Ptlls Level 3 - 11404 Words

ASSESSMENT 1 a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1.1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle. I intend to continue to be a trainer in management and in the security sector. The role, responsibilities and boundaries of a trainer are ever changing and†¦show more content†¦Overall, this information would help me to plan my content and delivery strategies. These have some advantages: i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural. In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners. ii. Another important factor I must consider when identifying the needs of my learners is their learning process. A commonly used theory of learning process is that of Kolb (1984) who describes four different stages of the learning process as; Concrete experience, observation and reflection, abstract conceptualisation, and active experimentation. This theory particularly gained insight into the fact that greater understanding is achieved by learners when different and appropriate means are deployed to teach the same concept.Show MoreRelatedPtlls Level 3 Assignment1452 Words   |  6 PagesAssignment 2. Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to: ï‚ § Your responsibilities and those of others who have an effect on your work. ï‚ § Legislation – how might it impact on your area and context of teaching. ï‚ § Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching. ï‚ § Internal and external assessment requirements- what requirementsRead MoreEssay on reflection697 Words   |  3 PagesLevel 3 Award in Preparing to Teach in the Lifelong Learning Sector ( PTLLS )(6302) REFLECTING LEARNING JOURNAL UNIT 001 The purpose of this essay is to reflect upon an aspect on my role and responsabilities as a teacher in lifelong learning ,responsability for maintaining a safe and supportive learning environment (PTLLS 6302/LD Academy /Barchester/page 4 }For the purpose of reflection the essay shall be written in the first person.I decided to use John’s(Read MoreImproving Own Practice (Dtlls)856 Words   |  4 PagesDTLLS Module 2 Task 3 Improving Own Practice Sharon Baker In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests: ‘recognition that your performance can be improved is accepting that whatever does (or does not) happen in the classroom is in the hands of the teacher’ (2009Read MorePTLLS Overview1077 Words   |  5 Pagesï » ¿Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learningRead MoreEducation and Lifelong Learning1329 Words   |  6 PagesCity and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 001 Roles, Responsibilities and Relationships in Lifelong Learning Assessment Task 1 By Contents Task 1 Assignment Page 3 References Page 7 1. Understand own role and responsibilities in the lifelong learning. (1.1) Having been requested to produce a brief on my roles in teaching and professional values whist teaching in this role. I have to deal with variety of personnelRead MorePTLLS Unit 012 Principles of Assessment in Lifelong Learning1266 Words   |  6 Pagesï » ¿ PTLLS Unit 012 Principles of Assessment in Lifelong Learning Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: â€Å"Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you†.   Gravells A. Page 113.   Assessments are used to track notRead MorePtlls Unit 0013426 Words   |  14 Pagesrequirements and codes of practice relevant to your own context Teaching in the lifelong learning sector If you are reading this book we expect that you are preparing to teach in the lifelong learning sector and may well be interested in gaining the PTLLS Award. So what does this lifelong learning sector look like? It is a sector that covers all publicly funded post-16 education outside universities; this takes place in a wide range of institutions including Further Education (FE) colleges, adultRead MoreDFA7130 Teaching, Learning and Assessment. Essay2888 Words   |  12 Pagesembedding language, literacy, numeracy (and where relevant) ICT skills in the learning sessions. †¢ How you are using assessment to support learning and encourage learners to progress according to potential. Section 3 †¢ References Glossary of terms PTLLS Preparing to Teach in the Lifelong Learning Sector AVA Assessing Vocational Achievement ICT Information, Communication, Technology SOW Scheme of Work SP Session Plan CG City and Guilds Read MoreA Brief Note On Numeracy And Maths Specialists3358 Words   |  14 Pagesothers will use it as an example. Due to the passion I have for teaching, I had always sought opportunity to enrol to a course like this but have never found one. I came across PGCE Numeracy and Maths Specialists in December 2014 when I was taking the PTLLS course. I have studied maths and maths related courses throughout my studies, but did not understand the essence until when I worked with people who had no maths or numeracy background, then I realised how hard it was for them solving basic problemsRead MoreDiscrimination and Single Equality Scheme804 Words   |  4 PagesAppendix 1 Forms Form 2 Assessment front sheet and feedback record PTLLS Level 3 / 4 Theory/Practical T2: Summarise the key aspects of current legislative requirements Assessment No: and code of practice relevant to your subject and the type of organisation within which you would like to work. [pic] Candidate name S A Malik[pic] Enrolment number [pic] Date issued [pic] Date submitted

Little Albert Free Essays

Assignment One – Mini Lit Review. The Little Albert Study. Not everyone believes that biology is our destiny. We will write a custom essay sample on Little Albert or any similar topic only for you Order Now Many scientists whole-heartedly believe it is our experiences in life that count. They believe that it is our up-bringing, education, and our environment that form our behaviour, beliefs and characteristics. Chief among scientists in this field of thought is psychologist John Watson. Watson developed a theory that we are not restricted to our genetic make-up, but instead we arrive into the world as a blank slate and all our information is learned. There is continuous dispute over this theory with the nature nurture debate strongly in play (McLeod, 2007). On the nature side of the debate, it is believed that individual’s differences are determined by their unique genetic make-up. They argue that all other characteristics that develop later in life are caused by maturation (McLeod, 2007). The other side is nurture which John Watson strongly supports. This side says that we come into the world as a blank slate and through experiences our slate is gradually filled (McLeod, 2007). To support the theory that environment is more powerful than genetics, Watson designed an experiment on an infant commonly known as the Little Albert experiment. This experiment focused on Ivan Pavlov’s process of classical conditioning. Watson believed and wanted to prove that all human psychology can be explained by this process (McLeod, 2008). The other studies that I will be comparing the Little Albert experiment to will be â€Å"Elevated fear conditioning to socially relevant unconditioned stimuli in Social Anxiety Disorder† (Lissek, Levson, Biggs, et all, 2008) and the study of Pavlov’s dogs (Pavlov, 1928). These studies will enable me to make a justified evaluation of the Little Albert study by making comparisons to these two other studies. The Little Albert experiment was conducted by John Watson and Rosalie Rayner in 1920. They chose nine month old Baby Albert for the study because Albert had been reared almost from birth in Harriet Lane home for Invalid Children where his mother was a wet nurse. Albert was deemed extremely stable and well developed which determined his suitability for the experiment (McLeod, 2007). The focus of their study was to continue on from Pavlov’s experiment involving the classical conditioning of dogs, and determine whether this empirical evidence was also evident in humans (Watson, 1924). More specifically, they were focusing on conditioned emotional responses. In determining these aspects they conducted a series of different tests involving a variation of stimulus. Before the experiment commenced, they gave Albert a sequence of baseline tests to determine his initial fear responses to stimuli. They presented him with burning paper, a monkey, a dog, cotton wool, a fur coat (seal), various masks and a white rat. During the baseline, Albert showed no initial fear to these items. Throughout the study these items (fluffy white objects) served as the independent variables. The dependant variable was whether or not Albert cried or showed distress. During the study Albert was positioned on a mattress on a table. Albert was presented with a white rat and just as he reached out to touch it, a metal bar was struck with a hammer behind him. Albert jumped and fell forward, burring his head into the mattress, but did not cry. After these two stimuli were paired on several occasions, Albert was presented with only the white rat. As the rat appeared in front of him he became distressed and turned away, puckered his lips, began to cry and crawled away (Watson, 1924). From this, it became obvious that Albert’s fear had been conditioned. Albert had associated the white rat with a loud noise producing fear, thus having conditioned fear of the white rat. The experiment showed that Little Albert generalized his response from furry animals to anything furry. Albert showed the same reactions as the initial experiment when Watson presented him with a furry dog, seal-skin coat and even a Santa-Claus mask (Watson, 1924). The way in which Albert’s responses were measured was through the amount of distress to the stimuli he presented. The Little Albert study is a highly popular study especially across the field of Psychology. Although the study has provided valuable knowledge and understanding of learned behaviours and the development of phobias, it’s procedures considering ethics are questionable. The fact that Albert was only nine months old deems this study unethical. Albert’s mother was obviously desperate for money to support her son, so the bribe of money probably out-weighted the possible harm caused to her son. Albert’s mother probably wasn’t entirely aware of the potential risks involved. Albert’s fear was supposed to be extinguished at the end of the experiment, but he moved away. Other ethical codes that have been violated in this study are that of the distress that it caused. Little Albert was never desensitized from the conditioning undergone meaning that because he had a conditioned fear of white furry objects, he would forever be terrified of white furry objects (Watson, 1924). In today’s code of ethics, the welfare of the participant/s is the most important factor and under no circumstances should this protection be hindered, unless the participant has given consent to be put under this distress. It is also now deemed unethical to purposely cause distress to a participant in laboratory circumstances (Weiten, 2008). These unethical procedures could have been corrected quite simply. In the study of fear conditioning in people with social anxiety disorder, they conducted what called an extinction process where the participants were desensitized from any fear conditioning that took part throughout the experiment (Lissek, Levson, Biggs, et al, 2008). This experiment is clearly ethical as it was only conducted in 2008 and would have had to have been passed by the ethics board in order to be conducted. The Little Albert study is a valid study; however it was not measured effectively. The way in which Little Albert’s fear was measured was just whether or not he cried or showed distress. The way in which they measured this could have been improved in order to get more valid and reliable results. In this case, the studies operational definition was not valid. The Little Albert study could have used apparatus in order to get more valid results. For example, they could have measured Albert’s fear by assessing his skin conductivity. This would have measured Albert’s distress through measuring the arousals in his skin i. e. weat. They also could have used the blink-startle response measurement as used in â€Å"Elevated fear conditioning to socially relevant unconditioned stimuli in Social Anxiety Disorder† (Lissek, Levson, Biggs, et al, 2008). This method measures how much the participant blinks when presented with a stimuli. If the participant is startled (scared) by something, they will blink a lot more than if they are not startled. The re liability of the Little Albert study is not strong. If the same study was conducted today, the same results would not be found. Little Albert’s responses to the stimuli that he was presented with could have been a result of his general fear of animals, not that he conditioned a fear of white fluffy objects. Most people would agree with me when I say that if you were a nine month old baby and an animal was jumping up at your face, you would be scared and would become distressed. Being a nine month old baby, Albert also could have just been tired, bored, and hungry or just missed his Mother. None of these factors were accounted for during the trials. If the same study was conducted today, it would become extremely obvious that times have changed and so too should the design of the study. The reliability of the experiment is hindered by the fact that the method of measurement is simply observation and there is no concrete evidence being analysed. For example if they were to measure brain activity or use the blink-startle reaction measurement, these results would be a lot more concrete and therefore the study would be classed a lot more reliable. In comparison, the 1928 study of Pavlov’s dogs (Pavlov, 1928) is a lot more reliable even though it is only a few years newer than the Little Albert study. If Pavlov’s experiment was replicated today, very similar if not the same results would be found. The fact that Pavlov used concrete methods of measuring his data deemed his study a lot more reliable. If he was to measure the amount that the dogs salivate by just observing them, it would not be as valid. To conclude, through the evaluation of the Little Albert study and comparison to â€Å"â€Å"Elevated fear conditioning to socially relevant unconditioned stimuli in Social Anxiety Disorder† (Lissek, Levson, Biggs, et al, 2008) and Pavlov’s dogs (Pavlov, 1928) it has come to my attention that the Little Albert study does not comply to today’s code of ethics, the reliability is not strong and could be improved on however it is a valid study, but the operational definition could be improved. I feel that the contributions to knowledge of conditioned fear are valuable to society and has proved useful in various situations and other studies. Future studies on this topic would prove extremely valuable to society and our understanding on fear conditioning. References McLeod, S. A. (2007). Simply Psychology; Nature Nurture in Psychology. Retrieved 3 April 2012, from http://www. simplypsychology. org/naturevsnurture. html McLeod, S. A. (2007). Simply Psychology; Pavlov. Retrieved 3 April 2012, from http://www. implypsychology. org/pavlov. html McLeod, S. A. (2008). Simply Psychology; Classical Conditioning. Retrieved 3 April 2012, from http://www. simplypsychology. org/classical-conditioning. html Pavlov, I. P. (1928). Lectures On Conditioned Reflexes. (Translated by W. H. Gantt) London: Allen and Unwin. Watson, J. B. Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1, pp. 1–14. Weiten, W. (2011). Psychology: Themes and Variatio ns. Belmont, Calif: Wadsworth Cengage Learning. How to cite Little Albert, Papers

Ethics in the Workplace free essay sample

Ethics in the Workplace Classical and Contemporary Ethical Philosophies Ethical philosophies served as guide for people in the workplace to make moral decisions in conducting business. There are classical normative ethical philosophies as well as contemporary ethical philosophies being used. They have been applied in the different levels or dimensions of the business organizations. People do know that there are business organizations that have disregarded ethical standards and encounters ethical issues inside their company. There are times that ethical standards or norms have to be set aside to achieve something worthwhile for the company. Lately, businesses recognize the importance of ethics to help establish the integrity of the company. The ends justify the means is the common thinking in business but in terms of ethics what is considered morally right is the one that counts. Classical normative ethical philosophies include relativism, pragmatism, behaviorism and positivism. Relativism as a philosophical doctrine pertains to the denial of ethical absolutes. In recent years, managers and workers have expressed concerns about how ethics in the workplace apply to the goals of an organization and the work of the employees. The Ethics Resource Center (www.ethics.org) assist leaders to impact their organization by identifying ethical risks and establishing systems to emphasize higher standards for business conduct. According to Joshua Joseph (2000), of the Ethics Resource Center, â€Å"in order for managers to develop a positive workplace ethics they must provide written ethics standards, ethics training, altering reward system, and make sure ethical resources are available to employees†. In this paper the writer will discuss how ethics in the workplace applies to the goals of an organizational and the work of the employees. How do Workplace Ethics Apply to the Goals of an Organization and the Work of Employees? Ethics in the workplace are viewed in the business world as an attempt to communicate its expectations and standards of ethical behavior in the workplace. In recent years, managers and workers have expressed concerns about how ethics in the workplace apply to the goals of an organization and the work of the employees. The Ethics Resource Center (www.ethics.org) assist leaders to impact their organization by identifying ethical risks and establishing systems to emphasize higher standards for business conduct. According to Joshua Joseph (2000), of the Ethics Resource Center, â€Å"in order for managers to develop a positive workplace ethics they must provide written ethics standards, ethics training, altering reward system, and make sure ethical resources are available to employees†. In this paper the writer will discuss how ethics in the workplace applies to the goals of an organizational and the work of the employees. Let’s Answer the Questions According to the Ethics Resource Center’s 2000 National Business Ethics Survey (2000 NBES), managers consistently link ethics programs to more positive organizations outcomes and increased employee satisfaction. A well developed and organized ethic program tells employees that your organization is moving in a positive direction. Ethical business practices are essential for growth, increased employee productivity, and reliable investment in a business. Ethics plays an important role in the success of an organization. Davis’ (1975) study found the following: Business managers in most organizations commonly strive to encourage ethical practices not only to ensure moral conduct, but also to gain whatever business advantage there may be in having potential consumers and employees regard the company as ethical. (p19). Ethics in the Workplace Ethics in the workplace starts at the top with management. If managers are committed to excellence and can communicate this organization will be ethical. If management chooses to mistreat and cheat employees, they can expect that to be reflected back to them and to their customers. Successful workplace ethics policies must begin with the person who signs the pay check. According to Shaughnessy (2002), â€Å"workplace ethics guidelines generally lend a moral backbone to the firm’s policies, as well as detailing the sort of professional atmosphere the company hopes to foster† (p.20). Take for example ERON and Martha Steward; both showed how ethics was not used in anyway and their action painted a realistic picture of what can happen when ethics are neglected. Establishing An Ethics Program Every organization must deal with ethics. An ethical culture is essential for optimal productivity. After all, research shows that effective ethics training lowers the rates of misconduct within an organization (Lang, 2006). In order to create an ethic program, a manager must determine goals and objectives for the program. Goals are the essential part to any training session and have critical implications. With an ethics program in place, managers can increase productivity and improve morale by establishing an ethical culture within the organization. To establish an effective program a manager must do the following: †¢Establish a code of conduct that reduces risk of criminal behavior †¢Detect wrongdoing, foster quick investigations, minimize consequences †¢Demonstrate company’s ethical/legal philosophy during an investigation †¢Reduce fines if company is found guilty of wrongdoing †¢Enhance company reputation and stature Importance of Ethics in the Workplace In todays society, ethics plays an important role in the workplace. Ethics is vital to creating the company culture of an organization. An organization uses ethics to decide how it wants to do business and how its reputation is viewed from an outsiders perspective. Good ethical practices can prevent these things from happening. While at work there are certain guidelines that should be followed to make sure that everyone feels comfortable. Ethics are followed in everyday life situations outside of work so it is normal to conduct rules within the workplace too. Good ethics in the workplace can often be the result of the personal ethics of the individual employee. An employee’s concern for their work or those they help can carry a multitude of results based on how they handle the situation (Milliage, 2005: p 14). Tips for Managing Ethics in the Workplace The primary requirement for managing ethics in the workplace is an understanding that workplace ethics is a continuous and on-going process deep-rooted to management practices, and not a deliverable defined project. It influences the way the organization functions, and remains independent of profits or product range. According to Compton (2007), â€Å"professional values and ethics are backbone of any organization and how they treat it determines their standing and reputation in any given environment† (p. 13). Listed below is a list of Compton’s (2007) guidelines for managing ethics in the workplace: 1.Communicate the companys ethics policy clearly to the employees. †¢Posting it around the office and distributing it to employees is great, but you should have regular meetings in which everyone spends some time discussing ethics. 2.Make it easy for employees to seek guidance when they need help making a decision. †¢Employees may not always be sure what the ethical solution is. †¢Its the companys responsibility to provide the resources that they need to make the right decision. †¢Someone should be available at all times with which employees can discuss these issues. 3.Create an atmosphere in which employees can trust their supervisors and know they can report violators of the ethics policy. †¢Supervisors should keep employees who report violators anonymous and not make them face penalty. †¢ Employees shouldnt feel like its their responsibility to report violations. 4.Set an example. †¢Supervisors cannot expect employees to respect them if they dont follow the rules that they set. †¢ Employees will respect their supervisors more and will likely follow their example. Ethics in the workplace plays a very important role on how success of organization goal and the work of the employees. Proper planning is important, but the effectiveness of any association’s approach also depends on characteristics that are unique to its culture, the leadership style of the executive director and executive team. Discussion of workplace ethics can raise sensitive issues, so managers have to have the proper tools in place to handle these issues.

Thoughts Before Dying Essay Example For Students

Thoughts Before Dying Essay Hunter Creed, a man of 24, looks out at the horizon ahead of him. He thinks of his life: his past, the present, and his future. He doesnt feel any shame for what he has become, he actually feels a little tinge of satisfaction. But he cant justify his actions, and that is what he focuses his thoughts on now. As he sits on top of the rock, his brown hair blowing from the force of gusts of wind, a paradox of thoughts races through his mind. He remembers a past where he was happy. He remembers the love he felt from the people around him, the various ways they encouraged him throughout his life to be a good man. He remembers how he left them behind for a future that he thought was brighter than the one they offered. Hunter now realizes how wrong he is, and sadness starts to well up inside of him. He knows that he is troubled. We will write a custom essay on Thoughts Before Dying specifically for you for only $16.38 $13.9/page Order now Getting up from the rock, he stands straight and tall. Rubbing his unshaven face, he knows what he is going to do. Looking out at the horizon, he whispers sorry, not directed at anyone in particular, then jumps into the void below. His broad, firm body, soars through the air and hits the water beneath. In his last glimpse of life, he relishes the feeling of purity.

Understanding Different Types of Colleges

Understanding Different Types of Colleges Colleges and universities in the United State can be divided into two categories: four-year colleges and two-year colleges. Within those categories, there are a variety of subdivisions and distinctions between schools. The following article explains the differences between types of colleges to help you make the best decision when considering your higher education options.   Key Takeaways Colleges and universities can be divided into two-year institutions and four-year institutions.Four-year institutions include public and private colleges and universities as well as liberal arts colleges.Two-year institutions include community colleges, trade schools, and for-profit universities.Other institutional distinctions include Historically Black Colleges and Universities, women’s colleges, and Tribal Colleges and Universities.   Four-Year Colleges A four-year college is an institution of higher learning that provides programs of study that take approximately four academic years to complete. Students that complete these programs earn bachelor’s degrees. Four-year colleges are the most common institutions of higher education in the United States. According to the National Center for Education Statistics (NCES), undergraduate enrollment in four-year colleges is 65 percent, nearly 11 million students. These institutions often include strong student communities, complete with sports teams and extracurricular activities, students clubs and organizations, student body leadership, on-campus housing opportunities, Greek life, and more.  Harvard University, University of Michigan, Carroll College, and Bates College are all examples of four-year institutions, though they are all different types of colleges.   Public vs. Private Public colleges and universities are owned and operated by the state board of education within the state where the college is located. Funding for public institutions comes from state and federal taxes, as well as student tuition and fees, and private donors. Boise State University and the University of California are examples of public universities. Private institutions are owned and operated by individuals or organizations and do not receive federal or state funding. Private institutions often receive funding from alumni and corporate and individual donations. Though private institutions are not operated by the state in which they are located, they must still meet state and federal criteria in order to be accredited academic institutions. Yale University and Notre Dame University are examples of private universities. College vs. University   Traditionally, a college was a small, often private institution that only offered undergraduate programs, while universities were larger institutions that offered undergraduate, graduate, and doctoral degrees. Since these two terms have been commonly used to describe four-year institutions- and many small colleges began offering graduate and doctoral degree programs- the terms college and university are now completely interchangeable.  Ã‚   Liberal Arts Colleges Liberal arts colleges are four-year institutions that focus on the liberal arts: humanities, social and physical sciences, and mathematics. Liberal arts colleges are often small, private institutions with higher tuition rates and lower student-to-teacher ratios. Students at liberal arts colleges are encouraged to engage in interdisciplinary academia. Swarthmore College and Middlebury College are examples of liberal arts colleges.   Two-Year Colleges Two-year colleges provide lower-level higher education, commonly known as continuing education. Students that complete programs at two-year institutions can receive certifications or associates degrees. Hudson County Community College, Fox Valley Technical College, and the University of Phoenix are different examples of two-year institutions. Approximately 35 percent of undergraduates are enrolled in two-year institutions, according to the NCES. Many students choose to enroll in two-year institutions to obtain associate’s (or two-year) degrees before attending a bigger, often more expensive four-year institution to obtain a bachelor’s degree.  This cuts down on the cost of general education requirements, making college more achievable for many students. Other undergraduates enroll in two-year programs because they provide job-specific training and a direct pathway to a career.  Ã‚   Community Colleges Sometimes called junior college, community colleges offer higher education opportunities within communities. These courses are often geared toward working professionals, with classes offered outside of regular working hours. Students often use community colleges to gain job-specific certifications or as affordable stepping stones for completing bachelor’s degrees. Western Wyoming Community College and Odessa College are examples of community or junior colleges.   Trade Schools Also called vocational schools or technical colleges, trade schools provide technical skills for specific careers. Students that complete trade school programs can move directly into the workforce with ease. Students at trade schools often become dental hygienists, electricians, plumbers, computer technicians, and more. North Central Kansas Technical College and the State Technical College of Missouri are both examples of trade schools. For-Profit Schools For-profit colleges are educational institutions that are privately owned and operated. They run like a business, selling education as the product. For-profit schools can provide bachelor’s and master’s degrees, as well as technical education, though these programs are often offered online or via distance learning. According to the NCES, enrollment in for-profit institutions has increased by 109 percent since 2000, though that number has been declining since the financial crisis in 2007.   Other Types of Colleges Schools either fall into the two or four-year college categories, but there are a variety of other distinctions between colleges that make the campuses stand out. Historically Black Colleges and Universities Historically Black College and Universities, or HBCUs, are educational institutions founded before the Civil Rights Act of 1964 with the goal of providing higher education to African-American students. There are 101 HBCUs in the United States, both private and public. HBCUs admit students of all ethnicities. Howard University and Morehouse College are examples of HBCUs. Women’s Colleges Women’s colleges are education institutions founded to provide single-sex education for women; these institutions only admit female students. Traditionally, women’s colleges prepared women for assigned societal roles, such as teaching, but they evolved into degree-granting academic institutions after World War II. There are 38 women’s colleges in the United States. Bryn Mawr College and Wesleyan College are examples of women’s colleges. Tribal Colleges and Universities Tribal Colleges and Universities are accredited educational institutions that provide undergraduate, graduate, and doctoral degrees as well as vocational training to both Native and non-Native students with curricula designed to pass on tribal history and culture. These institutions are operated by Native American tribes and are located on or near reservations. There are 32 accredited Tribal Colleges and Universities operating in the United States.  Oglala Lakota College and Sitting Bull College are examples of tribal colleges. Sources   Fain, Paul. â€Å"Enrollment Slide Continues, at Slower Rate .†Ã‚  Inside Higher Ed  , 20 Dec. 2017.â€Å"More Than 76 Million Students Enrolled in U.S. Schools.†Ã‚  Census.gov, U.S. Census Bureau, 11 Dec. 2018.â€Å"Undergraduate Enrollment .†Ã‚  The Condition of Education, National Center for Education Statistics, May 2019.

Take Nothing for Granted

Take Nothing for Granted Take Nothing for Granted Take Nothing for Granted By Mark Nichol Just when you think you know everything, you’re reminded that subtlety and nuance are part of even the most mundane information. It’s been said that facts are inconvenient things, but they’re especially vexing for writers, because there are facts, and then there’s what really happened. I just read today that a fellow named Gustave Whitehead preceded the Wright brothers in heavier-than-air flight by more than two years and stayed aloft longer and at a higher altitude than Orville Wright in his inaugural flight. That’s the conclusion of Jane’s All the World’s Aircraft, the world’s most authoritative resource about aviation, which claims that Whitehead’s flight, and subsequent efforts preceding the 1903 launch of the Wright Flyer, have precedence. However, Whitehead’s claim is still in dispute, and most aviation authorities credit the Wrights, although their achievement is often qualified by references, for example, to â€Å"controlled, powered, and sustained flight in a heavier-than-air aircraft.† (They are also credited with being the first aviators to develop sophisticated flying instruments.) So, what is one to do when one seeks to write, perhaps merely in passing, about the dawn of flight? It is irresponsible, of course, to say that the Wright brothers invented the airplane, and neither did Whitehead. Nor were they, or he, the first to fly: The achievement of the Wright brothers was preceded by glider flights and powered but uncontrolled flights. Lighter-than-air manned (balloon) flight was first accomplished in 1783 dirigible (steerable) flight occurred the next year and historical accounts exist of working hang-glider-like contraptions built and tested (usually with disastrous results) hundreds of years ago. How, precisely, one qualifies such milestones depends on context and on the sophistication of the audience; a history of aviation directed at children will differ in its references from a technical treatise. But it’s the in between that counts for most writers: A newspaper or magazine article, or a trade book, that mentions the advent of manned flight must concisely acknowledge that the Wright brothers were aviation pioneers but do not deserve unqualified credit for priority. You may never have the occasion to mention flight in your writing other than a passing reference to the mode of travel to your recent vacation destination, but this lesson is scalable to any topic: Unequivocal claims of priority are hazardous to one’s credibility. Take care that such discussions are backed up by documentation and accurately expressed. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Has vs. HadWhenever vs. When EverHyphenation in Compound Nouns

WK5-Critque Essay Example | Topics and Well Written Essays - 250 words

WK5-Critque - Essay Example Most of these articrafts were collected and donated by the curator and founder, Dr. David Pilgrim. The Jim Crow museum also owns a website link that serves as a valuable educational resource for research scholars at national as well as international levels. The website is very simple in layout and design. With a bold title description at the top, the format of the articles presents a clear and readable font size with a number of pictorial illustrations. There is no link, advertisement or content pasted on both sides of the article to avoid reader’s distraction. However, one has to move back to the main menu page for navigating to another article or resource. The information is well structured with bullets, numbering and headings for clarity. One of the most notable merits of the presented information is the acknowledgement of the sources in-text as well as at the end of the articles. The sources used are mostly from the scholarly journals and accredited books supporting the au thenticity of the information. Apart from several merits, the update information is not mentioned anywhere for the website or individual resources. The sources for the incorporated images are also not mentioned that makes it difficult for research scholars to track unbiased opinion. However, undoubtedly, the website is serving as a good learning and teaching resource.