The Difference Between Digital Books and Ebooks

A digital book and an eBook might appear to be similar but are way too much different from one another. Many people are still unaware of the differences and tend to confuse one with the other one. Practically they need to know the difference of both the book and in that order we are writing down this article. This article will give them the necessary knowledge and they will be able to differentiate between the two types of books.

eBooks

The basic difference between an eBook and a digital book is that the former is written for the web. Most of the eBooks are not published officially like the digital books are. Though they are similar in outlook yet they are much different in this way. 

The eBooks are generally written on a short notice. The expenses are also much less and the most probable expense is of distribution. Most of the books are short and are under 50 pages.

Digital books

Digital books are available in PDF forms. They are commonly referred to as the electronic books. They might be published, scanned, or printed. They are the soft copies or their original harder counterparts. Most of us read them and are much in love with them.

The current and the newer versions of the books are much like the original ones, while the older ones are much better to the original hard prints. Unlike the paper prints the pages of the digital books do not grow yellowish; neither have they compromised with the quality of reading. The scanned page of the books does not imply that they are copied versions, so, there can be no staining on the digital books, nor coloured papers or any such things.

One can buy these books from the various online shopping platforms available now. The advantage of opting for these books is that they are much affordable than the hard covered paper books.

These books can be referred to as self-help books. Historical notes are also found in the form of eBooks. These books are not important for imparting literary values, thy only concentrates of several facts, ideas or any instructions.

How To Get Through To A Class You Struggle With - A Pedagogical Approach

This is the second article on the issue of getting through to a class you struggle with. Often, these classes have many students who lack success in their academic studies. No matter what students say, all students like to succeed. Your task, pedagogically, is to start that process of having success, no matter how small initially. Therefore, your first task is to find out where each student is academically and start there. You may do this by checking their past reports or better still test the students in subtle ways on a new topic before you begin serious teaching. Subtle ways may be a competitive quiz or a diagnostic test. Once you know where your students are, then you can use the strategies below to help them along the way and to reduce your stress levels.

Strategy 1: Be Super Prepared

By this I mean have more activities than you think you will need. Why? Because if one activity or strategy does not work well, quickly use another to keep the class occupied. Secondly, make sure your knowledge is perfect. Then the class will have confidence in you as a teacher. (It is not unknown for the difficult classes to be given to the less able teachers so these students often have the impression that their teachers 'can't teach'.)

Strategy 2: Concentrate On Basic Skills

In each new topic, start from the basics that they should know and go from there. Tell your class what basics they need to know. Test them frequently with short quizzes or short written tests. These little tests will allow you to show the students they are making progress and having success.

Strategy 3: Use Short, Sharp Activities

These activities prevent boredom for students who finish quickly or struggle to finish. The students get to know the results of their efforts quickly. The class time passes quickly for them. Make sure you keep to the time you set for each activity unless you find that you can use the activity to emphasise a teaching point. All students should be able to get started in each activity you provide them to consolidate your teaching. Include short challenging exercises at the end for the quick finishers and for the brighter students.

Strategy 4: Vary Your Teaching Pedagogue

Difficult classes don't like the traditional 'chalk and talk' lesson (teacher exposition). Use a wide variety of approaches to your lessons where you try to incorporate 'multiple intelligences'. Even use a variety in each lesson.

Strategy 5: Life Related Examples In Your Teaching

These students often lack motivation and don't see any relevance to what they learn in class and life outside the classroom. Wherever possible, seek to relate what you teach to life outside the classroom. There are many educational texts available which are not like the traditional text books. Purchase some in your subject areas and use them to supplement your set textbook. You can still teach the basics of your subject this way. In a subject like Mathematics, a sporting context can create more interest among students.

Strategy 6: Fun And Competitive Exercises

All students like to have fun and enjoy a little competition. Add these to your lessons but set the rules up that you want the students to follow. Otherwise, they may get the impression that you are not serious about this learning.

Strategy 7: Frequent Practice Tests

These should be based on the basic skills they need to have to tackle each assessment instrument. Practise doing each type of assessment task. It is also important to teach them how to do an exam. With all my classes I review examination technique before and after each assessment task.

Strategy 8: Learning From Mistakes And How To Improve Performance

With each new topic I teach, I always explain where mistakes can be made. After marking an assessment task, I point out to students the mistakes they have made and discuss ways to avoid them in the future.

Strategy 9: Motivational Phrases

Each day on my board away from the part I use in teaching, I write a motivational phrase for my students. Sometimes, I'll explain what it means to help get the students on task. Here are just a few:

Thinking is the hardest work of all. That's why so few of us do it.

Recognise the opportunity, grab it and do something with it.

Successful people do things that failures don't want to do.

Strategy 10: Ideas On Homework

There is always a debate on whether to give homework with these sorts of classes. If homework is mandated in your school or subject, here are just a few ideas to consider.

Give homework that consolidates the work taught in class that day.

Make sure that the initial work is easy so all students get a start.

Don't make it onerous.

Check the homework the next day or at the beginning of the next lesson.

Answer questions related to it. Re-teach work if necessary.

Have a process where students can seek help from you if they are unable to do their homework.

Strategy 11: Instructions

These students often have poor listening skill.so you need to not only give the verbal instructions slowly but you need to write them on the board. Keep your instructions as simple as possible.

Strategy 12: Other Skills

Teach your students how to listen powerfully; how to concentrate; how to write notes and so on. Model the behaviour or skills they need to learn often.

In conclusion, let the 'KISS' principle be your guide; 'Keep It Simple, Stupid'. Do everything with your class with a step by step approach. Remember, a stressed-out teacher is no good to anyone. Don't be slow in stepping back when the lesson is not going well and take a time-out with the class. Do something that is easy and enjoyable for all.  ( Richard D Boyce )

A SCIENTIST’S CASE FOR THE AFTERLIFE

Thousands of people have had near-death experiences, but scientists have argued that they are impossible. Dr. Eben Alexander was one of those scientists. A highly trained neurosurgeon, Alexander knew that NDEs feel real, but are simply fantasies produced by brains under extreme stress.

Then, Dr. Alexander’s own brain was attacked by a rare illness. The part of the brain that controls thought and emotion—and in essence makes us human—shut down completely. For seven days he lay in a coma. Then, as his doctors considered stopping treatment, Alexander’s eyes popped open. He had come back.

Alexander’s recovery is a medical miracle. But the real miracle of his story lies elsewhere. While his body lay in coma, Alexander journeyed beyond this world and encountered an angelic being who guided him into the deepest realms of super-physical existence. There he met, and spoke with, the Divine source of the universe itself.

Alexander’s story is not a fantasy. Before he underwent his journey, he could not reconcile his knowledge of neuroscience with any belief in heaven, God, or the soul. Today Alexander is a doctor who believes that true health can be achieved only when we realize that God and the soul are real and that death is not the end of personal existence but only a transition.

This story would be remarkable no matter who it happened to. That it happened to Dr. Alexander makes it revolutionary. No scientist or person of faith will be able to ignore it. Reading it will change your life.

Since 1990, when Robert Jordan’s The Wheel of Time® burst on the world with its first book, The Eye of the World, readers have been anticipating the final scenes of this extraordinary saga, which has sold over forty million copies in over thirty languages.

When Robert Jordan died in 2007, all feared that these concluding scenes would never be written. But working from notes and partials left by Jordan, established fantasy writer Brandon Sanderson stepped in to complete the masterwork. With The Gathering Storm (Book 12) and Towers of Midnight (Book 13) behind him, both of which were # 1 New York Times hardcover bestsellers, Sanderson now re-creates the vision that Robert Jordan left behind.

Edited by Jordan’s widow, who edited all of Jordan’s books, A Memory of Light will delight, enthrall, and deeply satisfy all of Jordan’s legions of readers.

The Wheel of Time turns, and Ages come and pass.

What was, what will be, and what is,

may yet fall under the Shadow.

Let the Dragon ride again on the winds of time.

Greg Heffley is not willing to be the odd man out. A dance at reg's middle school has everyone scrambling to find a partner, and Greg is determined not to be left by the wayside. So he concocts a esperate plan to find someone—anyone!—to go with on the big night.

But Greg's schemes go hilariously awry, and his only option is to attend the dance with his best friend, Rowley Jefferson, and a female classmate as a "group of friends." But the night is long, and anything can happen along the way. Who will arrive at the dance triumphantly, and who will end up being the third wheel?