education Through Technology
Mandated Impact Evaluation
Evaluation of the Effectiveness of Educational Technology Interventions
Today nearly every school and a rapidly growing number of classrooms have computers and
internet connections, and student-to-computer ratios are reaching levels that permit sustained
instructional use of computers. Like most areas of education, there is a greater need for
more rigorous research using the scientific method in order to determine the effectiveness
of these tools in improving instruction and student achievement. There is some research
correlating teachers’ technology skills and their use of technology in classroom instruction with
higher academic achievement, but most researchers agree that a small minority of teachers use
technology as part of their instruction in academic subjects with sufficient frequency or skill to
improve student achievement.
After years of significant investments made in educational technology, policy makers and budget
decision makers are demanding evidence that this investment is improving student achievement
and instruction. As a result, rigorous evaluations are more important than ever before. Not only
to provide policy makers with the information they need to make decisions, but also for
practitioners to guide their practices.
Major Purposes of Evaluation and Key Evaluation Questions
The use of educational technology will be the focus, rather than the availability of technology,
since it is the integration of technology with academic instruction that has the potential to impact
achievement—not the presence of computers, for example, in the classroom. Technology should
not be valued for what it is, but rather for what it does. The evaluation will assess the impact of
using selected educational technology interventions that are intended to improve student
academic achievement in reading and/or in mathematics. The evaluation will address two key
questions:
1) Does the use of educational technology improve student achievement in reading
and/or mathematics?
This question will be addressed through an experimental methodology in which schools, teachers,
and/or students are randomly assigned to selected educational technology interventions. The
difference in reading or mathematics achievement between the group using the selected
educational technologies and the group not using those technologies will be the measure of the
impact of the technology on student achievement. The level of impact expected to be detected in
this evaluation is a 0.35 effect size with the rationale being that smaller effect sizes will not
substantially improve the achievement of students as expected by NCLB.
2) Under what conditions and practices does the use of educational technology improve
student achievement in reading and/or mathematics?
2
This question will be addressed by a correlational analysis in which the conditions in the school
and classroom as well as teacher practice will be measured. Those measures will be correlated
with the impacts of the technologies on student achievement.
Evaluation Design
The design of this evaluation is based largely on input received through a task order awarded to
Mathematica Policy Research in September 2002 (ED01CO0039, Task Order 4). The purpose of
this task order was to solicit the advice of experts in educational technology and evaluation to
design a rigorous evaluation of the effectiveness of educational interventions designed to improve
student achievement.
One of the major steps in designing an evaluation of the impact of educational technology is
selecting and defining the use of educational technology interventions to be evaluated. In order to
replicate a technology intervention, the intervention needs to be clearly delineated. Since the time
lines for this evaluation do not allow for development, the interventions to be evaluated will
consist of existing, specific educational interventions that can be replicated in multiple locations.
The interventions to be evaluated will be selected on a competitive basis under the above
referenced task order. Developers and publishers of educational technology interventions can
apply to participate in the evaluation. The process for selection of educational technology
interventions to be evaluated will be competitive. The type of interventions that will be
considered will be broad including, for example, software for direct instruction, curricula with an
emphasis on use of specific technology, or assessment systems for tracking student progress.
This competition will be held in late summer of 2003. Educational technology interventions will
be selected based on criteria including, but not limited to:
• Conceptual rationale and empirical evidence supporting the use of the intervention in
improving reading or mathematics achievement;
• Ability of the developer or publisher to support replication of the intervention in multiple
schools in multiple locations across the country;
• Ability of the evaluation to group the interventions into classes based on grade level and
type of intervention for reading and/or mathematics.
Neither specific educational technology interventions nor the number of interventions to be
evaluated will be known until fall 2003. The evaluation will group educational technology
interventions into classes of similar interventions at the same grade levels in reading and/or
mathematics. The impact of classes of interventions relative to a control group will be reported,
not the impact of any specific educational technology intervention relative to a control group or
another intervention.
For example, depending on the applications received from educational technology developers and
publishers, the evaluation could assess the impact of a class of technology interventions used to
improve decoding skills for first and second graders, the impact of a class of technologies used to
improve reading comprehension for fourth and fifth graders, the impact of a class of technologies
used to teach early numeracy skills to first and second graders, the impact of a class of
technologies to teach proportionality to fourth and fifth graders, and/or the impact of a class of
technologies for teaching algebra to eighth. Each class could have two or more specific
interventions. The sample sizes given in this scope of work assume that four classes of
interventions will be evaluated in reading and four in mathematics.
3
There are numerous evaluation issues that remain to be resolved after the educational technology
interventions have been selected including:
• Number of specific interventions and classes of interventions to be replicated overall and
in each district and school. Information on the application process for educational
technology developers and vendors will be available in mid August, 2003. Information
on the effectiveness of their educational technologies is an incentives for developers and
vendors to participate in the evaluation. The effectiveness of classes of technologies will
be reported by the evaluation, not for any specific educational technology intervention.
The data collected by the evaluation on the implementation and effectiveness of each
technology educational intervention will be provided to the developers and vendors of
that intervention for their use.
• Recruitment of districts and schools to implement the educational technology
interventions and to participate in the evaluation. Since this is not a study of a federal
program (although Title II(D) may be used to support such uses of educational
technology), there is not a direct link to federal requirements to participate in program
evaluations. In addition to the value of evidence on effectiveness of the educational
technology interventions, incentives for districts and schools to participate in the
evaluation include access to educational technologies and professional development for
teachers to use those technologies.
• Level of random assignment. Distinct interventions that are not available to all students
at a given grade level in a school enhance feasibility of randomly assigning students to a
treatment or control group within a school. Random assignment of students is
statistically more efficient than random assignment at the school level. If interventions
are to be made available to all students within a grade, due to the nature of the
intervention or negotiations with school districts to gain their participation in the study,
random assignment will need to take place at the school level which would require
relatively more schools than random assignment at the student level.
While there are numerous issues yet to be resolved, these are the parameters of the evaluation
design as of August 2003. This description will be updated periodically when additional
information becomes available.

Extracted via my personal research. because I undergo the true definition and importance of "Enhancing Education Through Technology". Thanks
From: Adewumi Tope Bunmi