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Video clips are placed in the following categories. Please note that the classification is arbitrary and there can be overlapping.
Use the links below to go to the relevant categories
- General
- Chi Kung
- Shaolin Kungfu
- Wahnam Taijiquan
- Combat Application
- Glimpses of Courses
- Course Reviews
- Kungfu Sets
- Weapon Sets
You will need "Windows Media Player" or "DivX" to view the video clips, which are of the "wmv" or "avi" file-types. If you do not have the softwares, you can download them for free by following the links here for "Window Media Player" or here for "DivX".
Please Note: that you can download the video clips onto your own computer and viewthem at your leisure. Enter the web page (not this one) where the selected video clip can be downloaded. Place your computer pointer at the picture or one of the links, and right click. Choose "Save Target As". Select the directory or sub-directory where you wish to keep the video clip. Click "Save".
Kungfu Sets
While a kungfu set is mainly used for demonstration in many other schools, in Shaolin Wahnam it serves many useful purposes, such as:
- Learning kungfu techniques
- Ensuring the correctness of forms
- Practicing footwork and body-movement
- Practicing "six harmonies"
- Regulating breathing
- Developing force
- Practicing combat application
- Generating energy flow
- Attaining a focused mind
Please Note: The Weapon Sets are found here.
Eighteen-Lohan Fist
The Eighteen-Lohan Fist was evolved from the Eighteen Lohan Hands.
Little Lohan Fist
Eighteen-Lohan Fist
Combination Set of Taming Tiger
A combination set is a systematic way to learn to respond spontaneously with appropriate skills and techniques of the set to certain combat situations
Taming Tiger Combination Set 2010
Taming Tiger Combination Set 2014
San Zhan of Wuzuquan
Grandmaster Wong gave an impromptu demonstration of San Zhan in Sifu Attilio's beautiful hotel in Finale Ligure, Italy in May 2014. San Zhan is not only a fundamental set in Wuzuquan to develop internal force, its techniques can also be used to counter any attack!
Please click here to enter.
Wing Choon Shui Ta
Shui Ta, which means Miscellaneous Fighting, is meant to train combat efficiency. This set is specially composed to be taught in a Wing Choon course in Barcelona on 6th and 7th May 2014.
Dragon-Strength Chi-Circulation Set
Dragon-Strength is Grandmaster Wong's specialty. The set can be very fast and powerful.
12 Sequences of Tantui
Tantui, the essence of Northern Shaolin, is famous for leg techniques.
Taming-Tiger Set
Different versions of the Taming-Tiger Set are found in a few kungfu styles, including Lohan and Wudang. The best known is from the Wong Fei Hoong's lineage.
Video 2014
Picture Series 2014
Combat Applications of Taming Tiger Set
Videos - Finland 2010
Video - Australia 1980s
Tiger-Crane Set
The Tiger-Crane Set is a famous Southern Shaolin set incorporating the tiger-claw and the no-shadow kick.
Video - 36-Pattern 2014
Pictures - 36-Pattern 2014
Video - 36-Pattern 2000
Pictures - 36-Pattern 2000
Video - 108-Pattern 2014
Pictures - 108-Pattern 2014
Shaolin Iron Wire Set
The Shaolin Wahnam version of the Iron Wire Set is inspired by the orthodox version in Wong Fei Hoong's lineage, but is different from it .
Video - Sungai Petani 2014
Pictures - Sungai Petani 2014
Pictures - Ireland 2012
Video - Finland 2010
Where a Buffalo Lies
A skilful exponent can perform any kungfu set at a space where a buffalo lies.
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Choe Family Wing Choon
In this Choe Family Wing Choon set performed at the Tribute to Sifu Show, Sifu Tim Franklin demonstrated force training, attacks to four corners free flowing patterns from the flow method.
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Xingyiquan is sometimes known as kungfu for generals.
Five-Element Continuous Fist 2013
Twelve Animal-Form Continuous Fist 2013
Baguazhang is famous for its beautiful patterns, agile movement and sophisticated applications.
Baguazhang Circle Walking
Baguazhang Combat Sequences Swimming Dragon Baguazhang Set 2013
64 Combat Applications of Swimming Dragon 2012
64 Palms of Swimming Dragon - Pictures 2012
Baguazhang Circle Walking - Videos 2012
Wuzuquan, or Five-Ancestor Kungfu, is famous for profundity in simplicity.
San Zhan - Videos 2012
San Zhan - Pictures 2012
Twenty Punches - Videos 2012
Twenty Punches - Pictures 2012
Kicking Leg - Videos 2012
Kicking Leg - Pictures 2012
Wuzuquan Kneading Hands - Videos 2012
Wuzuquan Sparring Sef - Videos 2012
Shi Zhan or Practical Fighting Set
Set Practice and Combat Application of Shi Zhan
108-Pattern Yang Style Taijiquan
In our Wahnam Version of the 108-Pattern Set, the main techniques are practiced both sides. Grandmaster Wong also added a few patterns from the fundamental Taijiquan Thirteen Techniques.
24-Pattern Simplified Taijiquan Set
This is the first Taijiquan Set taught in our school and includes all important patterns in Taijiquan. Click on the links to see the set demonstrated by
Choy-Li-Fatt Twelve-Fist Set
This Choy-Li-Fatt set is very effective for free sparring with or without gloves, especially against other martial arts.
Wudang Taijiquan
Wudang Taijiquan represents the pinnacle of Shaolin Kungfu, integrating form, energy and mind into one unity. Zhang San Feng called his practice "Shaolin Kungfu"; "Wudang Taijiquan" was a later label.
Drunken Eight Immortals
The "Drunken Eight Immortals" is an amazing set. Some patterns may appear out of form. This is because practitioners of "drunken" kungfu often compromise their form to accomplish certain advantages, like dodging and striking simultaneously, deceptive movements, and tricking opponents.
Wing Choon Chi Sau Sets
Three sets, Sap Luk Sau, Sap Ye Thiat and Thiet Chiet Na, for learning and practicing chi sau and combat application in Wing Choon Kungfu.
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Praying Mantis Eighteen Collection
Wang Lang, the founder of Praying Mantis, incorporated the best eighteen kungfu features of the time into this set
50 Sequences of Eagle Claw
Eagle Claw Kungfu represents another important legacy from Northern Shaolin. The 50 sequences look simple but their combat applications are profound.
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Shaolin Flower Set
The Shaolin Flower Set is a legendary set reputed to be practiced by the female Shaolin grandmaster, the Venerable Ng Mui, and the Shaolin prodigy, Fong Sai Yoke.
Triple Stretch Set
It is reputed that this was the set Hoong Hei Khoon and the Venerable Sam Tuck practiced at the Shaolin Temple on Nine Lotus Mountain in south China.
Wing Choon Kungfu
In Choe Family Wing Choon, the fundamental set, Siu Lin Tau, which means Little Practice Beginning, can be divided into three parts. The first part is also called Siu Lin Tau, the second part is called Cham Keew which means Searching for Bridge, and the third part is called Phew Chee which means Thrusting Fingers.
Siu Lin Tau or Little Practice Beginning
Cham Kiew or Searching for Bridge
Phew Chee or Thrusting Fingers
Old Eagle Catches Snake
When Sifu Rama Roberto proposed the name "Eagle Claw Catches Snake" to replace "Taijiquan Four-Sequence Four-Attack Set", Grandmaster Wong readily agreed it was an excellent choice. The new name is to honour the Taijiquan Patriarch Zhang San Feng who drew his inspiration to evolve Taijiquan from Shaolin Kungfu after witnessing a fight between a bird and a snake, as well as to remind Taijiquan practitioners that there are many chin-na techniques in Taijiquan.
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Lohan Walks in the Garden of Timelessness
Lohan Walks in the Garden of Timelessness was composed by Grandmaster Kai Uwe to help course participants remember the patterns taught at the Warrior Project on the Blue Mountain from 15th to 18th March 2009.
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Lohan Tames Tiger Set
To introduce students to a comprehensive experience of combat application in Shaolin Kungfu, Grandmaster Wong composed 4 combat sequences, which were linked to form a set. However, there were some slight differences in the sequences taught in Japan, Ireland, Portugal and Spain. In order for students to remember the sequences easier, Grandmaster Wong has revised the sequences into a standardized version, which was first taught in the United States.
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Shaolin Four-Sequence Four-Attack Set
The four abridged Shaolin combat sequences are linked together to form a set, called Shaolin Four-Sequence Four-Attack Set, or "Siu Lam Sei Lou Sei Kheik Khuen" in Chinese (Cantonese). Although this set is short, it incorporates all the typical patterns of attacks and defence in all the four categories of striking, kicking, felling and chin-na. It is incredible but true that students trained in this set many handle all forms of attack.
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Taijiquan Four-Sequence Four-Attack Set
Taijiquan is not a dance; it is a wonderful internal martial art. In our school, combat sequences form a crucial aspect in our sparring methodology. There are 12 Basic Taijiquan Combat Sequences. These 12 are distilled into 8 Distilled Combat Sequences, which in turn are abridged into 4 Abridged Combat Sequencees. The 4 combat sequences are linked together to form a set, called Taijiquan Four-Sequence Four-Attack Set.
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Cross-Roads at Four Gates by Sifu Ronan
"Cross-Road at Four Gates" was the fundamental set practiced at the southern Shaolin Temple in Quanzhou in the 1880s. It was transmitted to us in Shaolin Wahnam by the Venerable Jiang Nan.
Old Video in 1980s
Performed by Grandmaster Wong
Performed by Sifu Ronan
Flowing Water Floating Clouds by Sifu Robin
The "Flowing Water Floating Clouds" Taijiquan set is a hallmark of Wahnam Taijiquan, and displays many of the characteristic features of our style of Taijiquan. It is demonstrated by Sifu Robin Gamble.
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Shaolin Pakua Set
This Shaolin Pa Kua Set is from Shaolin Kungfu, and not from Pa Kua Kungfu or Baguazhang, though many salient principles may be similar. This was an important classical kungfu set taught by Grandmaster Ho Fatt Nam that Grandmaster Wong cherishes highly. The set is demonstrated here by Sifu Goh Kok Hin, Grandmaster Wong's senior disciple in Malaysia, from a video made more than 20 years ago. Many techniques used in Shaolin Wahnam today are taken from this classical kungfu set.
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Yellow Bee Sucks Pollens
Many Taiji practitioners today do not realize that Taijiquan is a martial art. But realizing it as a martial art is one thing, being able to practice it as a martial art is another. Many Taiji practitioners would like to be able to use their art for self-defence but have little idea of how to do so. This set, which is composed of eight Taijiquan combat sequences, helps to overcome this problem.
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Single Tiger Emerges from Cave
"Single Tiger Emerges from Cave" was composed by Grandmaster Wong Kiew Kit from 8 combat sequences, which were condensed from the 16 Shaolin basic combat sequences. This set helps students to overcome two big secrets concerning free sparring, and enabled students at a regional Shaolin Kungfu course in Switzerland in 2006 to use Shaolin patterns in free sparring in just three days!
Two Big Secrets
Free Sparring in Three Days
Combat Application
Lohan Asks the Way
"Lohan Asks the Way" is the fundamental set in Shaolin Wahnam where students learn basic hand techniques, body adjustment and footwork. They also learn basic skills like fluidity of movements, breath control and mental focus. In other words, students are introduced to the "six harmonies" right at the start of their kungfu training.
Black Tiger Steals Heart in Videos
"Black Tiger Steals Heart" is the first of the basic combat sequence sets. It is composed of the first four basic combat sequences. The first sequence is also called "Black Tiger Steals Heart", named after the most popular attack pattern called "Black Tiger Steals Heart" too. Hence, "Black Tiger Steals Heart" may refer to a pattern, a sequence or a set.
Fierce Tiger Speeds Through Valley
This is the second combat application set for Shaolin Kungfu in our school. It extends the range of hand attacks and defence. Wherease the first combat sequence set, "Black Tiger Steals Heart" focuses on the left leg mode, this second combat second set, "Fierce Tiger Speeds through Valley", focuses on the right leg mode. The sequences here are very effective for pressing attack.
Happy Bird Hopes up Branch
Kicking techniques are very effective in Shaolin Kungfu, but these kicks are purposely inconspicuous. There are some innate weaknesses when applying kicks which a skillful exponent must be aware of and he must also know how to neutralize them if his opponent exploits these weaknesses.
Felling Tree With Roots
Many people are not aware that there are more felling techniques in Shaolin Kungfu than in any other martial arts! Throwing an opponent, as in Judo, is only one of numerous categories of felling an opponent to the ground. There are many felling techniques in Shaolin Kungfu whereby the exponent can fell an opponent without having to hold him.
Fierce Tiger Descends Mountain
While all the four categories of attacks are used, this set focuses on "qin-na", or gripping vital points, using tiger-claws.
Shaolin Five-Animal Set
The "Shaolin Five Animals" incorporates the five traditional animal forms and essence of Shaolin Kungfu, namely "dragon" which trains "mind", "snake" which trains "speed", and "crane" which trains "essence".
Performed by Sifu Anthony Korahais
Tiger-Crane Set in Videos
The Tiger-Crane Double-Form Set is a very famous kungfu set in southern Shaolin Kungfu. There are different versions of the set. The version here is taught to Grandmaster Wong by Uncle righteousness. The set consists of only 36 patterns.
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Tiger-Crane Set in Pictures
The famous Tiger-Crane Double-Form Set of Southern Shaolin Kungfu is presented here in pictures. Although there are only 38 patterns in this set, there are more tiger and crane patterns here than in the 108-pattern set popularly practiced.
This is because there all the patterns here are of the tiger and crane forms, and there are no repetitions of patterns in this set, but in the longer set many patterns are not of the tiger or crane forms and many tiger and crane patterns are repeated
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Learning the Tiger-Crane Set
How long does it take to learn a kungfu set? Usually it takes a few months. But in Shaolin Wahnam, students typically learn a kungfu set within a few days! Yet, not only their forms are correct, but also their movements are fluid, their force reasonable and their breathing regulated. This is possible because they have spent much time in basic training.
Basically to them learning a set is putting together various patterns or sequences in a meaningful order, and remembering the order. But much work begins after a set is learnt, like applying the patterns in effective combat. This video clip shows Sifu Wong teaching Eugene and David the famous Tiger-Crane Set in Toronto in 2003.
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Shaolin Five-Animal Set by Sifu Wong
The movements and spirit of Shaolin Kungfu are characterized by five "animals", namely the Dragon, the Snake, the Tiger, the Leopard and the Crane. The Dragon trains "shen" which means the mind, the Snake trains "qi" which means energy, the Tiger trains "gu" which means internal force, the Leopard trains "li" which means strength and speed, and the Crane trains "jing" which means elegance and essence.
This video clip captures an impromptu demonstration of the Shaolin Five-Animal Set by Sifu Wong in response to popular requests by participants of a VIP Taijiquan class in September 2005.
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Shaolin Five-Animal Set -- Picture Series
The famous Shaolin Five-Animals Set of dragon, snake, tiger, leopard and crane is presented her in pictures.
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Shaolin Dragon Form Set by Sifu Wong
The Dragon is the most majestic of the Shaolin "five animals", and is noted for the training of "shen" or mind. This set is not spectacular to watch, but is very effective for combat as well as developing qualities like mental freshness and agility that enhance our daily life.
The set commences with a pattern for developing internal force, particularly for the application of the "dragon-hand form" or "Two-Finger Zen". The "phoenix-eye fist" is also incorporated into the set. The pattern called "Dragon Manifests Miraculous Power" is employed to manifest the powerful internal force of the Dragon. This set also trains swerving body-movement and agile footwork.
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Shaolin Dragon-Tiger Set by Sifu Wong
The Dragon and the Tiger are two important forms of Shaolin Kungfu with emphasis on the training of mind and energy respectively. Dragon and Tiger patterns are as effective for combat as they are beautiful to watch.
This set is a "pattern-set" (in contrast with a "sequence-set") as it is made up of individual patterns rather than combat sequences. Exponents need to compose combat sequences from the patterns for effective fighting. In kungfu terminology, pattern-sets are called "mother-sets", or seed-sets, from which "children-sets" which are sequence-sets are issued.
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Shaolin Monkey Set by Sifu Wong
The Shaolin Monkey Set has special significance in Shaolin Wahnam because Sigung Ho Fatt Nam specialized in the Monkey. Sigung Ho, however, did not teach Sifu Wong the whole set; he explained to Sifu Wong the important principles underlying the Monkey and showed him some important combat applications.
Years earlier another Monkey specialist, whom Sifu Wong addressed as Brother Zheong, specially taught Sifu Wong not his Monkey Set (which was different from Sigung's set) but another of his specialty, the Double Knives. As Sifu Wong was much interested in the Monkey Set, he later sought out Brother Zheong's disciple to learn from him. Interestingly, this teacher was much junior to Sifu Wong in the kungfu circles then.
Monkey Set in Video Series
Monkey Set in Picture Series
Selection from the "Shaolin Monkey Set" — Spiritual Monkey Emerges from Cave
The Monkey Style is a specialty of Sigung Ho Fatt Nam. Therefore the "Shaolin Monkey Set" of which this video shows the beginning, has special significance in our Shaolin Wahnam School. The practitioner must be agile, flowing and have internal force.
This video shows Sifu Wong teaching Sifu Darryl the beginning of the Monkey Set, known as "Spiritual Monkey Emerges from Cave". Sifu Wong asks Darryl to watch his face. If you wish to know why, you have to ask Darryl. Although there are only a few patterns here and they look similar, these patterns are subtle and capable of many different applications.
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Selection from the "Shaolin Monkey Set" — Striking Vital Points.
As practitioners of the Monkey style are usually small in size, striking vital points is a characteristic feature. All the few patterns from the "Shaolin Monkey Set" shown in this video are aimed at an opponent's vital points.
Moreover, a Monkey style practitioner is very tricky. He often misleads and confuses the opponent before striking him. This video clip shows an example.
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Selection from the "Shaolin Monkey Set" — Black Ape Shows Rage.
Although the techniques of the "Monkey Set" are usually "soft" and suitable for the small-sized, there are also "hard" techniques where being big-sized can be an advantage. This makes the set a complete art. Some examples of both "hard" and "soft" techniques are found in the concluding part of the set shown in this video
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Simplified Wahnam Taijiquan Set — Cloud Hands in Slow Motion
This Wahanm Taijiquan set named "Cloud Hands" is a simplified form of the basic set "White Crane Flaps Wings" Yet it is comprehensive, and incorporates all important Taijiquan movements, force training and combat application! You may practice the whole set, or select patterns or sequences from it.
It is performed here slowly so that you can see mechanics of Taijiquan footwork, bodywork and waist movement. Pay attention to the three external harmonies of legs, body and hands, and the three internal harmonies of essence, energy and mind.
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Simplified Wahnam Taijiquan Set — Cloud Hands with Force and Speed
Some people have the mis-conception that Taijiquan must be performed slowly and without force. Taijiquan is an effective martial art. Without speed and force it cannot be effective for combat. During training Taijiquan may be performed slowly for some good purposes. Even when it is performed slowly, it is not without force, but the force is not mechanical or brutal, it is internal.
In this video clip, the Wahnam Taijiquan Simplified Set, "Cloud Hands", is performed fast and with internal force. Evidence from classical writings suggest that this was probably how Taijiquan was practiced by past masters like Wang Zhong Yue, Chen Wang Ting and Yang Lu Chan.
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Flowing Water Floating Clouds by Sifu Wong
"Flowing Water Floating Clouds" is a fundamental set in Wahnam Taijiquan. Those who are used to Taijiquan as a slow, gentle exercise, may think that this set resembles Shaolin Kungfu rather than Taijiquan. But we believe it is closer to the kind of Taijiquan masters in the past practiced.
It is an internal martial art as what Taijiquan should be, and not a graceful dance as what many people today regard it to be. It follows established Taijiquan principles like using intent instead of strength, using the opponent's strength against himself, and training of mind and energy and not just the physical body.
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Flowing Water Floating Clouds with Pattern Names
This is a representative Chen Style Taijiquan set, and was kept as top secret in the past.
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Flowing Waster Floating Clouds (Part 1)
This is the fundamental set in Wahnam Taijiquan. It is called "Flowing Water Floating Clouds" after the pattern that expresses the most representative characteristic of Wahnam Taijiquan. This pattern is found at the beginning and towards the end of the set.
We believe that in his extreme stillness while in a state of Tao, chi started to move inside the body of the First Patriarch of Taijiquan, the great Zhang San Feng, which manifested outwardly in movements poetically described as "flowing water floating clouds". These flowing movements were stylized into patterns forming Wudang Kungfu, which later developed into Taijiquan.
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Flowing Water Floating Clouds (Part 2)
Like Chen Style Taijiquan, from which it derives much inspiration, Wahnam Taijiquan looks more like Shaolin Kungfu than many modern styles of Taijiquan, like Yang Style and Wu Style. This is understandable as Taijiquan was evolved from Shaolin Kungfu when its First Patriarch, the great Zhang San Feng, initiated it.
One may wonder why in this video clip Sifu Javier jumps about at the completion of the set. This is because he has generated so much energy in the practice of this set as an internal martial art that the energy manifests externally in his "involuntarily" jumping about!
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Basic Wahnam Taijiquan Set — White Crane Flaps Wings
This is the basic Taijiquan set in Shaolin Wahnam. Although it is a short, simple set, it has all the movements needed for training fundamental Taijiquan skills and techniques in our school, including practicing stances and footwork, generating energy flow, building energy at the dan tian, developing internal force, exploding force, as well as applying combat techniques for all the four categories of attack and defence.
This set manifests our principles of being simple, direct and effective. Those used to Yang Style Taijiquan being performed slowly may think that our basic Taijiquan set looks more like Shaolin Kungfu than Taijiquan, but if we compare to what has been recorded in classics, we believe it may actually be closer to what Yang Lu Chan practiced.
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White Crane Flaps Wings in Slow Motion
"White Crane Flaps Wings", which is a basic set in Wahnam Taijiquan, is shown here in slow motion so that students may more easily see its movements. The names of the patterns are also given.
Performing a set slowly also enables students to check the accuracy of their forms, to improve balance and elegance, as well as to generate energy flow. When they have achieved these requirements, they should perform the set with force and speed. Without force and speed, one cannot be combat efficient no matter how accurate and elegant his forms may be.
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White Snake Shoots Venom in Slow Motion
This is the first of the combat application sets, and it trains hand attacks and defences. This set is composed of the following three combat sequences shown in the following video clips: "Immortal Waves Sleeves", "Low Stance Vertical Punch', and "White Snake Shoots Venom". A video clip showing the same set in some speed can be found here. (Please ignore the background music which happened to be playing while the video was taken.)
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Green Dragon Shoots Pearl in Slow Motion
"Green Dragon Shoots Pearl" is the second of the Wahnam Taijiquan combat application sets. It introduces kicking attacks and defences, and is composed of the following three combat sequences shown in the following video clips: "Green Dragon Shoots Pearl", "White Crane Flaps Wings", and "Striking Tiger Poise". A video clip showing the same set in some speed can be found here. (Please ignore the background music which happened to be playing while the video was taken.)
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Black Bear Sinks Hips in Slow Motion
"Black Bear sinks Hips" is the third combat application set in Wahnam Taijiquan. This set incorporates kicking and felling attacks and their defences. It is formed from the following three combat sequences shown in the following video clips: "Thrust Kick", "Low Stance Single Whip", and "Black Bear Sinks Hips". A video clip showing the same set in some speed can be found here. (Please ignore the background music which happened to be playing while the video was taken.)
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White Snake Shoots Venom (Preview)
This is a temporary clip for preview of the set "White Snake Shoots Venom". Another video clip with some modifications will be posted later on. Can you find out the underlying principle in the composition of this set" A clue is that this set is formed from combat sequences.
If you still can't get the underlying principle, have a look at the first three combat sequences performed by Jeffrey and Javier at Combat Sequences of Wahnam Taijiquan . Once you realize this underlying principle, you should have no difficulty formulating your own sets for various purposes.
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Wahnam Taijiquan Combat Application Set 1 — White Snake Shoots Venom
"White Snake Shoots Venom" is the first of the Wahnam Taijiquan combat application set. It is formed from the first three combat sequences, namely "Immortal Waves Sleeves" , "Low Stance Vertical Punch" , and "White Snake Shoots Venom" .
The initial attack footwork is from left mode advancing to right mode, and the initial defence footwork is from left mode retreating to right mode. Notice that the set should be practiced as chi kung, which means that you should be relaxed and focused, use internal force in both attack and defence, and not be tired or panting after performing the whole set.
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Wahnam Taijiquan Combat Application Set 2 — Green Dragon Shoots Pearl
"Green Dragon Shoots Pearl", the second of the Wahnam Taijiquan combat application set, is formed from Combat Sequences 4 to 6, namely "Green Dragon Shoots Pearl" , "White Crane Flaps Wings" , and "Striking Tiger Poise" , where kicking attacks and defences against them are introduced..
The initial attack footwork is from left mode advancing to left mode, and the initial defence footwork is from right mode retreating to right mode. The performance shown in the video clip is in real time, but as some of the patterns are so fast that it may not be easy to see them, the set is repeated with the movements performed more slowly
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Black Bear Sinks Hips
"Black Bear Sinks Hips" is the third of the Wahnam Taijiquan combat application set. It is formed from Sequences 7 to 9, namely "Thrust Kick" , "Low Stance Single Whip" , and "Black Bear Sinks Hips". .
The initial attack footwork is from right mode advancing to right mode, and the initial defence footwork is from right mode retreating to left mode. Various kicking attacks and defences as well as some intricate footwork are introduced in this set.
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Carry Tiger Back to Mountain
It is a mis-conception that Taijiquan is always performed slowly. In Wahnam Taijiquan some movements are performed slowly but other movements can be fast. This set, "Carry Mountain Back to Mountain", for example, which is the fourth of the Wahnam Taijiquan set meant to train combat application, is performed fast.
This video clip shows the set demonstrated by Sifu Wong in real time. The set is formed from Sequences 10 to 12, namely "Shoulder Strike" , "Cloud Hands" , and "Carry Tiger Back to Mountain" . The initial attack footwork is from right mode advancing to left mode, and the initial defence footwork is from left mode retreating to left mode. Felling and qin-na techniques are introduced in this set.
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Dragon-Tiger Set performed by Sifu Wong
Of the Shaolin "five animals", the dragon and the tiger are the most forceful. But the force is not brutal or mechanical. The hallmark of dragon training is "shen" or mind, whereas that of tiger training is "gu" or internal force.
Externally, dragon techniques are well known for its palm strikes, and those of the tiger the tiger-claws. This set captures the essentials of what Sifu Wong has learnt from Uncle Righteousness, whose lineage is traced back to the Venerable Chee Seen, the First Patriarch of Southern Shaolin Kungfu.
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Selection from the Yang Style 108-Pattern Set (Part 1)
The "108-Pattern Set" is often referred to as the Yang Style Taijiquan Set, because it is the fundamental or "mother" set in this style. Unlike in Shaolin Kungfu where there were different sets for each category, in some kungfu styles like Taijiquan and Baguazhang, there was only one set, like Taijiquan Set, Taijiquan Sword, and Bagua Knife.
This video clip shows Sifu Jeffrey Segal of Shaolin Wahnam Australia performs this "108-Pattern Set" in chi flow. Only the first part of the set is shown in the video clip.
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Selection from the Yang Style 108-Pattern Set (Part 2)
Many people hold the common mis-conception that there are few or no kicks in Taijiquan, or even in all kungfu. As a complete martial art, all the four categories of attack — strikes, kicks, felling techniques, qin-na (gripping vital points) — are found in Taijiquan. This part of the "Yang Style Taijiquan 108-Pattern Set?, performed in the video clip by Sifu Jeffrey Segal of Shaolin Wahnam Australia, employs many kicking techniques.
Click here to download.


text:
Great Beginnings
Crawfish Hushpuppies 6
A Cajun "Twist" on a Southern Favorite!
Served with Mustard Remoulade for Dipping
Bourbon Glazed Wings 5.5
6 Jumbo Wings, Deep Fried, Tossed with Sweet Spicy Bourbon Glaze and Dusted with Blue Cheese Crumbles
Chipotle Shrimp 7
Shrimp Sauteed with Tomato, Onion, Garlic, Chipotle, White Wine, and Butter
Served with Cuban Toast
Rosemary Parmesan Polenta 6.5
Fried Crispy with Soft Centers topped with Mushroom Ragout
Fried Green Tomatoes 5.5
Hand Cut Cornmeal Dusted and Fried Golden Brown Delicious!
With Honey Dijon Sauce
Grilled Fish Tacos 6.5
Lightly Blackened Mahi Mahi in Soft Corn Tortillas with Shaved Cabbage, Tomato, Baja Sauce, and Fresh Lime
Loaded Fries 6.5
With Gorgonzola Cream, Crisp Bacon, Cherry Peppers, Blue Cheese Crumbles, and Scallions
Mac and Cheese Bites 6
Fried Crispy with Creamy Cheese Centers and Cheddar Sauce for Dipping

subset: commoncrawl


text:
Authorities said they were dispatched to the scene yesterday morning at approximately 8:25, and determined that while there wasn't a structure fire, a large explosion had occurred.
Based on the results of the investigation, police said "it was determined that a home made device had been detonated in the middle of the street."
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William Bowlds, 39, was arrested as a result of the investigation but police didn't elaborate on his alleged involvement with the incident.
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Turkish Online Journal of Distance Education-TOJDE October 2007 ISSN 1302-6488 Volume: 8 Number: 4 Article
Olivia Adwoa Tiwaah Frimpong KWAPONG
University of Ghana
Institute of Adult Education
Accra, GHANA
Distance education (DE) has emerged as a tool for widening access to higher education for women. All over the world, gender disaggregated data on education has shown that compared to their male counterparts women have attained low level of formal education. Several reasons have attributed to this low level of formal education among women. The unique characteristics of DE as bringing education to the door step of people makes it critical for bridging the gender gap in education, especially at the tertiary level.
Recognising the need to make tertiary education highly accessible to the Ghanaian population, the Government of Ghana proposed over a decade ago to promote DE in the country. The DE programmes in Ghana has given opportunity to mainly teachers and other public and private workers to engage in work and study. This in no doubt is contributing to manpower development of the workforce in the country.
In view of the uniqueness of DE in providing access to formal education for women, this article seeks to discuss how the potential of DE could be harnessed to bridge the gender gap in education at the tertiary level in Ghana. In doing this, the first part of the write-up will assess the tertiary education challenge in the country, and review literature on the DE concept. The issues to consider in the process of using DE to promote formal education among women will also be discussed. This will be followed by an analysis of field data on women's participation in DE and make recommendations on the use of DE to increase access to tertiary education for women in Ghana.
Tertiary education in Ghana is defined in the Report of the President's Committee on Review of Education Reforms in Ghana (2002:xxxvi) as the education offered after secondary level at a university, polytechnic, specialized institutions, open university and any other institutions to provide training that lead to the award of diploma and degree qualifications. Tertiary institutions provide the platform for training people in all spheres of human endeavour such as the humanities, sciences and technology, which are the driving forces of development.
In post-independence Ghana, three universities were established to offer tertiary education - the University of Ghana (UG) in 1948, followed by the Kwame Nkrumah University of Science and Technology (UST), 1952, and the University of Cape Coast (UCC), 1962. UG offers Liberal Arts and professional courses, including Medicine, Law, Agriculture, Engineering and Business Studies. KNUST is primarily a science and technology university. UCC was set up to prepare teachers for secondary schools, and offers its Arts and Science courses in that context. In the last two decades, two additional public universities have been established. These are the University of Education, Winneba (UEW) 1992 and the University for Development Studies (UDS) in Tamale 1992. In addition there are a number of Regional Polytechnics, which have been elevated to tertiary status. Since 1998 a number of private institutions, mostly denomination-based, have also been given government accreditation to offer degree-level courses.
The expansion of tertiary institutions has not been able to meet the increasing demand for tertiary education. Although, there has been significant expansion in enrolment in tertiary education, the participation rate of the age-group 18-21 years in tertiary institutions in the country is as low as 2.5% compared to 30-40% for the corresponding age group in some developed countries.
There is a general problem of access to tertiary education in the country. Access has been defined as places and facilities available for potential applicants (Ghana, 2002). Available statistics indicate that from 1996-2001, only about 32% on the average, of qualified applicants for admission into the universities, and about 54% of same for admission into the polytechnics, were actually admitted. The figures have not changed much over the period. For the 2005/2006 academic year, 55% of qualified applicants were admitted into all the public universities and 78% into the polytechnics. For the same period, statistics indicate that the male-female enrolment for both the universities and polytechnics has increased slightly meanwhile the gap is still very wide. In 2005/2006 academic year the male to female enrolment ratio was 65:35 for the universities and 70:30 for the polytechnics. This is far below the national norm of 50% males to 50% females (NCTE, (2006).
To help bridge the gender gap in education, especially at the tertiary level there have been several interventions such as an affirmative action in the public universities to lower the aggregate by one for women. This resulted in 33% enrolment of women in public universities during the 2003/4 academic year (MOWAC, 2004). Meanwhile, parity still remains an issue at the tertiary level and retention of girls from basic to the tertiary level is challenging. Most institutions do not apply the Affirmative Action Policy of recruiting more girls probably due to the limited vacancy and the increasing number of applicants. These are challenges that DE could be used to address due to the nature of its delivery.
The underlying factors that have been identified as accounting for the situation of limited access to tertiary education include the following:
Ø Existing tertiary institutions are unable to meet the high demand for tertiary education, which has arisen out of the rapid growth in population and the expansion in pre-tertiary education, following the introduction of the educational reforms in 1987.
Ø Mismatch between existing academic facilities and physical infrastructure on the one hand, and the increasing number of students admitted into tertiary institutions on the other.
Ø Limited opportunities and avenues for working people and those who, for one reason or the other, have had to terminate their education for a period to re-enter or acquire higher education through other modes.
Ø Public tertiary institutions being originally developed as residential institutions because of their national character and the model adopted.
Ø The existing structures and facilities in tertiary institutions providing limited and in some cases, no access for people with disabilities and special needs.
The following deficiencies also exist in the structure of tertiary education in Ghana which calls for alternative modes of delivery:
Ø Limited opportunities for academic and professional progression, especially for those who enter the technical/vocational streams
Ø Limited opportunities for those who end their education at senior secondary school level and decide to re-enter the formal system at a later point in time
Ø Inadequate opportunities for life-long learning
These are challenges that make DE an ultimate choice. In recognition of the challenges that limit access to tertiary education in the country, and the potential of the universities to admit more qualified students in an alternative delivery mode, the Government has recommended the promotion of DE and the establishment of open universities as one of the key measures for widening access in its current educational reform.
Ghana has a history in DE. According to Ansere (2002) the provision of DE in Ghana predates the attainment of the country's political independence in 1957. Records show that some members of the educated and political elite during the pre-independence era used what was then called Correspondence Courses to further their education and training. Notable examples were J. B. Danquah and Kwame Nkrumah. They did this because there was hardly any higher education institution in the country at the time. Aggor et al (1992) also note that as far back as March 1964, there was recognition that DE and correspondence delivery was needed to serve the needs of Ghanaians, the society in which they live and the country as a whole. University committees and senior administrators have also long realised and advocated the pivotal contribution that DE could provide for tertiary education system and societal development.
As early as the mid-1980s, the universities began to look to DE for a cost-effective solution to the problem of limited access to tertiary education. In 1986 a sub committee of the Academic Planning Committee of the University of Ghana recommended that DE be explored as at least a partial solution to the university's problems of space and staffing. From the early 1990s this option began to receive government attention (Spronk, 1999). This marked the beginning of exploring the potential of using DE to address the excessive demand for tertiary education in the country and for that matter widening access to tertiary education. Following this was continuous effort by government and development partners to establish DE programmes in all the public universities in the country, thus to turn the universities into dual mode institutions.
Since the 1990s development partners like UNESCO, and some foreign educational institutions like The Commonwealth of Learning, University Partnerships in Cooperation and Development Programme (UPCD) and Simon Fraser University have supported local interventions to help establish DE in Ghana. Notable among these efforts are the following:
Ø Survey on DE in Ghana initiated by the Ministry of Education and conducted by The Commonwealth of Learning in June, 1992. This study helped to identify the tertiary educational needs in the country and made several recommendations for implementation of DE.
Ø Ghana DE Development Project - a review of DE needs in the country, in response to request from Ministry of Education to UNESCO. The study which was conducted in June 1994 enforced the initial study and recommended systems that need to be put in place for effective implementation of DE.
Ø Ghana DE Development Project. The project proposal was submitted to 1994 UPCD Tier Two Competition by Simon Fraser University and won the award in September 1995 for implementation. The five-year project was for building the national level DE consortium and developing the university-level expertise and programming as recommended in the various reports on DE.
Ø Mid-Term Evaluation of the Ghana DE Development Project by the UPCD Tier Two project and conducted by Barbara Spronk in April 1999. This evaluative study helped to assess the progress of implementation of DE and made recommendations for the way forward.
One wonders the extent to which these interventions have yielded results. To date only two public Universities, UCC and UEW have made remarkable impact in promoting DE at the tertiary level. The University of Education Winneba which began its DE programme in 1998 has approximately 7000 and University of Cape Coast which began in 2001 has 17,000 students. The Government of Ghana has not given up on harnessing the potential of DE to widen access to tertiary education in the country, most especially for the marginalised in education.
In its most recent educational reforms, the Government of Ghana set up a committee to review the educational policy of the country to respond to current trends of development. The report has made several recommendations for tertiary education in Ghana which include the promotion of DE. The report notes that tertiary education is key for human resource development in Ghana and recommends massive promotion of DE at the tertiary level. The Report proposes the establishment of an Open University and Open Colleges in the country.
The Open University is to provide work-study programmes through distance learning using both print and electronic delivery systems for students and workers to acquire higher education. The Open community colleges on the other hand are to provide avenues for further studies/training for those who may end their education at the JSS/SSS levels, and meet the multiplicity of needs of different learners as well as encourage life-long learning. This is endorsed in the Government's White Paper on the report of the Education Reform Committee (Ghana 2002).
The White Paper indicates that the concept of Open University will create further opportunities for education for all. When properly established, the Open University will satisfy the need for further education opportunities for the large numbers of people who require further education. DE is no doubt emerging as the mode that meets the educational needs of the country. Obviously, DE could help tertiary institutions to achieve the national norm of 50 males to 50 females in enrolment.
In a study on DE and women, Plummer (2000) explains that DE refers to learning that takes place outside schools, colleges, and university campuses. Students at any level and of any age learn independently through print packages and textbooks, audiotapes or radio, television, satellite and videotape, and teleconference. By its distance nature, DE has been helpful in providing access to education to people who could otherwise not be able to access an educational programme. This could be rural folks, women, workers or people who are located far from the educational institutions.
The societal perception of women and their productive and reproductive roles affect their participation in formal education. Society perceives women as homemakers and child minders hence any activity that takes them away from such normal schedules are frowned upon. As a result women find it difficult to embark on further studies, especially at their adult stage when they have began building families. Numerous studies have proved this point (Evans 1995; Compora 2003; Plummer 2004; Przymus 2004).
As a mode of study, DE is particularly suited for women because of their role as housewives and mothers, which is thought to provide flexible time management possibilities while preventing classroom attendance. Women have constraints of time, space, resources and socio-economic disabilities. DE is seen as having a potentially important contribution to make in overcoming barriers to women's participation in the developed and developing world. DE can help them with its outreach to their homes. It enables them to learn at their own pace and take up vocations and skills for economic and individual development. It gives them a second chance to step into the main systems of education, including higher education, enabling them at the same time to earn and learn as well as to fulfill family responsibilities.
Writing from a Canadian perspective, Przymus (2004) remarks that women are enjoying DE amid their hectic lifestyles. DE allows them to learn at any time or any place, while juggling multiple roles given that women are more likely than men to interrupt their education and careers for parenthood and temporary confinement to the home. In a study undertaken in Athabasca University (AU) by Reuss (1994), the author observes that DE has attracted women students, who are sometimes referred to in the literature as coming to the institution for a second chance. Meanwhile to Ruess, many of these women learning via DE may more accurately be considered a first chance to pursue a university education. The study identifies that approximately 67% of AU's students are women, the majority of whom may have had some post-secondary college education but may not have had the opportunity to complete their university studies.
Several other studies have given statistical evidence to confirm women's high participation in DE programmes. Most of the women who access DE have been described to be in their adult stage, married, have dependants and are workers. In a study by Qureshi (2002) it was found that the DE format attracted more married participants than the on-campus format: 30.4% versus 12.6%, respectively. Some of the women wanted to take their courses at home because they could not find or afford adequate childcare. Two-thirds of the women were married or divorced and half had at least one dependent. The study concluded that single moms, older women with families and students with jobs are more likely to choose to further their education via DE. From the Newswatch (2002) a study in the U.S. Department of Education showed that 7.6% of students took DE courses in the 1999-2000 academic year. The study confirmed that of those taking DE courses, women outnumbered men by 8.5% to 6.5%, single parents to others by 9.8% to 7.4% and married to unmarried by 10.9% to 6.7%. The study also revealed that older women with families and jobs were more drawn to undergraduate DE programs during the 1999-2000 academic years than were members of other groups.
Plummer (2002) a Senior Researcher at the German Fern Universität, a Distance Teaching University who has experience of evaluating DE systems and has carried out cross-national comparative research on the situation of women and men in DE has examined the often neglected area of gender issues throughout the DE world. Her study identifies that a wide variety of evidence from different countries supports the conclusion that open and distance learning has the potential to provide equal opportunities in higher and continuing education. She emphasize that DE per se is women-friendly since it does not require attendance in class at set times. The author observes that geographical location and isolation have been identified as limiting the educational opportunities of women. In some parts of the world like Australia, the significance of distance for women has been described in the context of the implementation of an external course for isolated and rural women to draw them into the building and construction field and thus provide new employment opportunities in the extremely gender-segregated labour market. Similar to women in rural Ghana, it has been described by Heiler and Richards (1988: 192, quoted by Plummer, 2000) that for rural Australian women, distance and isolation usually go hand in hand, greatly affecting their chances to gain education, training and employment. Hence DE bridges the educational and training gap for them to gain employable skills.
There is no doubt that considering the socio-cultural characteristics of women, DE, by its unique nature of being distributed learning creates an opportunity for women to pursue higher education. Research has provided statistical data to prove this point. Meanwhile researchers like Przymus, (2004), Plummer (2002), Canevale (2002) and Evans (1995) have sounded the caution that one should not be misled by the estimated high participation of women in DE. In content the situation is different. Women are underrepresented in science, technology, technical and mathematics oriented courses. Compared to their male counterparts, this places them at a disadvantage. A way of going about this situation is ensuring gender awareness and promoting gender consciousness in all levels of DE programming. An assessment of learning styles of women in relation to DE will be useful in exploring ways of making DE more women friendly.
Women and men have different learning styles which affect their participation in DE. Plummer (2000) has stated that research has confirmed feminist theories of differential learning styles in men and women. The socio-economic characteristics of women influences their learning styles to a very large extend. The influence is so strong to the extent that some scholars attribute the under-representation of women in some courses to their different learning styles. Adults have complex lives with multiple demands on their time and energy, they appreciate flexibility and individualization in their learning experiences.
Institutional set ups have the potential of helping or hindering the chances of women to combine distance course with their family responsibilities and thereby contribute to more equal opportunities. It is assumed that distance learners are autonomous and independent learners who more or less study on their own and work their way through the course materials provided by the institution. The situation differs for female students. Female distance students have shown more interest in support and connectedness with other students and in dealings between students and academic staff. Unlike their male colleagues, they are oriented towards creating opportunities for meeting and working with other students. The study of Plummer has found women make different demands on the institution than do male students, and they value and utilize the services in a different way. Women also place a higher value on the local support services as a result they have a higher rate of attendance in study centres, even though they have to overcome more obstacles in order to be able to participate. This female oriented approach to learning at a distance need to be taken into account by a DE system which actively wants to provide equal opportunities for men and women.
Meanwhile because of excessive demands of their reproductive and domestic roles, women distance learners face challenges even in their quest for and use of existing student support systems. They find it very challenging to make time to attend tutorials or participate in study groups they desire so much, which take place outside their homes or communities. The everyday lives of family women are characterised by a degree of chaos and constant interruptions, where the mother is at the beck and call of her children and her partner and their immediate needs which tend to take precedence over the woman's desire for uninterrupted and concentrated study time. Meanwhile it is assumed that most women in unpaid family work are supposed to have time on their hands and to be quite free in how they organise their schedules. Studies have shown that only a minority of women distance students do not work outside the home at all. Most of them are in fulltime or part-time work in addition to fulfilling their commitments as housewives and mothers. They therefore face difficulty in organizing their studies. While female students have difficulties in making time and finding space for their studies, with the support of their spouses men are more likely to be granted the space and privacy needed to pursue their distance courses. In discussing women's experiences of DE, a study by Burge (1990:18) note that the women agreed that distance study "isn't for everyone" and that it is a significantly different experience for female learners than it is for male learners". The women under study were grateful that communications technologies, despite their imperfections, allowed them to study from their own homes and at times most convenient to their personal schedules.
In a cross sectional study of 400 distance learners from University of Cape Coast, University of Education, and the foreign programmes run by University of Ghana the distance learners expressed their observations about the programme and how it impacts on women. The instrument for data collection was structured to find out the socio-economic characteristics of the learners, reasons for pursing further studies, what informed their decision to choose to study at a distance, their perceptions about the programmes, challenges that women face on the programme and recommendations for making the programmes women friendly. The uniqueness of this study is that though the focus was on women, responses were gathered from both male and female students. The reason was that since development workers and gender advocates are using the gender mainstreaming strategy and paying attention to the male and female relationships and its implication for women's empowerment, it was useful to obtain the views of males as well.
From the results of the study, it was found that typical of DE programmes, 63% representing 252 were females while 37% representing 148 were males. Majority of the learners were found to be middle aged adults. Only 1% of the respondents had their age up to 20 years. The remaining 99% were above 20 years. The results revealed that DE creates opportunity for teachers to upgrade themselves. Majority of the respondents (87%) were found to be teachers with the remaining 13% being social and health workers, and self employed. Most of the respondents (70%) were found to be married and the 30% were single, separated divorced or widowed. This profile of the respondents is remarkable of distance learners. These are adults who have occupational, family and societal responsibilities and therefore need flexible learning arrangements to enhance their career. Hence they found the DE format to be suitable.
The mode of delivery of the DE programme was predominantly print, supplemented with regular face-to-face interactions, telephone contacts, emails and one-on-one contact with tutors as and when needed.
There were no indications of intensive use of ICT systems to enhance interaction among students and tutors. Interactive e-learning platforms, tele-conferencing, and other packages for e-learning were not used. There were no course websites that had courses to be uploaded and downloaded online. Students mainly relied on the printed materials and the scheduled face-to-face tutorials. Final examinations were written at accredited examination centres which were usually located in the host DE institution.
In outlining reasons for pursuing the programme, respondents stated that they were studying to upgrade their knowledge and skills (49.2%), to enhance their career (30.2%) and to create new career opportunities (20.6%). Being adults with career, family and societal responsibilities, respondents had several reasons for choosing to study at a distance. Peculiar of DE programmes, most of the respondents (30.8%) stated that they were doing the courses at a distance in order to study and at the same time be on their jobs, 26% said to be able to undertake family responsibilities whilst studying, 21% was due to accommodation problems on campus and 22% were pursuing the courses at a distance because they found it cost effective.
Recognising these as the push factors for students who pursue DE programmes, providers of such programmes need to set it up in such a way that the expectations of students will be met. Much as the regular face-to-face meetings could be good support systems for students, it could be a border to those who may find it difficult to obtain permission at their workplaces or leave their homes to participate. Making long trips to host institutions could be challenging to such students as well.
Students may find it more convenient to have computer-mediated interaction and write examinations online than finding time off their work or leaving their family responsibilities to make long trips to undertake such academic exercises. Howell, Williams et al (2003) have noted that more and more learners are requiring flexibility in program structure to accommodate their other responsibilities, such as full-time jobs or family needs. With these constraints, students shop for courses that best accommodate their schedules and learning styles, and then transfer their credit to such universities to earn their degrees.
Part of the study was to find out students' (both males and females) perception of how DE courses impact on women. In responding to the issue of how DE is beneficial to women, respondents indicated that it gives opportunity for the women to improve their academic standards while at work (56%), empowers them for their societal roles (15%), and provides them the opportunity to undertake their societal and family responsibilities while studying (29%).
Thinking about how DE impacts on women, it was necessary to find out the convenience of the regular face-to-face meetings for women in terms of timing, duration of meetings, travel time and distance to meetings. The study revealed that though 69% found the regular face-to-face meetings to be convenient for women, 31% did not find it to be convenient. This was followed up with a question on problems that women face in participating in the DE programmes.
The results showed that women face the following problems:
Ø Inability to manage limited time
Ø Difficulty in meeting deadlines for submission of assignments
Ø Low participation in class discussions due to male domination in discussions
Ø Difficulty in combining house management with the studies
Ø Nursing mothers having problems of managing their babies
Ø Pregnancy related problems
Ø Suspicion of husbands
Ø Insecurity in making frequent travels to learning centres for face-to-face
Ø Pressure from career obligations
Just as expressed in literature, women who study at a distance are faced not only with career related challenges but that of reproduction and home management roles as well. Besides that, husbands who may not trust their wives pose a threat to the woman's engagement in meetings with their study partners and colleagues. While men could travel with ease to learning centres and return home at any time of the day, women have the challenge of insecurity in night travels due to experiences of highway robbery which is at times associated with rape. These are issues that strictly affect women but not men.
The question then is how do DE institutions deliver programmes and provide student support services that will address these gender related challenges? Probably the provision of child care services or child minders at learning centres, reducing the travels to learning centres for face-to-face interactions and examinations by introducing e-learning systems and providing flexible assignment turn in time for women could be helpful. Facilitators of interactive sessions will also have to be made conscious of the need to encourage women to participate in the discussions.
Respondents also proposed ways of addressing the above problems which is useful to consider in the provision of DE in Ghana. The suggestions were as follows:
Ø Increase student support services
Ø Take the programme to the doorsteps of women through ICTs
Ø Encourage women to draw a study plan
Ø Provide full study leave with pay and other financial support
Ø Reduce house workloads
Ø Provide special support for pregnant women and nursing mothers
Ø Seek house helps to support in the house
Ø Negotiate time with spouse to support in home management
Ø Seek family or parental support in managing the home
Ø Take personal initiatives in managing the challenges and remain focused and determined.
The support of the extended family, spouses and house helps cannot be under estimated in supporting women to excel as they pursue further studies at a distance. Respondents highlighted this in their responses. There is also a financial dimension to supporting women who study at a distance which government and policy makers need to consider.
Harnessing the Potential of Adult Learning Methodologies
The study by Burge (1990) and Plummer (2000) have shown that the different learning styles for men and women determines the teaching learning approaches to be adopted. Being adult learners who appreciate participatory approaches to learning and come to the teaching learning situation with some level of experience, special teaching-learning approaches should be utilized in the process. Burge (1990) and Wallace (1996) have found the andragogical principles and assumptions regarding adult learners useful, and outlined the roles of the course leader as follows:
Ø plays facilitative roles, respects learner experience, and gives rapid feedback;
Ø enables learners to exercise real freedom, choices, and responsibilities;
Ø promotes experiential learning;
Ø articulates and distinguishes between her/his own and learners' responsibilities;
Ø involves the cognitive and the affective elements of learning;
Ø encourages learners to ask questions and share concerns with others;
Ø acknowledges that learners will not always be self-directed;
Ø maintains academic rigor in content and process.
Building on Malcom Knowles' (1980; 1990) principle of andragogy, Maehl (2000; 2004) confirms that the characteristics of adult learners invite the following recommendations for those charged with establishing formal educational programs for adults:
Ø Incorporate problem-centred learning and directly address the life experiences of adult learners.
Ø Provide opportunity for adults to play a role in the design, direction, and implementation of learning experience.
Ø Offer flexibility in time, place, mode, and pacing to accommodate changing circumstances.
Ø Recognise that the relationship between learner and teacher must be filled with mutual respect, emphasizing cooperation rather than control.
Ø Provide a positive learning environment including regular and constructive feedback.
Female distance students have specific learning needs that are most effectively met by these woman-centred as well as learner-centred approaches. It is crucial to adopt learner-centred approaches both in the development of instructional materials and course delivery to facilitate the learning. Women engage differently in class and it helps to use the adult learning methodologies to harness their participation in class discussions. Burge concludes in her study that whether or not the content of the course is explicitly feminist, gender analysis of that content, along with the recognition and validation of female learners' specific life situations and experiences, need to be integrated into the teaching and learning process.
Communal Support
In Ghana and for that matter Africa, communal living and support from relatives is the norm. Since the use of household equipments like clothe and dish washing machines, micro waves, mowers, vacuum cleaners etc to support house work is limited, women could seek support from relatives to help them manage their homes while they study. Even in recent times where as a result of urbanization and modernisation it is becoming increasingly difficult to get relatives to help in one's home, commercial house help or domestic help services are rapidly emerging. Agencies for domestic help services are sprouting out at a fast rate. Their services are not too expensive for the career woman to afford. Labour in Africa is relatively cheap. High level of professionalism is being injected into the service. Though this affects the fees charged by the agencies, one gets quality service that could support women as they work and study.
Meanwhile some women and families frown on the services of domestic helps. Some women have the attitude of doing their domestic chores - washing, cooking, cleaning all by themselves. They find it difficult to trust other people for quality service or just simply enjoy doing it all by themselves and for themselves. Society and some husbands also frown on a wife going for domestic help. It is flagged as laziness on the part of the women. Some men just simply enjoy only the food and services of their wives. This puts much stress on professional women and affects their studies as well. Society is changing, and both men and women need to wake up to the realities that modernisation brings and adjust their way of life to create space for women and provide both traditional and modernized support systems to enable them enhance themselves professionally.
The Potential of ICTs
DE has evolved into a viable and innovative delivery system for higher education. It is playing a key role in university outreach and training. As the field has developed, its distinguishing characteristic of "distance" has grown virtually obsolete. Oclot (1996) has observed that education in the 21st century will simply be considered education, regardless of where, when, and how it is delivered.
Information and Communication Technologies (ICTs) have been identified as a tool for bridging the gaps in various divides in society. Notions about a global village and the information age are rapidly becoming a reality as more individuals, organizations, and institutions communicate together or access various data bases through large electronic networks like Internet (Darkwa and Mazibuko 2000). Computer based instruction is one of several important DE approaches. Computer mediated conferencing gives opportunities for individualizing instruction, offering education to learners in various locations, and even providing learning opportunities to people who ordinarily would have difficulty participating in educational programs. The use of personal computers for home, business, and education has increased tremendously in the past decades. Just as technology has already blurred the distinction between home and work via the Internet, the web, and remote access to the workplace, technology also has the potential of transforming the home into a learning community where students, parents, teachers and employers could participate in education as part of a vast distributed learning system (Hiemstra 1994; (Leary 2007). These are the potentials that modern information technology presents and provides opportunities for learning at a distance most especially for women.
The use of ICTs for DE has special usefulness for women due to uniqueness of their multiple roles and its impact on their learning styles. Scholars have done studies on the interface between ICTs, DE and women. While some argue that due to the learning styles of women and their multiple tasks, ICTs could be a supportive facility for their studies at a distance, others are of the view that the inherent technological challenges of women will not help the use of ICTs for DE for women. These diverse views are evident in the studies of Evans (1995); Apt and Grieco (1998); and Davenport, (2004) for instance. Apt and Grieco (1998) have discussed that there are certain benefits to the DE mode in seeking to improve women's access to education most particularly in its electronic form. For women, electronic DE can greatly reduce their time costs in education and allow them to overcome the obstacle that fragmented time usually presents in undertaking education. To manage their range of tasks, women frequently handle their task overloads by multi-tasking. They undertake many tasks at the same time: child care, income-generation activity or food preparation. It therefore makes great sense to enable education to be undertaken within the routine scheduling of the day of a woman. Davenport (2004) remarks that technology brings a degree within sight for adults who couldn't pursue one otherwise. Online education opens college doors for adult women, who often are tied to non standard schedules by children and employers. The academic third shift starts at the computer after the kids go to bed. Internet connectivity on cellular phones, PDAs and laptops like the $100 laptop initiative by MIT could be devices that could support women in their studies at a distance.
It is obvious that if ICTs have so much potential for promoting learning at a distance most especially for women, then there is the need for the State and development partners to make it a priority.
The Government of Ghana has not been silent on the use of ICTs to support education in the country. Several proposals have been made for the use of ICTs to facilitate learning and widen access.
In a report on the President's Committee on Review of Education Reforms in Ghana (2002), it has been highlighted that Ghana cannot be left out in this global economy of using ICT for development. A well planned and effective training programme in ICT will provide the country with a pool of ICT manpower and skilled labour with ICT knowledge necessary to meet the demands of industrialized education.
Women have longed for higher learning to emancipate themselves. DE has proved as a sure way of making women meet their educational aspirations as they meet the obligations of society and career. The study styles of women in DE have implications for administering DE in a women-friendly manner. By nature women learn best in groups and interaction. Their confidence increase when they are in constant interaction with their tutors and co-students.
Most DE institutions provide intensive support systems which could help meet the learning styles of DE students, most especially women. Much as the support systems are what women need to survive on DE programmes, their socio-economic roles make it challenging to make the best of the support systems.
Recognizing the cost involved in putting up more learning centers that will be closer to distance learners, the potential of modern technology could be harnessed to make all support systems highly accessible to women. The use of cellular phones has tremendously increased in Africa.
Even in the remotest rural communities, people use cell phones. Text messages alone could be a basic tool for keeping in constant touch with female distance learners to motivate, support and sustain them on DE programmes.
BIODATA and CONTACT ADDRESSES of AUTHOR
Olivia A. T. Frimpong KWAPONG is a Lecturer at Institute of Adult Education, University of Ghana. Her areas of expertise are participatory adult learning, gender analysis, technology-mediated learning, distance learning, and community mobilization.
She has studied as a Special (PhD) student at Harvard University, and is currently a doctoral student at the University of Ghana. Her dissertation topic is The Use of ICTs for the Empowerment of Rural Women. She consults for both governmental and non-governmental organizations.
Olivia Adwoa Tiwaah Frimpong KWAPONG
University of Ghana
Institute of Adult Education
LG 31, Legon – Accra, GHANA
Phone: 011-233-244-769017
Email: email@example.com
Aggor, R. A., et al. (1992). Survey on Distance Education in Ghana. Ministry of Education, The Commonwealth of Learning.
Ansere, J. (2002). Issues of distance education in Ghana. The Ghanaian Chronicle. Accra: 3,6.
Apt, A. and Grieco, M. (1998). Managing the time: gender participation in education and the benefits of distance education information technologies. Retrieved December 20, 2006 from http://www.geocities.com/margaret_grieco/elecedu/elecedu.html
Canevale, D. (2002). Distance education attracts older women with families and jobs. The Chronicle of Higher Education. Washington.
Compora, D. P. (2003). Current trends in distance education: An administrative model. Online Journal of Distance Learning Administration, 11(2).
Darkwa, O. and Mazibuko, F. (2000). Creating virtual learning communities in Africa: Challenges and prospects. First Monday. 5.
Davenport, S. (2004). How to overcome isolation among distance learners. Women in Higher Education 3(11), 41.
Evans, K. (1995). Barriers to participation of women in technological education
and the role of distance education. The Commonwealth of Learning. Retrieved December 15, from http://www.col.org/barriers.htm
Ghana (2002). Meeting the challenges of education in the twenty first century - Report of the president's committee on review of education reforms in Ghana. Accra: Education, Adwinsa Publications (Gh) Ltd.
GLSS 4 (2000). Ghana Living Standards Survey 4. Accra: Ghana Statistical Services.
Howell, S. L., Williams, P. B. et al. (2003). Thirty-two trends A
affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration 6(3).
Knowles, M. S. (1980). The modern practice of adult education - From pedagogy to andragogy. Chicago: Follet Publishing Company.
Knowles, M. S. (1990). The adult learner-A neglected species. London: Gulf Publishing Company.
Leary, J. (2007). Successful distance education programs in Sub-Saharan Africa. Turkish Online Journal of Distance Education-TOJDE 8(2).
Maehl, W. H. (2000). Lifelong learning at its best: innovative practices in adult credit programs. San Francisco: Jossey-Bass Inc.
Maehl, W. H. (2004). Adult degrees and the learning society. New directions for Adult and Continuing Education Fall(103), 5 - 14.
MOWAC (2004). Beijing + 10 Report. Accra: Ministry of Women and Children's Affairs
NCTE (2006). Statistics on Tertiary Education in Ghana: Ministry of Education
Newswatch (2002). Older women choose distance education courses. Women in Higher Education 11(12), 4.
Olcott, D. (1996). Destination 2000: Strategies for managing successful distance education programs. Journal of Distance Education 11(2).
Plummer, V. C. (2000). Women and Distance Education. London: Routledge.
Plummer, V. C., Ed. (2004). Gender issues and learning online: Learner support in open, distance and online learning environments. Oldenburg: Bibliotheks-und Informationssystem der.
Przymus (2004). A simple way to increase persistence in distance education. Women in Higher Education 13(1), 35.
Qureshi E., Morton, L. L., Antosz E. (2002). An interesting profile - University students who take distance education courses how weaker motivation than on-Campus students. Online Journal of Distance Learning Administration, 5(4).
Spronk, B. (1999). Ghana distance education development project - UPCD tier 2 mid-term evaluation. England: International Extension College (IEC), 33.
Wallace, L. (1996). Changes in the Demographics and Motivations of Distance Education Students. Journal of Distance Education 11(1).


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Partager l'article ! French numbers / Les numéros 60-100 - French beginner (Fle A1): 60 - soixante 61 - ...
Auteur : Vanessa-George Barraud
Bienvenue ! Welcome to my blog about French culture which, I hope, will help you to improve your French in a more interesting way than grammar books!
All my articles are written for students from complete beginner to advanced level.
Have a look on the right hand side to find the article you're looking for to study by content, grammar or level.
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Yours sincerely,
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Co-Partner & Owner – Charles Worthington
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60 - soixante
61 - soixante_et un
62 - soixante-deux
63 - soixante-trois
64 - soixante-quatre
65 - soixante-cinq
66 - soixante-six
67 - soixante-sept
68 - soixante-huit
69 - ssoixante-neuf
70 - soixante-dix (=sixty + ten)
70 - soixante-dix
71 - soixante_et onze
72 - soixante-douze
73 - soixante-treize
74 - soixante-quatorze
75 - soixante-quinze
76 - soixante-seize
77 - soixante-dix-sept
78 - soixante-dix_huit
79 - soixante-dix-neuf
80 - quatre-vingts (=4 x 20)
80 - quatre-vingt
81 - quatre-vingt-un
82 - quatre-vingt-deux
83 - quatre-vingt-trois
84 - quatre-vingt-quatre
85 - quatre-vingt-cinq
86 - quatre-vingt-six
87 - quatre-vingt-sept
88 - quatre-vingt-huit
89 - quatre-vingt-neuf
90 - quatre-vingt-dix (=4 x 20 + 10!!!)
90 - quatre-vingt-dix
91 - quatre-vingt-onze
92 - quatre-vingt-douze
93 - quatre-vingt-treize
94 - quatre-vingt-quatorze
95 - quatre-vingt-quinze
96 - quatre-vingt-seize
97 - quatre-vingt-dix-sept
98 - quatre-vingt-dix_huit
99 - quatre-vingt-dix-neuf
100 - cent
101 - cent un
102 - cent deux
200 - deux cents
300 - trois cents
400 - quatre cents
1000 - mille
2000 - deux mille
10 000 - dix mille
100 000 - cent mille
1 000 000 - un million


text:
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The Sims: Deluxe Edition Questions for PC - WindowsHome / PC - Windows /
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- Release Date: Sep 15, 2002
- ESRB: Teen
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text:
Phuket sightseeing tour,Phuket City Tour
General Information
- Type:
- Sightseeing
- Price from:
- 750 THB /person
- Phone:
- +66894912496
- Payment Types:
- Cash
- Credit Card
- Cheque
- Travellers cheque
- Paypal
- Wire Transfer
- Duration:
- 1 hour
- Location Start:
- Pick up from your hotel Phuket
- Location Finish:
- Drop of to your hotel Phuket
- Start time:
- End time:
- We Speak:
- English,German,Thai
Last updated: 02/12/2010
Take a tour around Phuket Island's main attractions....
Tour Description:
Drive along the west coast of the island in Phuket passing via Patong beach, Kata beach,Karon beach and Rawai beach where you'd get a nice overlooking view and experience the breeze at "sam haad" (3 beaches) view point, a breathtaking sight indeed of the crystal clear blue waters and the golden bay of Kata Noi, Kata, Karon, and the evergreen Island of Kho Pu at Kata Veiw point. These are some of the attractions in Phuket that you should not miss.
Roam around the historical streets of Phuket town that feature an exciting mix of old and new architectural structures with some European, British, and Portuguese influences like Sino-Portuguese style buildings, simple but yet sophisticated, peaceful and pulsating.
Here are a list of places worth visiting in the Phuket Island and the city:
The Wang Thalang( gem Lapidary factory) where you get to see different gems of Phuket and how they are cultivated.
Wat Chalong, the spiritual heart of Phuket where we find the most meaningful Buddhist temple, the largest and most adorned of Phuket's 29 Buddhist monasteries. Visit this temple to receive blessings by the monks and get your good luck charm which they claim to protects one from injury and illness.
Sea Gypsy Village near Rawai Beach are with shops and longtail boats for rent.
Cashew Nut Factory where you might get to taste a sample of the culinary delights on offer.
Promthep Cape, one of Phuket's most acclaimed sunset viewpoints with a beautiful panoramic view of the island.
Wear your most comfortable walking shoes and don't forget your hat and sunglasses. But keep a camera cause you don't want miss capturing these wonders.So what are you waiting for, book now and let the FUN begin!!!
Extra Information
- Inclusions -
- Soft Drinks,Tea,Coffee,snacks
- Exclusions -
- Nil
- Extras -
- Lunch 250 Per person Extra
Couldn't find what you're looking for? Check out more tours & excursions in Phuket
1-day tours
- Phuket Simon Caberet Show - from 600 THB
- Phuket Snorkeling Day Trip - from 3000 THB
Long tours
- Phuket Sightseeing & Sea Outing Tour - 3 days from 2690 THB
- Starry Nights On A Junk - 4 days from 786 GBP
- Hidden Paradise of Ko Yao Yai 3 Days - 3 days from 175 GBP
- Garden Of Eden Tour - 15 days from 4650 USD
- Similan and Hin Daeng liveaboard tours - 4 days from 21 THB
- Liveaboard Scuba Diving - 4 days from 502 USD
Email the tour operator - Phuket sightseeing tour,Phuket City Tour
Important Notice : Avoiding Fraud
It's rare, but some helpful hints to watch out for with regards to fraud:
- It is important to NEVER wire funds or use/employ other fund transfer mechanisms such as western union: Always use a credit card to protect yourself against fraud. If owners pressure you into providing a deposit or refuse to accept credit cards, there is a high probability that this is a scam.
- If at all suspicious of fraud, ask to see their website, or any other literature they can provide or send to you. Ask them for contact details for guests who have previously stayed on their property insisting on telephone numbers. Be suspicious of emails that originate from free email services (yahoo, hotmail, gmail, etc)
- Research the property thoroughly on the internet to see if there is any history or mention of scams associated with the property.


text:
"awesome!!!! "
- Comp & Benefits
- Work/Life Balance
- Senior Management
- Culture & Values
- Career Opportunities
I worked at JetBlue part-time (more than an year)
In my opinion, JetBlue is the best airline available. From the fees to the personnel behind the ticket counter to the baggage handlers. Competitive pay and the free flights to wherever JetBlue flies is definitely a plus.
Since JetBlue is such a close knit family, there is some favoritism in some of the day to day dealings. Certain groups ban together... and if you are on the outside of the bond, things may not go as fair for you as it would for others.
Not to Management but to Corporate: take a closer look at who you have at certain stations and make sure that the dealings with the employees are fair and just. I am not disgruntled but a person that put his heart and soul into working 17 hr days as a part-time employee.
308 Other Employee Reviews for JetBlue (View Most Recent)Sort: Rating Date
"SAP dev engineer/analyst "
- Comp & Benefits
- Work/Life Balance
- Senior Management
- Culture & Values
- Career Opportunities
I worked at JetBlue full-time (more than an year)Pros
Good company to work. Enjoy benefitsCons
Nothing negative to comment about this companyAdvice to ManagementAdvice
noneRecommendsApproves of CEO
3 people found this helpful
"Like A Paid Vacation - I'd Do This Job For Free "
- Comp & Benefits
- Work/Life Balance
- Senior Management
- Culture & Values
- Career Opportunities
I have been working at JetBlue full-time (more than an year)Pros
Unlimited free travel
Great positive company culture
Supportive supervisor
Opportunity to visit cities all over the country while working and stay at nice hotels
Ability to have all the days off you want when you could afford it
Interesting coworkers from all backgroundsCons
A lot of lazy whining coworkers who need to get a real job to appreciate what they have here
Unattractive cheap tired looking uniforms that don't show us at our best
Too much focus on seniority and not enough on meritAdvice to ManagementAdvice
Coming from an industry where senior executives didn't even say hello to workers they'd seen around for ten years, it's so refreshing when Dave will just come right up to me, shake my hand and look me in the eye and chat...without looking over my shoulder for someone more important and useful to talk to.RecommendsPositive OutlookApproves of CEO


text:
Approximately one-third of all financial aid applicants are selected for verification by either the US Department of Education or JWU. This process verifies the accuracy of information provided on the FAFSA. If you are selected for verification, your offer for financial aid is tentative, pending the completion of the verification process. If you are selected for verification, you may be required to complete the verification worksheet and/or untaxed income worksheet as well as provide copies of parent and student federal tax transcripts from the prior year. Upon receipt of the required documents your application for financial aid will be reviewed. If the information differs significantly from the original information provided on the FAFSA, your aid may be subject to an adjustment. Please submit requested documents in a timely manner to avoid loss of financial aid.
Tax Verification Options (if requested)Option 1: IRS Data Retrieval ToolThis is the quickest, easiest and most secure option. If completed, you are not required to send sensitive tax information or to provide a tax transcript (option 2).
To update your FAFSA to utilize data retrieval:
Option 2: IRS Tax Return TranscriptYou can order your tax return transcript online at www.irs.gov (click Order a Return or Account Transcript under Tools) or by phone (call 1-800-908-9946). Your transcript will be mailed to you within 5 to 10 business days after your request has been processed.
The IRS will mail your transcript to the address listed on your tax return. Once you receive your transcript, submit it to our office: