Historical and non

Historical and non Among the problems concerning education and all the issues connected with it, one can single out two basic types of problems. The first one embraces the issues which each generation encounters, no matter how far the progress has stepped, whereas the second type of problems is, vice versa, closely interconnected with the complexities of the epoch.Advertising We will write a custom article sample on Historical and non-Historical Issues in Education specifically for you for only $16.05 $11/page Learn More Among the former, such everlasting issues as cheating during test can be taken as an example; as for the latter, one of the current problems of the modern education is the price which students have to pay for it. Choosing the article which deserves being discussed widely and published in the journal, it is necessary to evaluate each of the issues. Dealing with the problem of the increasing costs for studying, the article describes the state of students who are forced to work and study at the same time in the most impressive way. Thus, the article reveals important social problems brewing in the modern society since the time when higher education has become the major asset of employees. As Martin marks, Unfortunately, the decline in student quality is accompanied by costs that are out of control, a governance system that will not permit any reallocation of resources, and a society that expects higher education to address problems that are well beyond its core competencies.† (Martin 262) Thus, it can be considered that the given article deals with an issue of paramount importance for modern students. However, it must be admitted that the given article does not suggest any way out of the problem – it merely enumerates the difficulties connected with high costs for education and defines the goals of higher education. Compared to the abovementioned article, the second one deals with the subject of lesser social tenseness. Yet the issue of the given article has raised debates since the very foundation of the educational system of the country. As you might have already guessed, the conversation touches upon the problem of cheating at exams. Old as the hills, the problem is considered both from the psychological and the practical point of view in the article. One of the most valuable features of the article is the fact that the author is not moralizing, but merely explains the consequences of cheating.Advertising Looking for article on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Using cribs during exams, students fool themselves first, the author explains. Choosing between the wish to know the subject better and to get a good mark, one must follow the common sense, not the desire to pass the exam and forget everything one has been taught. As Davis mentioned, â€Å"Certainly the stresses and pressures for good grades have not diminished during t he past several decades.† (71) It is also essential that the author tries to make students think of their future professional career and their professional authority. The author also emphasizes the moral aspect, driving an example of a doctor who used to cheat during his examinations. Thus, calling the readers to think of their future jobs and professional ethics, the author creates a vision of studying without cheating. Summarizing the effect produced by both of the articles, one could say that each of them is a valuable study in the sphere of education, yet each touching upon absolutely different issues. In spite of the fact that the abovementioned aspects of studying are both worth serious considerations, it is obvious that the first article deals with the issue demanding urgent solution. Both bearing social significance and enhancing positive changes in the sphere of education, it deserves publishing most. Once people recognize the financial problem of education, they will be able to contribute to its solution, whereas the problem of cheating is far too old to be solved in a blink of an eye. Davis, Stephen F., et al. Cheating in School: What we Know and What We Can Do.  New York, NY: John Wiley and Sons, 2009. Print. Martin, Edward Robert. Cost Control, College Access, and Competition in Higher  Education. Camberley, UK: Edward Edgar Publishing, 2005. Print.

ACT Test Results How to Get and Interpret Your Results

ACT Test Results How to Get and Interpret Your Results SAT / ACT Prep Online Guides and Tips If you took the ACT recently, you’re probably eager to see how you did so you can send your scores to colleges or prepare for the next test date. But how do you get your score report, and what’s the best way to interpret your scores? In this article, I’ll go through how and when you can get your report, what’s on it, and how to get the most out of the information you’re given. How Do I Get My ACT Scores? Your multiple choice scores will be available online in your ACT Web Account about two weeks after you take the ACT.If you took Writing, those scores are available about two weeks after your multiple choice scores (so four weeks, give or take, after the test).The ACT says score reports are usually available 2-8 weeks after the test, which seems like a huge window. They're just trying to account for weird circumstances that sometimes cause scores to take longer, like an irregularity at your test center or answer documents from your test center arriving late. Barring anything out of the ordinary, you should expect to see your scores online no later than four weeks after the ACT.After this point, you can start sending them to schools. Unfortunately, there isno way to speed up the actual scoring process; you can only use rush reporting to send scores to colleges after your scores are released. What Will Be on My ACT Score Report? The first thing you’ll see on your score report is your composite score. This is the large number on the top left in the box labeled â€Å"Your ACT Scores†.You’ll also get a set of percentages with your composite score.These percentages give you your score percentile as compared to students in your state (the first bar) and in the US as a whole (the second bar). It's the percentage of students who were at or below your score level on the test. Next, you’ll see your scores broken down by section. English is split into two categories of questions: Usage/Mechanics and Rhetorical Skills Math is split into three categories of questions: Pre-Algebra/Elementary Algebra, Algebra/Coordinate Geometry, and Plane Geometry/Trigonometry Reading is split into two categories of questions: Social Studies/Sciences and Arts/Literature Science doesn’t have any breakdown of categories. It just lists one score for the whole section. For English, Math, and Reading, you'll see a score for each section and then scores for the categories beneath the sections (for Science there's only the one complete score).For each test section score and question category score you'll also see a bar that shows you your score percentile. The question category subscores can range from 1-18, and the test section scores range from 1-36 just like your full composite score.Note that the scores you see for the categories under each test section score don't necessarily add up to the section score. Your Writing score will be listed below all of these scores if you took the ACT with Writing.This score is reported on a scale of 2-12 (starting with the September 2016 ACT). There are four domain categories below the Writing score, each of which is also scored from 2-12. The ACT averages these scores to arrive at your final score out of 12. Just like with the other sections, you'll see percentile bars next to each of these scores to indicate how you compare to other students. Below your main scores, you'll see an "ELA score" and a "STEM score." The ELA score is the average of your English, Reading, and Writing (converted to a value out of 36) scores. The STEM score is the average of your Math and Science scores. Both of these are recorded on a scale of 1-36. Consult the ACT websiteto see an example of what a real score report looks like. What Do I Do With This Information From My ACT Results? So you have all these numbers, but who cares? How can they help you do better next time?If you know where your weak spots lie, it’s going to be much easier to focus your studying.Here are a couple examples of actions you might take based on what you see on your score report: Case #1: You Aced Algebra But Missed a Lot of Trigonometry Questions This indicates that you have a content-based problem with trigonometry. Maybe you didn’t know all the formulas or you're not familiar with the best strategies to solve these types of problems.Review all the formulas you need to know for ACT Math as related to trigonometry. Also review what’s tested on ACT Math, and make sure you’re familiar with all the material. If you see something you feel shaky on, try some practice questions for that topic.Look intothese strategies for improving your math performance as well. Case #2: You Did Well on English, But your Writing Score Was Low The essay can be one of the toughest aspects of the ACT, especially because it comes at the end of the test when you’re tired already. Though the ELA subscore doesn't affect your overall ACT score, many top colleges are still interested in your performance on the essay. If you had trouble with the essay, take a look at these tips for improving your score.Since you did well on the English section, you probably don’t have a problem with grammar and sentence structure. You might just need to work on organizing your thoughts better overall and providing better examples to support your argument. Case #3: You Struggled with Science and Reading If you had issues with these sections, it probably means you need to work on reading passages more efficiently and interpreting them correctly.Check out these strategies for bothscience passages and reading passages.The Science and Reading sections actually require similar skills, namely skimming over information and making fast-paced judgments about the content. If you think the time constraints caused you to miss questions, review these strategies for time management on both sections. Experiment with different strategies for approaching ACT science passages...heh A Final Word on Score Reports Your score report is a helpful study tool that will give you more information about areas on the test where you need to make improvements.It might also be a good idea to order Test Information Release for the ACT, which provides a more in-depth look at your scores and the specific questions you missed. Read more about this service here. Compare your score report to your target scores so you can see how much you need to study before the next test! What's Next? If you're trying to figure out when you should take the ACT again, use this guide to find out which test date is right for you. Check out these study plans to get an idea of how you might plan out your prep in advance of the next test date. Frustrated with your score? Learn how to get a perfect 36 on the ACT, and check out these more detailed guides on doing well on ACT English, Math, Reading, and Science. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Samantha Lindsay About the Author Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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ENVIORNMENTAL REGULATIONS Coursework Example | Topics and Well Written Essays - 750 words

ENVIORNMENTAL REGULATIONS - Coursework Example The absence of minimum wage rate in Singapore is a matter of concern especially for migrant workers. Due to increasing problems of environmental pollution caused by several industries and by industrialization policies pursued since the late 1960s, Malaysia developed its first framework environmental legislation called the Environmental Quality Act 1974. During the start of its life, the act took major steps to curb the ever increasing pollution in the country and it was not until 1987 that the environmental impact assessment (EIA) procedures were introduced to undertake preventative measures as well. Section 34A of the Environmental Quality (Amendment) Act 1985 makes it obligatory for anyone who wishes to undertake some activity to conduct a study to weigh the environmental impacts that the activity will have and the measures to be undertaken. The Malaysian EIA procedures are comparable to the National Environmental Policy Act 1969 (NEPA) model of the USA (Memon, n.d.). The number of environmental laws has grown rapidly and may be sufficient in number but not in quality. These laws have been unable to curb the ever increasing pollution in Malaysia. One of the reasons is that the legislation was mainly passed to cover and address situations as they arose with time, not to address the core environmental issues. There are also a significant number of breaches of environmental law but enforcement action is extremely low: to date only 5 cases are reported in the law reports of Malaysia under the heading of environmental law (Bt. Maidin, 2005). Singapore’s environmental issues are typical of an urbanized city. The issues relate to pollution from industrialization and urbanization and the protection of nature areas. The overall environmental management lies with the Ministry of Environment (ENV) established in 1970 which has become a full-fledged ministry and is responsible for a number of areas such as providing infrastructure for waste management, and

School bullying Essay Example | Topics and Well Written Essays - 1000 words

School bullying - Essay Example The types of school bullying can be multiple and usually they are classified into the three which are verbal, physical and emotional offences. As far as kids are pretty inventive, the particular actions they do in order to offend someone can be various from spreading dirty rumors to straight hitting. Although, it is important to take note of the fact that not only school students are those bullies but even teachers and parents can become stakeholders of the conflict. In fact, this tendency is rather strange because adults are expected to be rational and moral but it turns out that grown up people can often use kids in order to boost their self-esteem. Indeed the cruel treatment of peers has always been a problem of children’s communities and, perhaps, the reason for this is that in such way kids learn how to survive later in adult society. The main issue here is that bullying might become rather contradictory thing and might play a role of social identifier of stronger and weaker personalities or even work like a kind of natural selection. On the other hand the kids being treated cruelly can gain many mental traumas and complexes which afterwards will influence their social functioning or even can destroy it. It is important to note that as far as the subject of the issue is actually the bullying that happens at schools, a reasonable conclusion is that bullying doesn’t let children study normally. It turns out that the main educational function of school is being interrupted because kids are simply scared of going to schools. The reason why the bullying should be prevented is because even though it can be a part of natural selection, still we don’t live in wild environment and the traumatized kids are going to stay in our society and form it. Thus, if their amount is growing every day, it is hard to imagine what our society will look like in a decade. Recent

Education in the United States Essay Example for Free

Education in the United States Essay India has made large strides in educating its population of more than a billion people, yet a lot remains to be done. It is commonplace now that education is both intrinsically valuable and also instrumental for economic well-being, and this is true for individuals and entire nations. No country in the world has been able to develop without the spread of mass education. An educated population is a prerequisite for take-off into high economic growth. Table 1 in the appendix shows literacy rates for India as a whole and by sex. It also shows the decadal rates of change from 1901 to the present. 2 Literacy rates have increased for both males and females, and though the latter continues to lag behind the former, there has been a narrowing of the male-female gap in literacy: from 24. 8% in 1991 to 21. 7% in 2001. In 2001, the absolute number of illiterates declined historically for the first time by nearly 32 million. In terms of state-wise performance, Kerala continues to occupy first rank as it has done historically; on the other hand, densely populated states like Uttar Pradesh, Rajasthan and Bihar are yet to overcome their educational inertia. 3 The average figures for India as a whole hide a great deal of variation among states. Table 2 in the appendix provides literacy rates for states for the years 1991 and 2001, for the population as a whole, by sex and also provides the decadal rate of change. In 2001, Kerala, Maharashtra and Himachal Pradesh had more than 75% of their population of 7+ years literate. On the other hand, even in 2001, less than half of Bihar’s population of seven years and above was literate with female literacy rate only 33. 6%. In terms of zones, states in the South and West outperform states in the North and East. 2. Primary Education Primary education refers to the education of children between the ages 6-11 years (grades 1-5). Universalization of Primary Education (UPE) is a constitutional provision in India and there has been a steady expansion in the spread of primary education since Indian independence in 1947. The Indian educational system is the second largest in the world after China. In 2001-02, there were nearly 0. 66 million primary schools in India 1 This study has been undertaken as part of the United Nations Millennium Development Goals Project. 2 Before the 1991 census, only those belonging to the age-group 0-4 years were excluded from the population in order to compute literacy rates and the basis of the computation was the entire population. From the 1991 census onward, literacy rates were computed based on the population aged 7+ years and above. 3 In Bihar, Nagaland and Manipur as well as Delhi and Chandigarh, the absolute number of illiterates has increased in the 1990s. 4 providing access to 84% of habitations with a primary school located within a distance of one kilometer. Between 1997 and 2002, the gross primary school enrolment rate4 for India was 111 for males and 92 for females. The net primary school enrolment rate5 on the other hand was only 78 for males and 64 for females. The net primary school attendance rate between 1999 and 2002 was 79 for males and 73 for females. However, of the children who entered primary school, only 68% reached grade 5 between 1995 and 1999 (UNICEF, 2004). Table 3 provides data on gross primary school enrolments by sex between 1950-51 and 2001-2002. As can be seen from the table there has been a steady increase in the numbers of boys and girls attending primary school over time. In Table 4, state-wise enrolment of boys and girls as a percentage of their age-group is provided for 1997-1998. Girls’ enrolment has been steadily increasing over time and in 2001-02, nearly 45% of girls in the age-group 6-11 were enrolled in school. These statistics are heartening because at least until the 1990s, one of the most dismal aspects of India’s education system was the large percentage of the population in the younger age groups that were out of school. Socio-economic disparities Despite the strong constitutional backing for the provision of primary education in India6 and its expansion over time, the system is characterized not only by low achievements but also by large unevenness of achievements. Huge gaps remain between rural and urban areas, and the probability of getting any education at all sharply depends on gender, caste and income. Women, scheduled castes and tribes and the poor are faced with formidable barriers when it comes to getting basic education. Of the 200 million children in the age group 6-14, it is estimated that 59 million are out of school. Of these 35 million are girls and 24 million are boys (Ministry of Human Development, GOI). Apart from socio-economic determinants, the educational infrastructure and the management and the governance of the educational system in India are far from efficient or sufficient. The government is the largest provider of education in India with only about 10% of primary schools owned by the private sector. 7 The quality of education provided by the public education system is low which translates into low educational abilities even for those who are able to complete primary education cycle. Moreover, there is a lot of ‘waste’ in the educational system with dropout rates as high as 40% for the country as a whole and in some Indian states, they are as high as 75%. Though the number of primary 4 Gross primary school enrolment rate is computed as the number of children enrolled in primary school regardless of age divided by the population of that age group. 5 Net primary school enrolment rate is computed as the number of children in that age group enrolled in primary school divided by the population of that age group. 6 In 2002, the Supreme Court of India decreed that free primary education was a constitutional right. 7 Around 3% of private schools are aided by the government, which makes government intervention in the education sector even greater. 5 schools in the country increased, more than 1 lakh8 habitations still do not have access to a primary school within a distance of one kilometer. Teacher-pupil ratios are inadequate: less than 2 teachers are available in rural areas to teach a class size of around 100 students. Teacher motivation and teaching incentives are also very weak. India perhaps has the highest rate of teacher truancy in the world. Poverty and Education. Empirical evidence strongly shows that, both at the level of the household as well as at the level of the country, there is a positive relationship between income (and wealth) and educational attainment. More income simply means more resources available to spend on the acquisition of education. With more than 250 million people in India living on less than a $1 a day, poverty remains a major barrier to educational access. Although education is provided ‘free’ by the government, the cost of uniforms, textbooks and transportation costs are beyond the reach of many households (Tilak, 2004). Added to these direct costs are the indirect (opportunity) costs of wage/domestic labor which children perform and the costs of acquiring education become considerable for households. Graphs 1 and 2 in the appendix show simple regressions of literacy rates for sixteen states against state poverty rates and state per capita income for 2001. As is expected, literacy rates decline with poverty and rise with per capita incomes. State per capita incomes seem to explain literacy rates better than poverty rates. Filmer and Pritchett (2001) using Demographic Health Survey data for India find that the gap in enrolment between the highest and the lowest wealth class is as much as 52 percentage points. Gupta (2003) using the 52nd round of National Sample Survey data finds that the percentage of people who have completed five years of schooling declines as one descends consumption deciles. In the lowest consumption decile, the proportion of people who have not completed the primary school cycle is greater than 80%. 9 While poverty status and income class are strong determinants of who goes to school and for how long, they do not make up the whole story. Indian states of Kerala and Himachal Pradesh even with fewer resources at their disposal have been able to achieve much better educational and health outcomes compared to rich states such as Punjab and Haryana in India. This is true even when we look at cross-country outcomes. For example, Sri Lanka and Botswana do much better in education and health terms than would be predicted based on their level of resources; the Latin American countries do much worse given their resources (Mehrotra and Jolly, 1998). 8 One lakh is equal to 100,000. 9. These graphs are meant to be illustrative of the association between resources and education and do not claim any direction of causality. The relationship between resources and educational attainment is bidirectional. The poor cannot afford schooling. With little human capital, the opportunities to escape persistent poverty are very restricted and the poor can be trapped in a low education, low income vicious cycle across generations. A large literature has analyzed both theoretically and empirically persistence of poverty inter-generationally due to lack of resources to invest in education.

Essay --

Gender roles have been a predominant factor in our world since the early emergence of human societies whether they are positive or negative. They are based on expectations that societies have over the people in them. The Epic of Sunjata, shows us how men and women are treated almost equally in different forms. Women are praised for their ability to birth leaders, which is similar to the early Greek Society. In most societies, women are treated less equal than men. This was prevalent in the early Indian society. No matter the gender role, it has been shown that any society cannot survive without both men and women. As we studied in class, early Indian culture and society in 300 C.E., the Hindu society was dominated by the caste system, which influenced almost every aspect of life. Each caste had its own particular dharma, carrying with rights, obligations and restrictions. Beyond this was a generalized dharma applicable to all: deference to the Brahmins, devotion to the gods, and reverence for the Ganges and for sacred cattle (Connections, Pg. 58). Procreation too, was considered a sacred duty: large families were seen as blessings from the gods, and any attempt to limit family size was frowned upon (Connections, Pg. 58). Since reproduction was essential to reincarnation, for most people marriage and parenthood were moral obligations. Naturally, to fulfill their dharma, people had to marry within their caste. Parents arranged proper unions for their children, sometimes at ages as young as eight or nine, before sexual attraction had a chance to complicate things. Indian society was patriarchal, centered on villages and extended families dominated by males (Connections, Pg. 4). The villages, in which most people lived, were admini... ...re treated poorly but they can overcome their circumstances so that they may still contribute to society in a powerful way. Although women in the epic Sunjata, Indian and Greek society are all seen as the subordinate gender, the women in the epic Sunjata are strong people by making the best out of situations. Some could say that women control the story. In the beginning, the hunters would not have killed the buffalo woman if not instructed to. Also, if Sogolon hadn’t pressured Sunjata to stand, he wouldn’t have walked his all his life. Throughout history, women have been mistreated as the weaker gender. It has been evident throughout the epic of Sunjata, the history of Greek society as well as Indian society. It is evident today with the social classes we have formed that there are predominant gender roles in our society; history as we know tends to repeat itself.

Emergency Preparedness and Disaster Response in Schools Essay

The professional nurse uses clinical judgment and decision making skills to provide appropriate nursing care and collaborates with other health care professionals responding to the emergency or disaster. The purpose of this paper is to outline the professional nurse’s role and how the nurse works with other responding personnel as well as the community affected in the event of a tornado that affects a school. The Role of the Nurse A disaster is defined as any natural or human-made incident that causes disruption, destruction, and/or devastation requiring external assistance (Stanhope, 2012). Schools are generally considered a safe haven for the children attending, but various types of emergencies can occur within the school walls that impact the school and the surrounding community. Severe weather can be a natural disaster when it produces tornadoes. Tornadoes have proven to be large scale disasters, causing problems ranging from loss of power to major structural damage and resulting in physical injuries, including loss of life. Tornadoes outside of a school setting cause severe damage and casualties, but when the tornado hits a school it becomes a disaster setting for all school personnel and the school nurse. The school nurse immediately is looked at when there is any type of medical emergency. When there is an entire school that has been affected by destruction like a tornado, the school nurse is most definitely overwhelmed with patients. The nurse must be prepared and work closely with all responding personnel to ensure a timely response to all affected, inside the school and the parents affected outside the school. The school nurse is an expert in the nursing process and should utilize these steps in order to care for all involved in a disaster like this. The professional nurse, through her education, should be prepared to utilize the nursing process (assess, plan, implement, evaluate). It is critical the school nurse knows his/her role prior to the disaster. His/her role includes triage, coordination of the first aid response team, and direct hands-on care to the victims of the emergency. The school nurse also plays an important role in the mental health support for the students and faculty involved during the emergency and in the recovery phase of the emergency. The nurse must be able to identify with and be able to communicate with all responding healthcare personnel. The responding will include, but is not limited to, firefighters, both paid and volunteer, EMS personnel, Emergency Management Personnel, law enforcement, and local healthcare providers, such as physicians and nurses. The school board office will also have responding personnel to the scene as well. The main goal of the professional nurse is to communicate with all responding personnel and ensure that everyone involved in the response clearly knows their role and who they should report to. Nursing Strategies Every community can always improve in their response to emergencies and disasters. Planning before the disaster hits is the key. Preparations for a facility’s response to an emergency involving realistic training exercises, (O’Boye, 2006) can greatly reduce anxiety levels and increase the likelihood of more positive results. Some examples of emergency and disaster planning includes, but is not limited to, mock exercises, more interagency cooperation in the mock exercises, identifying how we, as a community, will respond, who would be in charge of communications, who would be in charge of logistics, and a list of every one’s role in the emergency response (Laureate, 2012). The school nurse is in a leadership position to provide continuous coordination and training of all school personnel as well as the communities involved as part of the school’s emergency plan. Implementing the National Incident Command system into the school’s emergency plan is vital. This system includes universal protocols and language (Stanhope, 2012). This system acknowledges the need for mutual aid response and allows for easy to understand communication and description of roles no matter what agency or community the responders come from. This system should be implemented in every school because when a disaster strikes, especially at a school, people come from all over the country to render aid and this system provides a framework that everyone can understand. Summary The school nurse’s assistance in community-wide planning groups is helpful in the facilitation of a rapid, coordinated, effective emergency response within the framework of the Incident Command System. This includes establishing standard emergency response plans and participating in skills, drills and exercises to evaluate the response capabilities of a school, as well as the effectiveness of the plan (NASN, 2013). Disasters occurring at schools create a larger scale disaster because not only is there the disaster inside the school, but there is also a disaster created outside the school from all of the parents wanting answers that sometimes takes hours to produce the answers to. Planning is the key and the school nurse is in the position to help in the planning of the response plan in these disasters.