How to Avoid Diploma Mills and Find Legitimate Online Schools

Advances in computer technology have given millions of students access to online courses. The flexibility of online degree programs makes it possible for people to attend class, earn an income, raise a family and get ahead.

But some students have been scammed. When you can’t visit campuses to interview and tour, it might be difficult to distinguish the legitimate online colleges from the frauds. These frauds, also known as “diploma mills,” only provide worthless degrees for your money. This type of fraud has been practiced for generations but is mushrooming with the Internet.

How Can Degrees be Worthless?

Diploma mills aren’t supervised by government or professional organizations that matter to employers or legitimate schools. This means that you’ll have trouble finding employment and your credits won’t transfer to other institutions.

Also, you won’t be eligible for federal student aid. The US government provides about $1.7 billion in student aid each year.

Finally, there’s the threat of prosecution. Would you want your doctor to be operating with a fake degree?

The Ol’ Name Trick

One trick of diploma mills is to ride on the success of a reputable school. An example from the diploma mill list in Wikipedia is Cal Southern University. This unaccredited school in Texas is registered in Niue, an island in the South Pacific.

Cal Southern University could easily be confused with three legitimate California schools: the University of Southern California, California Southern University or California Southern Law School. It is on the Texas state government’s list of “illegal degrees.”

Check a School’s Accreditation with CHEA

The easiest way to check a school’s accreditation is by using the free database at CHEA.org. CHEA is the Council on Higher Education Accreditation. This is a private organization that’s aligned with standards of the US Department of Education. It approves programs at approximately 3000 institutions of higher learning.

Plenty of reputable universities, including state schools, are offering accredited online degree programs. There’s no need to resort to an unknown school.

Advice from the Better Business Bureau

CHEA doesn’t include all legitimate schools. Some religious schools opt out, for example, although there are specifically faith-related accreditors available.

How can you identify a sketchy school? Here are a few red flags suggested by the Better Business Bureau:

1. Their degrees can be earned unusually quickly.

2. Tuition is charged for the entire degree instead of by credit hours, courses or semesters.

3. The address includes a PO Box number or suite instead of a traditional street address.

Online Nursing Degree – Is it For You?

As a matter of fact, people are always in need of one sort of care of the other. You are simply getting prepared to handle it.

There are numerous places where your dream come true. Several universities offer very challenging courses that suit the needs on the ground. It should be easy fro you to spot a course you want in one of these universities offering nursing online.

Three of these are listed: the University of Phoenix, the Grand Canyon University and Kaplan University. It is all a matter of choice really what you are going to specialists in. Just make sure it is something you are passionate and comfortable with. There are quite a few choices in the range and one should meet your fancy.

You can begin right at certificate and diploma levels of you can go for the doctoral if you have been studying before. It is such that the one year diploma or certificate courses will get you ready to sit the Practical

Nurse license exam and the two to four year courses will have you a Registered Nurse License once you sit fro the appropriate test. If you are inspired to take a doctoral or masters degree, then you will be called an advanced Practical Nurse.

In the categories you can chose from, it is possible to pick depending on your passion of area of creativity. No one wants to do something drab. From care for terminally ill to rescue service in the ambulance clinics, you can find your pick. If you are also comfortable with working with the old, you should find a course that gets you set for it.

Masters Degree Online – Why A Masters Degree is an Important Qualification For You

Achieving higher education has become important. A master’s degree is a distinctive higher education achievement. It is a major achieve that can allow you access to various distinct position in the corporate scene and other industries.

What exactly is a master degree? A master’s degree is one of the most prestigious academic achievements. It is a post baccalaureate degree, which you will be awarded after successful completion of a 3-year study. Your study is supposed to be a certain subject like medicine. You can earn a master’s degree online.

Lack of a master’s degree has denied many professionals entry to better jobs and practices. This is why you need one. However, certain problems add up to the already existing ones. You have to quit working to go back to university and pursue a master’s degree. Two, university education nowadays is very expensive. Affording to do a masters degree is almost twice the normal graduate program. This means your chances of successful master’s degree education have zeroed to nothing. How can you manage to achieve a master’s degree? The internet offers an alternative that actually resolves your predicament. You can now earn your masters degree online.

Studying online has various benefits. One, it is cheap. The cost of an online master’s degree program is very affordable. Another benefit is flexibility. Online learning provides you with enough time to learn as well as the convenience to learn at your own pace and time. You are required to create your own timetable. This allows you to go on with other daily activities you have. This could be education or a job. Such flexibility will increase your productivity and time management skills. It is time you evade the impeding storm of missed chances and engage in online learning. By enrolling for a master’s degree online, you will be able to overcome eventualities and worries we have mentioned. You need more information about how you can enroll and acquire you master’s degree using the internet as a learning platform.

Obtaining Your Online Bachelor’s Degree

What is a bachelor’s degree? Commonly, it is known as the four year college degree. It is an undergraduate degree awarded for the completion of approximately 120 credits. These credits include the requirements taken for your major, general education requirements and electives. Currently, more people are choosing to obtain their bachelor’s degrees online instead of going the traditional on-campus route. If you have previously taken classes at a community college or have an associate’s degree, many accredited online colleges and universities will accept the transfer of up to sixty credits towards your degree.

While there are several types of bachelor’s degrees, including Bachelor of Business and Bachelor of Economics among others, the two main types of online bachelor’s degrees are Bachelor of Arts and Bachelor of Science. You would receive a Bachelor of Arts if your area of focus were in the arts or humanities. Some examples include English, Communications, Music and History. A Bachelor of Science degree would require courses mostly in the science departments, like mathematical or physical sciences. You would receive a Bachelor of Science if you were studying for a career in fields such as Chemistry, Computer Science, Physics and Engineering.

Taking the first step towards acquiring your bachelor’s degree is taking the first step towards a better future. Most professions require you to have a bachelor’s degree. By taking the courses to earn your degree online, you are making a decision that is both convenient and economical. Get your four-year online bachelor’s degree in less time than it would take at an on-campus institution. You decide how many classes to take at a given time, whatever works best for you. Online schooling is about flexibility; schedule your classes around work and family time so you do not have to miss out on anything. Access your courses, complete assignments and study from any computer with an online connection. Registering for online classes will save you money compared to the costs of traditional campus-based schooling.

By receiving your online bachelor’s degree, you are increasing your career potential and opportunities for achievement. Open yourself up to new networking opportunities. Get the better job. Make more money. Be on the road to financial success. And if you so choose, with your online bachelor’s degree you can start on the path to a graduate degree and have even more doors open up for you. But in order to make that accomplishment, you need to start by enrolling in an accredited online college for your bachelor’s degree today.

Do Not Just Contemplate Teaching Online

The current state of post-secondary teaching employment on traditional campuses is unreservedly poor as the percentage of adjunct college and university faculty members working in physical college and university classrooms increases at an exponential rate. This should come as no surprise to any college instructor attempting to stitch together a living wage by providing instruction on two or three campuses and outright failing as a result of not being able to earn enough money to support a reasonable lifestyle that includes the time and space to engage in scholarly research activities.

More to the point, the emergence of more online classes each semester provides an object lesson in the thinking and actions of administrators scrambling to effectively serve college and university students with the rapidly decreasing budgetary funds available for that purpose. Since there seems to be no end to the explicit transition to distance education over continuing to maintain traditional classrooms, it is past time for academics to simply contemplate teaching online as a smart career choice as opposed to learning how to use the online college degree programs to generate an academic income worthy of their educations and intellects.

While many educators with earned graduate degrees have earnestly considered teaching online there are not all that many who have taken the leap and learned that it is possible to generate a full time living from a personal computer accessing online bachelor degree programs and online master degree programs. Some non-academics would be stunned by the knowledge that in the face of mass layoffs in public education at every level a teacher with a Ph.D. or master’s degree and decades of classroom experience would simply not be motivated to actively pursue online teaching a secondary or primary career opportunity, but those same non-academics are understandably unaware of the difficulty of transitioning from a public employee situation where all aspects of the teaching profession are managed by administrators to that of an academic entrepreneur responsible individually for the generation and management of income from the delivery of post-secondary instruction. Of course, on a practical level this hesitancy on the part of languishing teachers is completely understandable in light of the sheer newness of distance learning and how it is literally changing the academic employment landscape.

To be fair, public school teachers, including traditional adjunct college faculty members, have not really been given the necessary tools during their intellectual voyage through graduate school to be successful as a self-employed academic. This lack of essential understanding that creates the intellectual tools required to make the needed career adjustments prevents educators from taking even the first step to transition out of an employment arrangement that is no longer economically viable. In order to correct this problem the teacher needs to learn as much as possible each day about the technical navigation of academic websites and the online degree programs located inside them. At the same time, it is of paramount importance to realize at a basic level that the first step to successfully building a complete online teaching portfolio is an acceptance that online teaching employment is the new academic brass ring.

Distance education technology is all the rage with academic administrators and new and returning college and university students for the simple reason that it is extremely inexpensive to deliver and maintain, which is in direct opposition to the high costs of maintaining physical college classrooms and university campuses, and is much easier and less costly for students enrolled in online college courses to access online college degree programs on the Internet than it is to use a motor vehicle to drive to a traditional campus on the edge of town in order to sit for long periods listening to a lecture and then having to drive back home. The same convenience and cost-efficiency is available to the prospective online adjunct instructor that makes the serious effort to learn as much as possible about the availability of online teaching employment. After all, the market for an academic entrepreneur, an intellectual with the appropriate academic credentials and technical skills, is growing larger each passing day.

The administrators who are so eagerly deploying online degree programs leading to an online bachelor of nursing degree, an elementary education degree online or an online criminal justice degree, which they have no intention of teaching themselves, are desirous of large pools of academic labor than can be depended on to take control of multiple online college courses at the moment an e-mail is sent offering an invitation to teach online. The college instructor that is ready to start teaching from a personal computer can develop a reputation for being able to manage the offered online courses and eventually experience more offers from administrators of online degree programs than traditional academic programs. These offers will develop into individual income streams that collectively represent more money than can possible be earned by teaching in a physical classroom on campuses that can only be arrived at by traveling geographical distances.

The combination of growing student populations at the post-secondary level of the academy and the genuine need academic administrators have for online adjunct instructors that can immediately enter an online class and start teaching is the sweet spot, so to speak, for any educator wanting to acquire the mobility and financial prosperity associated with teaching online for multiple online degree programs. While it is true that graduate school will not inform a teacher how to react to massive layoffs of public education employees, it is entirely possible for the alert intellectual to master the use of a personal computer and the associated navigation of the Internet in order to locate plenty of online teaching employment that will serve as an economic platform for increased prosperity.

Online College Degrees

Online college degrees have gained such popularity because of the benefits they have over traditional instruction. They have come a long way from the correspondence courses from which they started many years ago and are continuously evolving to better fit the needs of students, advisers, and industries as well.

Those who are seeking better educational and employment advantages but are usually limited by their lack of time and resources can now turn to the many benefits of online college degrees. These programs to not have rigid class schedules that require that require an inordinate amount of time from the students. Imagine earning a college degree online from the comfort of your home. The idea in itself seems very appealing and cost-efficient.

Aside from this, online college students may also be given financial aids and scholarship grants, quite similar to the traditional university set-up. One of the added extras that online learning offers is job placement services after completing the college degree online.

Professionals have seen what earning a college degree online can do in terms of providing an excellent way of being more competitive in the work place without sacrificing any current commitments and without the student having to altogether quit his/her job.

Even single parents who were not able to finish their college education can earn college degrees online during their personal time. In fact, anyone who dreams of finishing college can now opt to finish their degree online without sacrificing too much of their time and savings. Online college degrees are actually designed to be “learner centered.” Thus, learners set the pace, sequencing, and learning styles that fit them best. This way they are able to maximize all learning opportunities that online degrees offer.

The variety of courses offered online, whether you are just starting on college, continuing your college education, or maybe just adding some extra credits, is vast. Even the choice of universities and colleges provide learners with countless and diverse options. Finding accredited and certified schools to furnish your needs is equally important to make the experience even more efficient in terms of knowledge gained and costs paid for.

Want to Learn The Most Popular Universities to Join Online Courses in Dubai?

Online Courses in Dubai

Over the years, online courses in Dubai have dramatically paced up. There exist several institutions like the World Al Lootah University, Stafford Associates and Hult University which offer a range of popular online courses. More and more establishments are moving towards the field of online education owing to the demand and need of technology based education which bridges the gap between education and career. Dubai online universities intend to assist the aspirants in Middle East to achieve good quality and world recognized educations.

Recently, the pioneer in international online learning, University of Phoenix, established their Service Centre in the Dubai, thereby, giving equal opportunities to the Middle Eastern to avail accredited and recognized American degrees without leaving the country.

Well, if you too are one among the several aspirants who wish to be a part of online Universities in Dubai but are unaware as to which course to choose, here’s a holistic list for your assistance. It will help you find all the online programs and courses in all levels of education. From Business Management to Applied Arts Dubai Universities has everything. See it for yourself!

Online Programs in Dubai can be broadly categories in three parts – online degree programs, online diploma programs and online certificate programs. Take a look below for more specific segmentation.

  1. Foundation Degree

  2. Associate
  3. Foundation
  4. Bachelors
  5. Undergraduate
  6. Masters
  7. Graduate
  8. Doctorate
  9. M Phil
  10. High school Diploma
  11. GED
  12. Undergraduate Diploma
  13. Postgraduate Diploma
  14. Undergraduate Certificate
  15. Postgraduate Certificate

Now take a look at various fields and the associated online courses:

Business and Management

Human Resource Management

Marketing

Accounting

Finance

Management

Advertising

Project Management

Entrepreneurship

Product & Brand Management

Quality Management

Aviation Management

Real Estate Management

Retail Management

Logistics management

Construction Management

Hospitality Management

International business

Education:

Early Education

Middle Level Education

Adult Education

Special Education

Assessment and Evaluation

Teaching and learning

Administration and Supervision

Teaching Assistant

Curriculum and Instruction

Engineering

Aerospace Engineering

Electrical Engineering

Mechanical Engineering

Civil Engineering

Industrial Engineering

Criminal Justice

Criminal Justice

Corrections

Crime Scene Investigation

Cyber Crime

Juvenile Justice

Private Security

Policing

Investigation

Computer Science

Computer Science

Information Technology

Network Management

Software Engineering

Telecommunications

Web Development

Multimedia and Animation

Occupational Safety

Occupational safety and health

Fire sciences

Nursing

Psychology

General psychology

Clinical psychology

Counseling psychology

Educational psychology

Organizational psychology

Social Sciences

English

Mass communication

Economics

History

Sociology

Journalism

Social Services

Human Services

Political Science

Political Science

Public Administration

Applied Arts

Visual Communication

Interior Design

Architecture

Health Sciences

Nutritional

Health Science

Law and Legal Studies

Legal Studies

Performing Arts

Music

Natural Sciences

Biology

Chemistry

Each of the above stated online courses in Dubai are a perfect combination of theory and practice. Online universities in Dubai ensure high quality education with the help of latest concepts, technology, methods and practices. Now you’ve no second questions hovering over your mind.

Hope you’ve found the perfect course for you. Just go ahead and register yourself for the course you’ve always aspired to pursue.

Considering an Online Course to Excel in Life

Why is it that talking about online courses makes us shrug our shoulders? This is not because these courses do not have a value but because most of us are not aware of its value. In this highly competitive world, everybody strives to survive. Survival of the fittest is all that matters in the real world with real people. When we talk about the fittest in the job market we mean the one who is not only acquainted with his job but who also has a degree to complement.

The opinion about online courses has changed and the notion of its poor value no more remains. Young and educated people or working professionals are recognizing the seriousness of such courses and what it holds for the future. At times people start their careers at a very young age without even completing their education. Earlier there was no other option for such students to pursue further education. They had to enroll with correspondence courses, but nowadays such students can enroll their names with online accredited universities. The advent of web technology and information technology has changed the face of the education system and has introduced online education. It has not only made education system easier but it is even more flexible.

Online education is a medium of providing different online courses. Online courses are a boon for the working professionals who do not want to quit when it comes to their jobs. They want to keep their jobs while looking for progression in their relevant fields. Online accredited universities are nothing but a bundle of opportunities for those who want to prove their worth. Online courses provide all the convenience to the students from the enrollment process to giving exams. Online accredited universities are strictly student oriented. It is all about the students and their convenience. This is what makes it even more popular among working professionals. Another most important feature of the course is that it holds value just like a degree attained from a traditional business school.

There are various online accredited universities that provide online courses, but before enrolling for an online course, a student must make sure that it is from one of the online accredited universities. Online accredited universities are those universities that have to offer different online courses and are accredited to UGC-AICTE-DEC. A student can select any online course which the online university has to offer. The major advantage of online accredited universities is that they offer courses to foreign students as well. So if one is thinking of joining an international university, he or she should select a recognized university.

Teaching for Online College Programs Makes Sense Today

It is one thing to be an excellent teacher and it is another to know how to continue earning a living from teaching after teacher layoffs. The primary reason for this is that economic survival as an intellectual isn’t on the course list in graduate school. For some reason the idea that dedicated public school educators could suddenly find themselves unemployed as a result of massive budget cuts is not available to professors that teach future public school teachers. Fortunately is it possible for a teacher with an earned graduate degree, a Ph.D. or master degree, to convert academic and intellectual strength into an online teaching citadel by learning how to acquire online adjunct instructor jobs with post-secondary academic institutions. The growth of online bachelor degree programs and online master degree programs is creating many online teaching positions that must be filled by technically adept and academic qualified online adjunct instructors. The alert educators should realize by now that making the effort to learn how to teach online for multiple online degree programs is one of the best ways to construct a viable financial fortress in these troubled times.

The teacher layoffs seem to have taken a great number of academics by complete surprise, but the next round of pink slips should be met with a plan to discover the benefits of teaching online. The growth of online bachelor degree program and online master degree programs plus the adoption of distance learning by the thousands of community colleges and technical schools is creating a host of online adjunct jobs that must be filled by prepared academics. It is necessary for a prospective online adjunct instructor to learn how to use a personal computer because in order to teach college and university students enrolled in online college courses an online instructor will be required to move smoothly in and out of multiple digital interfaces. The educators with at least a modest level of skill with a computer should have no trouble learning how to interact with the online degree programs with two to five different post-secondary academic institutions. It goes without saying in order to teach online it is first necessary to start applying to teach online courses. This can be accomplished by navigating the Internet and locating the faculty application section of the thousands of post-secondary websites.

There is nothing like experience to encourage the candor necessary to make a realistic decision, and educators have the intellectual tools required to accurately determine the viability of distance learning in terms of their professional careers. There is very little discussion available about the growing presence of distance education technology, and the alert academic examining this should easily identify a growing number of online adjunct instructor jobs with online bachelor degree program and online master degree programs. Obviously, the educator that masters the functions of a personal computer and becomes proficient in the navigation of the Internet can start building an online teaching schedule. It is possible to teach online full time or part time depending on the amount of academic work the academic is willing to accept form various community colleges, state universities and for-profit colleges. The important first step any teacher interested in online learning must take is to start making applications in the faculty application sections of the thousands of post-secondary websites on the Internet. Each school that offers online college courses to its enrolled students actually needs academically qualified and technically proficient online adjunct instructors.

The shadow of teacher layoffs on the traditional campus is creating a need for academics to take a fresh look at jobs teaching online college courses. Obviously, the authority derived from taking control of the teaching schedule can have a very positive effect on an educator feeling threatened by budget cuts, and online teaching provides a teacher with an earned graduate degree the opportunity to increase the number of online classes in an online teaching schedule or decrease them according to financial goals. The best way to start acquiring online teaching positions is to apply for any many online adjunct faculty openings as possible each day in the faculty application sections of post-secondary websites. Every community college, state university, four-year state college, technical school and for-profit college offers its enrolled students online college courses, and there are more online bachelor degree programs and online master degree programs every academic year. This means there is every reason to believe that an aggressive application strategy can eventually produce an online teaching schedule that will generate as much online adjunct income as can be earned by continuing to teaching in a traditional academic environment.

There is nothing esoteric about teaching online, but too many academics seem to think that logic is misplaced in the effort to transition out of the physical classroom and into a variety of online college classes that can be taught from a personal computer. The current thinking about distance education technology on the part of academic administrators is located in the economic impact the budget cuts to public education are making on the traditional academic industry and the skyrocketing cost of maintain the physical plants known as campuses. The logic of distance learning is that it is far less expensive to distribute post-secondary academic instruction on the Internet from a computer server than it is to continue offering the same academic instruction in a physical classroom. The new and returning college students understand the logic inherent in the convenience of earning an academic degree from work and at home from their laptop computers instead of driving a vehicle at odd hours of the day and evening to remote physical location. These two logics combine to produce many online adjunct openings that must be filled by academics with earned graduate degrees, a master degree or doctorate, as more online bachelor degree programs and online master degree programs are deployed in an attempt to satisfy the education needs of swelling post-secondary student populations with less costly alternatives to the physical classroom. Additionally, these circumstances make it possible for a prospective online adjunct instructor to use logic to construct a sustainable online teaching schedule.

It may be difficult to find the bright spot on the traditional academic campus since the teacher layoffs seem to have no end. The nature of the educator with a graduate degree, however, is not one that gives up easily in the face of challenge, so an academic willing to learn how to teach online from a personal computer can actually produce a sunny academic forecast by understanding the role of distance education technology and how it is creating many online adjunct job openings. The aggressive online adjunct instructor can build an online teaching schedule populated with as many as ten online college classes. There is no doubt if each online class pays the online instructor two thousand dollars the online adjunct income can compete against a traditional faculty salary and win. Further, the online adjunct instructor can teach the college and university students enrolled in the online bachelor degree programs and online master degree programs from any place on the globe that provides a connection to the Internet. Obviously, it will take some focus and determination to transition out of the physical classroom and into an online teaching schedule, but teaching online for a living is preferable to watch traditional teaching jobs disappear at an increasing rate as budget funds for public education make the cost of maintaining the physical plants knows as campuses and the classrooms on them less affordable every semester. The best strategy for locating online adjunct faculty openings is to learn how to submit evidence of academic achievement and classroom experience in the faculty application sections of post-secondary websites.

When educators still teaching in the physical classroom or teachers recently unemployed as a result of public education layoffs think about the prospect of teaching online for online bachelor degree programs and online master degree programs the question of whether it can actually produce enough online adjunct income to make it worth the effort. The answer is that a full time online teaching schedule containing six to ten online faculty openings can generate an income that will equal or exceed that what can be earned by continuing to teach on the traditional campus. Of course, there is more than income available to an online adjunct instructor. For example, every online college courses is located on the internet. This means that all that is necessary to access the online degree program is a laptop computer and an Internet connection. Actually, it is this feature about earning an academic degree online that attracts so many new and returning college and university students. The point is that the online instructor and the college students do not need to be present in any one physical classroom in order to connect with each other. Since every post-secondary academic institution is deploying online courses as quickly as possible, the economic opportunities for educators with earned graduate degrees, a doctorate or master degree, and sharp computer skills is practically endless because it is easy to teach online for multiple schools without actually being on the schools’ campuses.

The teacher layoffs came like a thunderclap for many academics teaching in a physical classroom on a traditional campus. However, just as the passing of a thunderstorm reveals the clear sky often painted with rainbows, the disturbance in the academic labor market reveals online teaching as a viable alternative to traditional academic employment. For example, a traditional academic position generates just one salary, and that salary can be lost to severe budgetary cuts in public education. Conversely, an online teaching schedule populated with multiple online faculty positions generates a variety of online adjunct income streams that are not interdependent in the sense that if one is lost the others continue throughout the year. Since every community college, technical school, state university and for-profit college now offers online degree programs to their enrolled students, the chances of developing a alternative academic career that can be coordinated from a personal computer located in any developed geographic location on the planet are very high. The best place to start investigating online teaching opportunities is to visit the websites of post-secondary academic institutions. Each school has a faculty application section that is specifically designed to accept academic credentials and documentation of classroom experience. The budget cuts to public education are creating a rocky academic employment landscape that can be smoothed out by building an online teaching schedule. Academics worried about their employment status in the physical classroom should make the effort to apply for online adjunct faculty jobs with online bachelor degree programs and online master degree programs because it is now obvious that the majority of post-secondary educational instruction is being moved to the Internet. The reason there are so many opportunities to teach online is simply because academic administrators are discovering that it is very cost efficient to provide new and returning college students with online college classes leading to an academic degree they can earn from their personal computers. Of course, each online college course must be taught by a qualified online adjunct instructor, so as the online college degree programs become more available the number of online teaching job openings grows at the same time. The academic with an earned graduate degree and a moderate level of computer skill can begin building an online teaching schedule by entering the required information about academic achievement and classroom experience in the faculty application sections of community colleges, four-year state colleges, state universities and for-profit schools. It will take a high degree of focus to organize a successful search for online teaching positions, but the effort will be worth it since teaching online can smooth out the academic employment landscape by generating online adjunct income all year long.

One of the most difficult issues facing educators during the rounds of teacher layoffs is which direction to go in after becoming unemployed as a provider of educational instruction. After all, the general economy and the associated high levels of unemployment in other fields does not offer much in the way of opportunity for an intellectual seeking alternative employment in public education. In addition, the vast majority of teachers are place bound in that they are accustomed to working on the same physical campus for decades and the idea of having to travel to another geographic location in search of teaching work is truly a difficult prospect. Fortunately, distance education technology can solve both of these problems by providing the academic with an earned graduate degree, a doctorate or master degree, with plenty of adjunct online faculty jobs and an extreme level of professional mobility. Since all online college degree programs are located on the internet all of the interaction an online adjunct instructor has with them is accomplished from a personal computer. This means the professional mobility inherent in online teaching as a career path is literally not available to educators that stay in the physical classroom on the traditional campus. Academics with earned graduate degrees that want a ticket out of the traditional classroom can find the ticket in an online teaching schedule.

Many academics are forced to deal with teacher layoffs resulting from budget cuts to public education and they are finding the task difficult and demoralizing since the general economy is suffering from high unemployment. After all, if an educator can no longer teach in a physical classroom on a traditional campus just where else is there to work and earn a decent living. Fortunately, distance education technology is coming to the rescue for alert academics with earned graduate degrees, a master degree or doctorate, and at least a modest level of computer skill. The best way for educators to confront the academic employment issue is to learn how to construct an online teaching schedule populated with online adjunct job openings with online bachelor degree programs and online master degree programs. The distance learning programs are increasing in number each semester provides an alternative career path for academics that understand why online college courses are important to new and returning college students and academic administrators of post-secondary academic institutions. The real reason there are so many available online faculty job openings is that college students want to avoid the cost of traveling to a physical campus and administrators want to avoid the cost of maintain the physical classrooms. The prospective online adjunct instructor can learn about the distinct possibilities of earning a living by teaching from a personal computer by visiting the thousands of state university, community college, four-year state college and for-profit college websites on the Internet.

The situation for educators teaching in physical classrooms is murky right now as a result of the continuing uncertainty about emerging teacher layoffs. While this is understandable given the situation on the traditional campus, it can be rectified by beginning a successful campaign for online teaching. However, in order to do so an academic must have a clear vision about the changes in the academic labor model. To put a sharp point on the reality of teaching today, academic administrators are no longer willing or able to support the salaries paid to traditional educators working traditional public education settings. Instead, they would prefer to hire online adjunct instructors to fill the growing number of online adjunct professor jobs at the post-secondary academic level. The teacher working at the secondary or elementary level of the academy with a graduate degree, a master degree or Ph.D., should take a long look at the online teaching opportunities with community colleges, state universities, for-profit colleges or technical schools. Every post-secondary academic institution has a website, and on each academic website is a link on the first page that will lead to the faculty application section. It is in this section of the school’s website that information about available online teaching jobs can be found by prospective online adjunct instructors.

When an online adjunct college professor is teaching online college classes from a laptop computer while sitting in the lobby of a small hotel in Paris the freedom afforded by online teaching positions is palpable. It is possible for an academic with a graduate degree, a master degree or Ph.D., and an online teaching schedule to teach college and university students all year long from practically any geographic location in the world. While many teachers would not travel or move to Paris, there are many educators who have been the subject of budget cuts that would like to simply move to a less costly town or small city. The problem with traditional teaching is that the same academic labor problems are magnified in the less populated areas. Teaching at the post-secondary level of the academy in numerous online adjunct professor jobs is a goal that can be achieved by making many applications for online adjunct jobs every day. The way to make these applications efficiently and effectively is to navigate the Internet to the websites of community colleges, state colleges and four-year universities. Inside these academic websites is a faculty application section. This section of the post-secondary website is designed to accommodate the submission of classroom experience and academic achievement.

The broad consensus about online education is that it satisfies a great number of needs for college and university students and the academic administrators that must meet the enrolled students’ educational needs. Teachers working in physical classrooms should understand the function of online degree programs insofar as they meet the new academic employment dynamics as they are defined by the cost-efficiency of distance education technology. The simple fact of the matter is that online adjunct jobs are less burdensome on public education budgets than traditional teacher salaries. The alert educator will understand that the way to continue teaching and still earn a decent living in the face of continuing layoffs is to learn how to apply for and acquire online college classes. An online teaching schedule populated with six to twelve online courses can generate multiple online adjunct income streams throughout the calendar year. Granted, teaching online will require a graduate degree, a master degree or Ph.D., and increasingly sophisticated computer skills, but the academics that make it a professional goal to access the growing number of online teaching positions will be able to earn a living long after the teachers on the physical campuses have been told to go home.

It is becoming harder than ever to remain in the physical classroom since the budget cuts to public education seem to have no end. As more traditional educators lose their salaries from teaching it is important for them to realize that online teaching jobs can relieve academic hardships. The truth of the matter is that distance education technology is relatively easy for academic administers to deploy since it is a mature technology and the post-secondary level of the academy, community colleges, state universities and for-profit colleges, utilize it as a way to replace the expensive physical classroom on the traditional campus. The result of the emergence of online college degree programs is a great deal of online adjunct employment that needs the participation of academically qualified and technically adroit online adjunct instructor to accept it. Every online college class that is developed in order to allow a college or university student to earn an academic degree from a personal computer must be taught by an academic with an earned graduate degree. However, if a teacher with a bachelor degree is willing to earn a master degree or Ph.D. it will be possible upon graduate to start building an online teaching schedule populated with numerous online college courses.

It is not at all necessary to exit the physical classroom in order to start teaching online for online bachelor degree programs and online master degree programs. In fact, it would be a very good idea for an educator that is still teaching on a traditional campus to stat investigating how online adjunct jobs are being created each time a new online college degree programs is made available to college and university students. The fact o the matter is that each online college courses within an online degree program must be taught by an online adjunct instructor with an earned graduate degree, a doctorate or master degree, and at least a moderate level of computer skill. It is possible to teach as few as one or two online courses at a time, and since many online degree programs offer classes that last only five to eight weeks long and are offered to college students twelve months of the year, the online adjunct income streams can certainly come in handy in the event of another round of teacher layoffs. The best search strategy for locating adjunct teaching positions online is to navigate the Internet to the faculty application sections in the websites of community colleges, state universities and for-profit colleges.

The Prevailing Delusion About Online College Degrees: A Treatise on the Decline of Public Education

A delusion is defined by Webster’s Dictionary as a false belief regarding the self or persons, or objects, that persists despite the facts, and one of the most prevalent and hard-hitting delusions that have prevailed in the late 20th and early 21st Centuries is the extremely fallacious belief by millions of rank-and-file human beings around the world, especially in the USA, that computer Internet educational pursuits produce as much academic learning for a person as does traditional classroom instruction. As there have been for decades of time, there are currently many recalcitrant adolescent public school students who greatly dislike the free structured schooling that they are required to attend in classrooms for twelve years in order to attain basic academic skills and a high school diploma. These young misguided men and women account for approximately 67 percent of all public school students, and, in most cases merely occupy classroom seats, with their minds absently elsewhere, during their elementary, middle school, and high school years and end-up barely attaining the minimum grades necessary for high school graduation. The real sad fact is that, for the American public schools to retain some delusive credibility in properly educating the bulk of America’s youth, around 70 percent of that 67 percent of all public school students have their grades pragmatically padded with huge disproportionate academic curves in order to make it seem that most of the American youth leaving high school at eighteen years of age are basically educated and ready to, either, enter the workforce or attend college. Yet, these basically uneducated, barely literate men and women leave public high school, and currently end-up, within three-or-more years, enlisting in the military, attending junior college or trade school, apprenticing for a trade, continuing to live at home off their parents, or becoming mendicants on the streets. Every year thousands of these millions of young people, fifteen to eighteen years of age, run away from home to end-up spending five-to-ten years on the streets, many of them turning to crime, before they realize the time and the precious free resources that they have wasted through contrariness and indolence.

Since around 1995, a great many of these millions of poorly educated young adults, eighteen to thirty years of age, have sought to bypass the need for hard work, and have been given the grand delusion that they can accomplish with a personal computer, alone at home for thousands of dollars, what they refused to accomplish during the twelve years of a free public education they were offered as teenagers. What do I mean by this? Seventy years ago, most graduates of public high schools actually graduated on a real eleventh-to-twelfth grade level and were prepared to, either, enter a college or university and perform real college-level work, or to enter a salable trade. As proper child-rearing in American homes (parents helping and encouraging their children to succeed in the public schools) became, over the decades after 1950, more of a burden than a privilege and responsibility for husbands and wives, who were more goal seekers than they were fathers and mothers, the male and female children of these very egoistic men and women were essentially left alone in the home to struggle academically by themselves during their formative and adolescent years. As a result, what used to be real high school diplomas conferred upon most eighteen year old graduates of public schools became no better than certificates showing merely 12 years of attendance, while junior college degrees (A.A.s and A.S.s) became certifications of remediation for high school deficiency. This process of remediation merely indicate that the students had compensated for their lack of academic attainment during their high school years at community and junior colleges during two years of study. Hence, as logically follows, traditional baccalaureate degrees now conferred upon senior college graduates, who matriculate from community and junior colleges, are hardly equivalent, to any degree conferred upon university graduates during the 1950s, ’60s, and ’70s.

Now we arrive at the crux of the issue at hand, the attainment of B.A., B.S., M.A., M.S., and, even, PhD degrees by these under-educated students from colleges and universities offering complete online Internet curriculum programs leading to conferral of these degrees. What happens when under-educated men and women, who graduated high school on probably a ninth-to-tenth grade level, attempt to do real university-level academic work five-to-ten years after they leave the public schools? Now remember that a high percentage of these individuals have spent time in the U.S. military taking military enlisted courses taught on an eighth-grade level and are told by these universities that, if they enroll in particular online degree programs and pay the required tuition, they will be given college-credit for military courses and for “life experience (whatever that means)” that will lead to the total 120 hours of college credit necessary for a baccalaureate degree. Moreover, a great many of these under-educated adults, 25-to-35 years of age, begin their so-called college educations online without any previous junior college remedial study.

So, have you, yet, figured out the dismal result of the grand delusion? These millions of under-educated students, who have anxiously embraced the computer-age, are actually made to believe that they can use the Internet, at home alone, to study the books and course materials provided by online universities and colleges, without the presence of an instructor/professor, in order to learn the equivalent of what is taught during four years of classroom instruction at traditional brick-and-mortar universities. What this was called in the 1950s, ’60s, and ’70s was correspondence/distance learning effect, which was not approved as equivalent to college classroom instruction by regional accrediting commissions. Presently, 98 percent of all Internet online college degree programs offered by most accredited universities and colleges are not interactive; that is, they do not provide video-teleconferencing for designated weekly lesson periods where the individual students are connected together to allow every student enrolled in the particular course to see his, or her, classmates, and the instructor/professor, on a computer screen during the lesson period, and to interact with each other during the class. As compared to the tuition cost of a three-unit undergraduate classroom course in American history, at the University of Maryland, which is around $500, the cost of an interactive online Internet course is about $700, and, invariably, the Socratic method cannot be effectively utilized by the instructor during this very expensive electronic interaction.

Most online undergraduate and graduate courses are, however, “not” interactive to any degree, and the only means for a student to communicate with an instructor, or other classmates, during the semester or quarter course period is by email, and that is regarded by most rational people as an extremely impersonal and disadvantageous means of effective communication. Let’s say the under-educated undergraduate student lives in South Carolina and is enrolled in an undergraduate online degree program at the University of Maryland. The student has all of the course textbooks and study materials, for a semester, mailed to his residence and he, or she, is allowed to perform the prescribed lesson assignments whenever convenient. There are no verbal lectures unless the instructor records them and allows the students to access them, along with the other course materials, using “Blackboard” software. If this is the case, the tuition for the course is substantially increased. Now, believe it or not, the instructor may actually live in another distant state, such as Minnesota, and a student may be unable to contact the instructor by email for extended periods of time. Hence, the under-educated undergraduate student is essentially left alone for most of the semester or quarter to study the course materials alone, and to take un-proctored, open-book, multiple choice question tests for grades, when the student’s academic honesty is not even questioned.

During the 19th and 20th Centuries, this type of learning was called the Lincoln-effect, which was named for the way Abraham Lincoln supposedly learned to be a lawyer, and was called then by most colleges and universities as a poor way to learn for the average student. Lincoln learned on his own by reading and studying what he needed to know in order to succeed in his legal endeavors, and his success was attributable to the fact that he was an extremely intelligent and intuitive person, capable of learning on his own, which the great majority of all public high school graduates are unable to do. Even today, a college or university will “not” give a person credit for learning independently, and actually knowing and mastering college-level course material before enrolling in a university and paying for the course. Then, even after a “very smart” person pays the costly tuition for the course and the professor allows the aspiring individual to take the course’s comprehensive final examination, the examination is, in most cases, not the regular final examination taken by classroom students, but one that has been made inexorably more difficult for the express purpose of ensuring that the very smart person does not make a passing grade. Does this sound unfair and sorely inequitable? Yes it does, because it is! The current academic system is staggeringly unfair to, both, the very intelligent and the very under-educated. The startling reality is that nearly all of the colleges and universities in the USA are much more concerned with advanced learning as a profitable money-making business than what it should be, the scared responsibility of helping intuitive and intelligently capable men and women, who are prepared for college-level work, to attain the learning and research skills that they need to succeed in opening new frontiers of the natural and physical sciences, mathematics, humanities, and literature. The sad fact is that baccalaureate and graduate degrees are being awarded every year to under-educated men and women who have completed undergraduate and graduate online Internet degree programs that are, in no way, equivalent to the degrees attained through classroom work under the close supervision of professors and instructors.

This particular grand delusion’s grave and deprecating effect, which I have endeavored to explicate in this essay, is, simply, that these men and women who have attained these online pseudo-degrees actually believe that they are as educated, intuitive, and intelligent as other men and women who have attended traditional colleges and universities to attain their undergraduate and graduate degrees. It is like comparing an online University of Phoenix baccalaureate degree in economics to a B.A. degree in economics obtained through continuous classroom study at the University of Texas at Austin, or at any other tradition accredited brick and mortar institute of high learning. The two degrees are basically incomparable. Yet, the majority of the American people of the 21st Century, 25-to-40 years of age, who have actually been conditioned to believe that obtaining college degrees quickly through superficial and watered-down online study is entirely equal to the painstaking process of obtaining a four-year baccalaureate degree through continual classroom attendance, have contributed greatly, by participation, to the educational diminution of the American republic, to its relegation to the status of a third-world nation. America now ranks 38th in the world in educational achievement. Can you imagine that, when, from 1945 until around 1970, the USA ranked first among all nations in population literacy, educational superiority, and scientific achievement?

As to the origin and advancement of this grand delusion, the reader is owed an explanation. How could this progressive and aberrant mind-set about the fundamentals of advanced learning have become so destructively prevalent in the latter-part of the 20th Century by sheer accident, or how could it have been widely accepted by the people as a standard model of educational endeavor through the visible efforts of one great man or woman? These two foregoing accepted explanations for the cause of historical events, accident and “the great man” hardly explain the subtle, publicly unnoticeable, events that have occurred from the late 19th Century through the mid-and-late 20th Century, which, working collectively, have caused deliberate systematic change in the way Americans are educated. The “accidental,” and “great man” explanations for the occurrence of history don’t hardly explain the sad miserable events that has plagued human beings from the outset of recorded history. The third accepted explanation accepted by contemporary historians for sad history, conspiracy, is the most reasonable and plausible reason for the occurrence of subtle incremental events that have collectively combined over the decades to produce an effect such as the grand delusion about the proper methodology for American learning. When a thorough investigation of the facts reveals the motives of conspiring men and women over an extended period of time to cause a major shift in the presiding philosophy underlying the essential rudiments of public education, those facts can, either, be closely examined by the existing traditional and electronic media and accepted by the American public, or capriciously discounted by that same media and hidden from the public. Why would an objective and independent media hide such scurrilous facts from the public? A free and independent media would not do such a blasphemous thing, but a media bought and paid for by the powerful and wealthy men and women who have conspired together to bring about such a shift in philosophy would so such a thing quite capably.

As Thomas Jefferson stated in 1805, “I’d rather have newspapers without government, than a government without newspapers.” What he actually meant was that he would rather have newspapers willing to publish the facts and the truth in the absence of government than a government unwilling to allow newspapers to publish the truth about what the government is doing against the interest of the governed. The American Constitutional Framers worked together to produce a state that would serve the people, not a state to be served by a people indoctrinated by government to be subservient. The latter status, a state to be served by the people, was predicated upon a political philosophy called Hegelian “statism”. A free-thinking people, such as the original American population that ratified the U.S. Constitution in 1789, are very concerned about individual liberty. As Henry Ward Beecher succinctly stated, “Liberty is the soul’s right to breathe.” This goes along quite well with what Thomas Jefferson stated in 1779, during the American Revolution. He said, “I have sworn upon the altar of liberty eternal hostility against all tyranny over the mind of man.” These immortal words, among the many others he wrote, today grace Jefferson’s memorial in Washington, D.C. All of the Constitutional Framers, who had also signed the Declaration of Independence, realized that “as a man, or woman, thinks, so he, or she, is,” and that perception of reality is the means whereby the American people will choose who, and what, they are. This is why the Constitutional Framers wrote the preamble of the U.S. Constitution to express its explicit purpose, which is stated with the first eleven words of the last twenty-three words of the Preamble “to secure the blessings of liberty to ourselves and our posterity.” The Preamble didn’t say that purpose of the U.S. constitution was to “establish justice, provide for the common defense, and promote the general welfare.” No, those particular things were a means for implementing the ultimate purpose, which was, and is, to secure the blessings of liberty.” Some might argue that the constitution of the Soviet Union had established a form a justice, provided for a common defense of the Soviet people, and promoted a form of general welfare for the Soviet people. But there was no liberty for the Soviet people to determine their own destinies with their independent pursuits of happiness. No, a communist dictatorship does not secure the blessings of personal liberty to a governed people, but, rather, just the opposite, which is control over the minds and bodies of the people. It’s certainly strange that most federal and State politicians today don’t consider the Preamble to the U.S. Constitution an essential part of the Constitution; but it really is.

“Statism,” socialist fascist philosophy that the people of a nation-state are to be conditioned to serve the state, began in the new USA as a pragmatic sociopolitical ideology embraced by wealthy ideologues in several the New England States in the latter-part of the 19th Century. I know that that’s a long way to look backward on American history to collect the relevant and pertinent facts about what really happened, but those facts were duly recorded by historians, journalists, and ordinary Americans in the form of journals, diaries, books written by writers who had actually witnessed those facts being established, and newspaper articles documenting those facts. The five ‘Ws” and one “H” of historical research are the questions and inquiries that lead to a cogent explication of the issues. Who, What, Where, When, and Why, and, of course, How, constitute the basis for historical research and the answers to how, and why, sad events occurred. There have been wealthy powerful aristocratic people in the USA who, from the outset of the republic, did not, at all, like the idea of a common rabble of human beings, the rank-and-file American People, being allowed to choose democratically, by the vote, who would represent them in a bicameral Congress and legislate laws that would affect and diminish the power and wealth of those aristocrats. In effect, these ideological oligarchies, shadow governments within the State and federal governments, were comprised of super-wealthy people who feared freedom and liberty as a political means of making them less powerful and less wealthy. Hence, came the collective surreptitious efforts of these shadowy oligarchies to systematically control the minds of the population in order to secure their wealth and power. These wealthy, powerful, and pragmatic people, though actually very few in number, knew quite well that the proper education and intuitiveness of that common rabble, the great majority of the U.S. population, would cause that great cross-section of Americans to insightfully seek the passage of laws that would enhance the ability of the common People to eventually, through industry and entrepreneurship, compete with, and eventually overshadow, the controlling aristocratic power-brokers; such as common self-educated, and brightly intuitive individuals like Cyrus McCormick, Eli Whitney, Elias Howe, Thomas Edison, and Philo T. Farnsworth, the poor Idaho farm-boy who was invented television.

In a succinct cut to the chase, the ten decades of passed time that have elapsed in the 19th Century have brought to pass the subtle, and extremely detrimental increments of change to public education in the American republic. For example, the ability to read and understand the published written word was regarded by the honored Framers as the keystone to public awareness and understanding of current events in State and federal government in order to assure an intelligent and informed electorate. The basic methodology for teaching America’s youth began as phonics, which was considered by such Framers as Benjamin Franklin, Thomas Jefferson, and John Adams as the proper methodology for teaching children, and illiterate adults, how to read. That was way that they had learned to read, and Franklin, Jefferson, and Adams had used traditional phonics to teach their own children how to read effectively, and the methodology was used effectively in the first public schools established in America before, and after the American Revolution. The first public schools established in the new United States of American were locally controlled and had nothing at all to do with the federal, or State, government. The parents of the children hired teachers to teach reading skills in these original one-room schools were for children of all ages, and phonics, learning to identify words by their vowel and consonant sounds, was used to teach reading.

Yet, another methodology for reading was created around the year 1813 by a man named Thomas H. Gallaudet. Gallaudet created the “see-say” method of teaching deaf-mutes how to read, since abnormal people could not hear word-letter sounds and learn through the normal use of phonics. Then in 1835, Horace Mann, a college educated intellectual, who had, himself, learned to read phonetically, was instrumental in getting the “see-say” reading primer, “Mother’s Primer” established for use by all primary schools in the State of Massachusetts; but by 1843, the very normal and reasonable parents of Massachusetts rejected the “see-say” method and phonics was restored as the standard method for teaching all normal primary reading in the State of Massachusetts how to read. Yet, Thomas Gallaudet, his children, and grandchildren were all graduates of Yale University, as was Thomas Mann, and they were also members of a secret order that existed then at Yale, and still exists and flourishes in the 21st Century. This was, and is, the Secret Order of the Skull and Bones. In fact, Horace Mann was co-founder of Skull and Bones, and it is much more than a passing thought as to why Mann, who had learned to read using phonics, would have pushed and shoved to get the “see-say” reading methodology, originally designed for abnormal deaf-mutes, accepted as a reading methodology for normal primary-age children. Furthermore, the false propaganda disseminated about the, supposedly, successful use of the “see-say” methodology, from around 1853 to 1900, resulted in the adoption of “see-say” by the influential Columbia Teachers College and the Lincoln School, which propelled the thrust of the speciously new John Dewey-inspired system of education that was geared away from the fundamentals of learning towards, rather, preparing primary child to be subservient units in the organic society instead of intelligent and intuitive individuals who could read comprehensively and effectively. ‘See-say” was ideal for the proponents of Dewey. Since learning to read effectively was the primary key for unlocking a child’s ability to read to learn, the Dewey-system deliberately eviscerated the one essential key step in the learning process, which would ultimately culminate in producing an informed electorate. See-say” also appeared to be an easy way to learn to read, despite the recognized fact that learning to read well required personal discipline and hard work.

Hence, I sincerely believe that the rational and reasonable American reading this essay will be clearly able to cogently extrapolate the inexorable and egregious results of adopting a reading methodology system, “see-say,’ created for “abnormal” deaf-mutes, for systematic use by “all” of the public school districts in all of the States by 1920, in order to teach normal elementary school-age children how to read. It wasn’t adopted by accident or as a result of a grand gesture by a wise man or woman, but, rather, by conspiratorial means over a long period of time The leading educational “authorities” from 1900 to 1920, exclaimed by newspapers, magazines, and radio as “progressives,” in the likeness of Theodore Roosevelt and Woodrow Wilson, constituted a select group of, mostly, men who had been educated at Yale University and were members of Skull and Bones. For an ultimately conspiratorial reason, the fundamental wisdom of the Constitutional Framers, regarding the adoption and preservation of phonics, was devalued during this time, and most, that is over 70 percent, of the national electorate were made to believe that what these, supposedly, learned 20th Century men were spouting about educational learning standards for children was based upon truth. Therefore, what is extant today, a nation of dumbed-down adults, is a sad result of a conspiracy that worked its evil in increments over 150 years to the present day. “See-say” is still the predominant methodology for teaching reading in the federally approved “common-core” system of public education. Though there are many private and parochial schools that have continued to teach phonics in the 20th and 21st Centuries, the graduates of these schools make up a very small portion, less than 10 percent, of all the school children in the USA. Most of America’s children, more than 90 percent, are, and will remain to be, products of the public schools.

In conclusion, the reasonable person can clearly see the progression of ineffective educational standards in the current process of educating most of America’s children. You have the elementary schools, which don’t teach basic reading, writing, and arithmetic to properly prepare children for their middle-school learning experience, and the dumbed-down children that enter middle-school from elementary school aren’t properly prepared for the last three, or four, years of high school. Consequently, middle-school is really a remediation of elementary school, and high school is, in most cases, a remediation of what should have been learned in middle-school. Therefore, 98 percent of the 17-to-18 year old adolescents who receive high school diplomas, aren’t really receiving graduation certificates for the proper completion of twelve years of education, but, rather, for merely attending twelve years of classroom experience, and graduating on much less than a twelfth-grade level. Most seniors in public high schools are actually working on a 9th to 10th grade-level when they walk across the stage to be graduated. So, here we are back at the beginning of the time-frame when men and women, 25-to-35 years of age and the graduates of public schools, begin to think that online college and university degrees are “really” equivalent to degrees earned by classroom attendance in brick and mortar universities; and that what they couldn’t achieve in a classroom with their level of academic preparation could be achieved outside of a classroom, at home, before a computer screen. This is, and will remain to be, the mass grand delusion that is the nemesis of American educational superiority.