REWRITE this Article in your OWN WORDS, and narrow it down into exactly 1100 word plz. Be careful about plagiarism.

**Plz don't miss with the article Structure; ( it must be kept in 3 sections: introduction, main body and a conclusion)

  Challenge of Online Learning

INTRODUCTION :

Online learning is the newest and most popular form of distance education today.

Within the past decade it has had a major impact on postsecondary education and the trend is only increasing.

Now online learning become a big market which valued at INR 39 billion in 2018 and it will be Expected to reached at INR 360.3 billion in 2024.

Online learning is a way to deliver learning remotely to those who choose not to attend from a physical location.

At formal institutions like colleges and universities, online learning is delivered via a Learning Management System (LMS) that allows instructors to create and add content, assignments, and activities that students can access with an Internet connection on a computer or mobile device.

This is not the only form of online learning, but it is the most utilized method to receive a formal education, and allow instructors and students to create a learning community for their classes.

Now lets talk about Challenges in online learning / Digital learning :

Teaching and learning in an e-learning environment happens differently than in the traditional classroom and can present new challenges to instructors and learners participating in this online learning environment.

Technology-assisted learning tools is quickly changing the face of education, transitioning the classroom only learning environment to an online only or blended online learning experience.

BODY SECTION :

The possible challenges instructors and learners face in an e-learning environment must be considered in order to ensure learner success. Therefore, there are two roles in e-learning that must be considered when discussing ways to improve these challenges.

The first is the instructor’s role and the second, the student’s role. Both roles include a transition away from traditional teacher-student relationships, roles, and responsibilities, to virtual space roles.

However, it is the instructor’s primary roles within the learning environment, which will help overcome challenges, support, and sustain student success.

Here are some of the most common challenges students are currently facing with online classes along with specific tips on how to address them:

• Technical issues.
• Distractions and time management.
• Staying motivated.
• Understanding course expectations.
• Lack of in-person interaction.
• Adapting to unfamiliar technology.
• Uncertainty about the future.

Technical Issues

Unfortunately, technical issues are bound to happen in an online-only environment. it happens sometimes that  while attending classes live through videoconferencing, computer suddenly shut down and needed to restart the device. There are also moments when Wi-Fi is spotty.

The solution: The most important step is to stay in touch with professors and inform them about what's happening, experts say. They will hopefully understand and be flexible about the situation, perhaps even recording class sessions as a backup.

"There will be technology issues, and I think it's important that every student understands they're not alone in that, to allow themselves the patience to work through the problem.

Distractions and Time Management

While studying from home or wherever students may be, there can be more distractions than usual, especially with family and possibly younger siblings around, Also we Distract towards social media, Entertainment media, online Games etc.

As a result of these distractions – and possibly having additional responsibilities – time management becomes more challenging.

The solution: "Try to think about building a schedule – figuring out when you're going to do what you're going to do and then sharing that with the other people in your house. Students should still prioritize their physical and mental health, even if life is busier than usual.

Students should also try to identify a quiet time and place in their house to complete their coursework, if possible – even if that time is late at night. If their other responsibilities become too overwhelming, students should consider talking with their academic adviser about course load options for the class / semester /syllabus.

For instance, some schools are allowing students to switch at least some classes to a pass-fail grading system for the spring, which could help ease some anxieties.

Staying Motivated

students may not be attending class at a set time on a physical campus, finding the motivation to get started on coursework can be difficult.

"When student  don't see home as a space of work, it's kind of a struggle to get in that mindset. "But student have different places in house, where room will be little oasis, but downstairs kitchen table is where student will sit down and get their  work done."

The solution: In addition to creating a daily schedule and finding a productive workspace, it can also help to simply focus on the ultimate goal.

"At the end of the day, look back on the day and check mark off all of those items that completed. Knowing that will help to motivate you as well.

staying in touch with classmates, in addition to reaching out to faculty or academic staff as needed, can also help motivate students.

Understanding Course Expectations

The sudden switch to online learning has left some students confused about some course requirements for the rest of the semester / Syllabus. They may wonder, for instance, if a final group presentation is still happening given that students can no longer meet on campus, or if they need to complete labs for science classes.

Students may also wonder whether their classes will have live lectures through videoconferencing at a set time on a certain day, or whether students are expected to learn the material on their own time.

The solution: students should be proactive in asking their professors questions about course expectations for the spring and whether there are any changes to requirements given the transition. Whether classes will be held live varies depending on the school, professor and discipline.

"Knowing the expectations as an online learner will help with time management because, again, you can plan out and schedule what's really needed week after week.

Lack of In-Person Interaction

The lack of in-person interaction with both instructors and classmates can be particularly challenging.

Being alone appears to be correlated with rates of self-talk and using the TV for company. Results confirmed our contention that when alone, individuals seek out replacements for social interaction that mimic genuine social interaction. so, Lack of in person interaction lead to many failure like incomplete syllabus,not interested in study,etc.

The solution: students should take advantage of the tools at their disposal. While not ideal for all learners, the best alternative to actual face-to-face interaction may be videoconferencing programs like Zoom, Skype or FaceTime. Talking on the phone with classmates or a professor is also an option.

student attended virtual office hours to speak with professors directly. "student have their video on, the professor has their video on, and student can kind of talk to them and get a little bit of additional help.

Adapting to Unfamiliar Technology

Transition to online classes, students are now adapting to some digital tools.

"I think all of us have had to learn to use technology in the last couple months that some of us have never heard of, some of us may have used just a little bit .who typically teaches classes on campus.

The solution: Use the resources available through the school. While this can include reaching out to technical support, students should determine whether they can save themselves time by looking up answers to their technology questions online or watching a video tutorial.

Uncertainty About the Future

The sudden switch to online classes for the semester and in some cases – It caused anxiety and raised questions among students about their academic futures. Some are considering taking the fall semester off if their school continues to stick with online classes, for instance, while others are concerned about upholding a full course load while juggling family responsibilities at home.

The solution: I recommends students speak with an adviser or student support services as needed to determine whether adjustments course schedule or a future semester if needed. For example, a student may want to take fewer course credits in a future semester if his or her school continues offering only online classes and the student finds this format challenging.

Regardless of the challenges that come with the transition to online classes, students should remember that assistance is available.

"It can be a difficult transition. "But it doesn't have to be because there are many people who are willing and able to help with it."

CONCLUSION :

The timing has never been better for using technology to enable and improve learning at all levels, in all places, and for people of all backgrounds.

From the modernization of E-rate to the proliferation and adoption of openly licensed educational resources, the key pieces necessary to realize best the transformations made possible by technology in education are in place.

Educators, policymakers, administrators, and teacher preparation and professional development programs now should embed these tools and resources into their practices.

Working in collaboration with families, researchers, cultural institutions, and all other stakeholders, these groups can eliminate inefficiencies, reach beyond the walls of traditional classrooms, and form strong partnerships to support everywhere, all-the-time learning.

Although the presence of technology does not ensure equity and accessibility in learning, it has the power to lower barriers to both in ways previously impossible.

No matter their perceived abilities or geographic locations, all learners can access resources, experiences, planning tools, and information that can set them on a path to acquiring expertise unimaginable a generation ago.

All of this can work to augment the knowledge, skills, and competencies of educators. Tools and data systems can be integrated seamlessly to provide information on student learning progress beyond the static and dated scores of traditional assessments.

Learning dashboards and collaboration and communication tools can help connect teachers and families with instantaneous ease.

This all is made more likely with the guidance of strong vision and leadership at all levels from teacher-leaders to school, district, and state administrators.

For these roles, too, technology allows greater communication, resource sharing, and improved practice so that the vision is owned by all and dedicated to helping every individual in the system improve learning for students.

It is a time of great possibility and progress for the use of technology to support learning and build carrier in teaching and earn lots of Assets.

write a c++ code for following application You have been hired by XYZ Car Rental to develop a software system for their business.
Your program will have two unordered lists, one of Cars and one of Reservations. 

The Car class will have the following data:
        string plateNumber (this is the key)
        string make
        string model
        enum vehicleType (VehicleType Enumeration of options: sedan, suv, exotic)
        double pricePerDay
        bool isAvailable

        isAvailable should be set to true on initialization, and a public setter method should
        be exposed SetAvailable(bool available); 

Reservation will have the following:
        string name (key)
        string vehicleRented (plate of the car which is our key for the list)


The Program class will be composed of the two lists. 
There will also be a method to display a menu that will have the following options, 
Create a method to process the user's input and call appropriate methods to perform the operation requested.
(Use a switch statement and call the appropriate methods based on the number the user puts in)

    -------------------------------------------
    XYZ Car Rental
    -------------------------------------------
    1. List all cars
    2. Add car to inventory
    3. Remove car from inventory
    4. List all reservations
    5. Add a reservations
    6. Cancel reservation
    7. Exit

Option 1: 
    List all the cars in the unordered list of cars
     (Overload the << operator like my example to print each car's info)

Option 2: 
    Prompt for all the information for a vehicle. 
    Create the vehicle and add it to the list of available vehicles

Option 3:
    Remove a vehicle from the list of available cars. 
    If the car is not available (a user has rented it) return an error message and don't remove the vehicle

Option 4: 
    List all the reservations. Use the key in the reservation to retrieve the vehicle details from the list of vehicles

Option 5: 
    Prompt the user for a name. 
    List all the cars that are available (isAvailable=true):
        1. Nissan Sentra (sedan) $24/day
            2. ...
            n+1. Cancel
    
    Prompt the user to enter an option. Your list will need to implement a GetItemAtIndex
    method which will let you select a vehicle based on the menu option. For example if the user selects 1, you would call GetItemAtIndex(choice - 1). 
    Make sure this returns a car reference: Car& GetItemAtIndex(int index) 
    Create a reservation object with this car's plate and the user's name, and call the car's SetAvailable method with  false passed as the argument; 
    If cancel is pressed, show all the original options again

Option 6:
    Propt the user for a name. Remove the reservation object from the list if that user's name is a key. 
    Use the plate number to find the car in the list and set available to true (Make sure the GetItem method returns a reference)

At the end of each option's method (except Exit) make sure ot list the menu options again.
For Exit, quit the program. 

In what follows use any of the following tests/procedures: Regression, confidence intervals, one-sided t-test, or two-sided t-test. The procedures should be done with 5% P-value or 95% confidence interval.

Open Lab Visits data. Is it reasonable to claim that students with 8 or more visits to open lab sessions have average final grade higher than students with less than 8 visits?

1. What test/procedure did you perform? (5 points)

• a. One-sided t-test
• b. Two-sided t-test
• c. Regression
• d. Confidence Interval

2. Why did you choose this test/procedure? Because… (5 points)

• a. We are checking if number of visits influences final grade.
• b. We are checking if two averages are significantly different.
• c. We are checking if the average of one variable is larger than the average of the other variable.
• d. We are comparing the average final grade with a specific number.

3. What is the P-value/margin of error? (5 points)

• a. 7.19248E-07
• b. 3.59609E-07
• c. 2.55531E-06
• d. 4.161353

4. What is the Statistical interpretation? (5 points)

• a. The P-value is much smaller than 5% thus we are very certain that the slope is not zero.
• b. The P-value is much smaller than 5% thus the test result is conclusive.
• c. The P-value is much smaller than 5% thus we can claim that the number of visits to open lab sessions is related to final grade.
• d. The prediction interval for the true average final grade of students with 8 or more visits to open lab is [78.64454, 85.88879]

5. What is the conclusion? (5 points)

• a. We are confident that more visits to open lab sessions lead to higher final grades.
• b. We are confident that students with 8 or more visits to open lab sessions have average final grade greater than students with less than 8 visits.
• c. We are NOT confident that students with 8 or more visits to open lab sessions have average final grade greater than students with less than 8 visits.
• d. None of these.

Below are a few paragraphs from Tough’s essay, “Who Gets to Graduate?” Please read each paragraph carefully. Then write a 1-2 sentence summary for each portion of the reading. “Listen” carefully to what Tough is saying and try your best to capture his argument.

…whether a student graduates or not seems to depend today almost entirely on just one factor — how much money his or her parents make. To put it in blunt terms: Rich kids graduate; poor and working-class kids don’t…When you read about those gaps, you might assume that they mostly have to do with ability…But ability turns out to be a relatively minor factor behind this divide.

Tough believes the student

[The University of Texas’] efforts are based on a novel and controversial premise: If you want to help low-income students succeed, it’s not enough to deal with their academic and financial obstacles. You also need to address their doubts and misconceptions and fears. To solve the problem of college completion, you first need to get inside the mind of a college student…“There are always going to be both affluent kids and kids who have need who come into this college,” Laude said. “And it will always be the case that the kids who have need are going to have been denied a lot of the academic preparation and opportunities for identity formation that the affluent kids have been given…”

Tough believes…

When you send college students the message that they’re not smart enough to be in college — and it’s hard not to get that message when you’re placed into a remedial math class as soon as you arrive on campus — those students internalize that idea about themselves.

Tough believes…

To the extent that the Stanford researchers shared a unifying vision, it was the belief that students were often blocked from living up to their potential by the presence of certain fears and anxieties and doubts about their ability. These feelings were especially virulent at moments of educational transition — like the freshman year of high school or the freshman year of college. And they seemed to be particularly debilitating among members of groups that felt themselves to be under some special threat or scrutiny: women in engineering programs, first-generation college students, African-Americans in the Ivy League.

Tough believes…

The negative thoughts took different forms in each individual, of course, but they mostly gathered around two ideas. One set of thoughts was about belonging. Students in transition often experienced profound doubts about whether they really belonged — or could ever belong — in their new institution. The other was connected to ability. Many students believed in what Carol Dweck had named an entity theory of intelligence — that intelligence was a fixed quality that was impossible to improve through practice or study.

Tough believes…

Read your summaries again. Then, in one sentence, write here what you believe Tough is arguing in your section of his essay.

Tough argues that…

40 random college students were asked about their gender, age, height, weight, and ethnicity. The results were listed in the table below.

GENDER AGE HEIGHT (cm) WEIGHT (lb) ETHNICITY 1 M 18 165 175 Japanese 2 M 24 188 180 Chinese 3 M 19 190 200 Caucasian 4 M 19 192 200 Caucasian 5 M 18 175 160 Mixed 6 F 18 152 112 Japanese 7 F 18 152 120 Filipino 8 F 20 180 180 Mixed 9 F 21 172 190 Mixed 10 F 19 165 140 Filipino 11 F 20 160 140 Filipino 12 F 21 160 150 Caucasian 13 F 20 160 130 Caucasian 14 F 32 154 125 Japanese 15 F 44 128 90 Filipino 16 M 26 200 230 Mixed 17 M 20 190 180 Mixed 18 M 20 194 180 Chinese 19 M 19 180 195 Mixed 20 M 18 152 150 Caucasian 21 F 18 146 110 Japanese 22 F 19 150 125 Japanese 23 F 23 160 140 Mixed 24 F 20 154 135 Chinese 25 F 21 154 130 Japanese 26 F 20 172 175 Mixed 27 F 18 166 125 Chinese 28 F 19 168 130 Others 29 F 18 170 150 Others 30 F 19 156 160 Filipino 31 M 23 170 180 Mixed32 M 23 160 165 Japanese 33 M 23 168 150 Mixed 34 M 18 168 170 Mixed35 M 19 165 190 Filipino 36 M 21 162 165 Filipino 37 M 21 176 175 Caucasian 38 M 20 172 175 Caucasian 39 M 22 165 200 Mixed 40 M 18 165 150 Caucasian

1. Construct the frequency table for the height of male students using 5 number of classes.

2. Construct the frequency histogram for the height of male students and estimate the shape,

center, and variability of the distribution.

. Construct the OGIVE (Cumulative Frequency Polygon) for the height of male students and

indicate on the graph the position of the quartiles (Q1, Q2, Q3).

4. Construct the frequency table for the height of female students using 5 number of classes. 5. Construct the frequency histogram for the height of female students and estimate the shape,

center, and variability of the distribution. 6. Construct the OGIVE (Cumulative Frequency Polygon) for the height of female students and

indicate on the graph the position of the quartiles (Q1, Q2, Q3).

Students in ISDS 3711 are introduced to different quantitative tools. They practice how to apply these tools, how to formulate problems and how to solve them using Excel and different Excel add-ins in the HW assignments. Problems in HW assignments are typically well structured. The students are told which tool they should apply and they are provided with the data that they need. These structured HW assignments do not teach students how to approach an unstructured decision situation where it is not clear which tools to apply and which information to collect. The following HW assignment has been developed as a way for students to practice these important skills.

The assignment is based on the Case: Project Portfolio Management at XYZ Pharma that was developed at London School of Economics. The case describes the R&D project selection and prioritization problem at a major pharmaceutical company, a recurrent issue of strategic importance to the company. Students will not be asked to conduct an actual quantitative analysis but to start thinking about how they would frame the project, which quantitative tools they might use and which information to collect.

Students will work on this assignment individually. They will be asked to read the case and then answer the following questions. We do not ask the students to actually conduct a quantitative analysis but we ask them to formulate the problem in the context a quantitative analysis.

Part 1 – Framing the Project Portfolio Management Problem

Develop a decision framework for project portfolio management at XYZ:

• What are the objectives?

• What are the constraints?

• What are the risks involved?

• What are your alternatives?

• What information is required for project portfolio management at XYZ and how can it be collected?

Part 2 – Project Valuation

Before thinking about appropriate portfolio decisions, the value of each project in the portfolio needs to be determined. How would you determine the value of the following project (‘Project 1’) in XYZ’s portfolio, a project in the pre-clinical phase, part of the Oncology therapeutic area? What additional information would you collect? Which quantitative tool(s) might help you in determining the value of the project?

Project 1

Phase Pre-Clinical
Launch Year 2009
Probability of Technical Success 5%
Net Sales (if success) $4,753 million
Pre-launch costs (including R&D cost) $152 million

Part 3 – Project Risk

When implementing project 1, you face technical and market risk. How would you assess the risks embedded in Project 1? What additional information would you collect? Which quantitative tool(s) might help you in determining the project risk?

Part 4 – Project Portfolio Decisions

Suppose that next year’s R&D budget for the oncology area has been reduced to $50 million. How would you decide which projects to continue, and which to put on hold? What additional information would you collect? Which quantitative tool(s) might help you in determining the best portfolio?

1. List self-protection strategies for preventing physical violence and abuse.

2. List self-protection strategies for preventing sexual violence and abuse.

3. List the common characteristics of gangs and the risks of gang membership, and outline a self-protective approach to gangs.

4. Describe the risks created by carrying weapons and strategies to avoid being injured by weapons.

Minimum of one paragraph for each question:

1. List and describe the different "types" of diabetes mellitus.

2. List and describe three body system complications related to DM (see attachment - some examples) and what are the signs & symptoms and plan of treatment for each.

3. List and describe one drug used to treat diseases of the Thyroid and Pituitary Glands

Minimum of one paragraph for each question:

1. List and describe the different "types" of diabetes mellitus.

2. List and describe three body system complications related to DM (see attachment - some examples) and what are the signs & symptoms and plan of treatment for each.

3. List and describe one drug used to treat diseases of the Thyroid and Pituitary Glands

Introduction TO ECOLOGY

Define ecology and state in one sentence, its importance for understanding the environment.

List biotic and abiotic factors that determine the distribution of organisms on Earth.

List ten of Earth’s major terrestrial and/or aquatic biomes and list characteristics of each.

Identify two factors that dictate the distribution of all terrestrial biomes and explain the importance of each in one sentence.