Are AP Courses Worth It (Or Are They Simply Risky)

There are currently 37 AP courses and exams that students can take. But some students are confused and even anxious when it comes to taking AP courses in high school. AP Courses Risky? There are so many questions lurking out there in the minds of parents and students about AP courses! And this is no surprise, considering the cutthroat culture of competition for college admission slots. So will tougher AP courses put your grade point average at risk? Will your chosen college even recognize your AP scores? There is no straightforward answer, because there is no consistent rule when it comes to colleges, AP courses and grades. Some discriminating colleges do look for weighty AP courses on your transcripts, and they expect to see high grades and high exam scores to match. If you are looking at a very discriminating college, you will want to take this into consideration. Officials at these colleges know how to analyze a transcript and they will recognize students who take on a rigorous schedule. They know that some high schools are very demanding and others are not. If youre looking at competitive schools with very high standards, you will want to push yourself and sign up for the most challenging classes. Then there are other colleges. Some colleges—many of these are state universities—do not necessarily look closely at the types of classes you took. They don’t make allowance for the fact that your AP course was tougher than a standard class would have been. They don’t recognize that it is harder to earn a high score in an AP course, and they dont weight classes. They take a (seemingly unfair) straightforward approach to calculating GPAs. For this reason, students may be taking a big risk by overextending themselves with too many rigorous courses. Three A’s and one D in an all-AP schedule is simply three A’s and a D to some university officials. And if you are taking three or four AP courses at one time, there is a good chance that one of them will consume much of your time and leave you with little time for the others. A bad grade or two is likely. AP courses are hard. The requirements are set by the College Board and the courses are fast-paced and intensive. If you sign up for too many AP courses at one time, you are limiting the amount of time you can devote to studying for each exam. So if you aren’t committed to working hard and giving up some of your fun time for each class you sign up for, you should think twice. And What About AP Course Credit? Colleges do not necessarily award credit for AP courses because they may not believe that AP courses are equivalent to their own courses. Before you take an AP course, check the policy of your individual college of choice and see where they stand. You can easily look up the college catalog of any college and check their policies for specific AP scores. Why Would Colleges Refuse to Give Credit? There is concern among many college officials that, by skipping over introductory courses with AP credit, students can plunge themselves into advanced courses that they just can’t handle. That situation can lead to unnecessary struggles and eventual dropout. Colleges consider AP credit very carefully, and may give credit for some AP courses but not others. For example, a college may not credit students with freshman-level English for an AP English Literature and Composition course, because the administration has decided that AP credit is not sufficient preparation for college-level writing. They merely want to ensure that all students start off with a strong writing foundation—so they choose to require all students to take their  college English. On the other hand, that same college may award credit for AP Psychology and Art History. Which AP Courses Are Most Risky? There are a few common reasons that colleges don’t give credit for certain AP courses. You can use this list as a guideline when you research AP requirements at your college of choice. Colleges may require World History as a core area, so students who take American History and European History AP courses and expect credit could be out of luck.Colleges may not award credit for AP lab science courses.Some colleges limit the number of AP credits each student will receive. If you have five 5s you may have to choose two or three that you want to use as credit.Some colleges incorporate state history or state government into their own US history and government courses. For this reason, the US Government and Politics AP class would not include equivalent material. You could end up with elective credit.Some of the courses that are offered as AP courses simply dont appear in a certain colleges curriculum. For example, if Latin Literature is not offered at a college, that college wont necessarily award core credit or graduation credit for that AP test.    So Am I Wasting My Time With AP Courses? You are never wasting your time in a great learning experience. But there may be times when you are doing extra work that isnt going to lead to an earlier graduation date. There are usually two types of course credit awarded as you pursue a college degree. One type is program credit which fits into a degree program curriculum (including the general core). Each time you earn credit that fits into your degree program, you are moving closer to graduation. Some credits don’t really fill a slot in your program. Those courses are called electives. Elective courses are extra courses that take up time but don’t necessarily move you forward to graduation. AP credits sometimes end up as elective credits. For a few reasons, then, taking an AP course can be risky. It is a good idea to plan ahead and study the policies and the curriculum of every college you are considering. Know what courses are likely to earn credit before you sign up for an AP course.

The Cold War And The Soviet Union - 1814 Words

â€Å"Every war is fought three times. First comes the political discussion over whether to start or enter it. Then comes the question of how to fight it. And, finally, there is consideration of what lessons should be learned from it.† -Richard N. Haass. The Cold War was the third major conflict of the 20th century, 1947-1991, and followed just these rules. All three phases can be identified, and all three triggered intense debate. The Cold War was located in the countries of the US, the Soviet Union, Vietnam, Cuba, Greece, and Korea. Throughout this period, the rivalry between the two superpowers, the US and the Soviet Union, unfolded in multiple arenas: military coalitions; ideology, psychology, and espionage; sports; military, industrial, and technological developments, including the space race; costly defense spending; a massive conventional and nuclear Arms race; and many proxy wars. The clash of Capitalist and Communist ideologies between the United States and the Soviet Union was the main cause of the Cold War. Two main lessons that can be learned from the Cold War include: to respect other countries ideologies (agree to disagree) and don t bring nuclear weapons into war conflicts. These lessons can support the claim/thesis in many ways. One of the main lessons learned from the Cold War that can support that the US and the Soviet Union are the main cause of the war, would be that the US and the Soviet Union needed to respect other countries’ ideologies. The reasonShow MoreRelatedThe Cold War And The Soviet Union973 Words   |  4 PagesThe Cold War was a state of economic, diplomatic, and ideological discord among nations without armed conflict. The Cold War was between the United States and the USSR because these were the two major powers after WWII. Basically, the Cold War was a series of proxy wars that had taken place back in time involving surrounding countries. One of the main causes for Cold War was that the Soviet Union was sprea ding communism and the United States didn’t like that so they were trying to contain communismRead MoreThe Cold War And The Soviet Union1233 Words   |  5 PagesThe Cold War is unique among war’s to be not a war between states, but a war between ideologies. The United States and other allies defend social democracy capitalism, as the pinnacle of freedom and equality; and the Soviet Union though communism was the pinnacle of equality. These ideologies manifested themselves through the superpowers, which caused the conflict between them. Both the United States, and the Soviet Union are to blame for the outbreak of the Cold War. The United State’s missionRead MoreThe Cold War And The Soviet Union1697 Words   |  7 PagesThe Cold War, in fact didn’t take place in the winter season, but was just as dangerously cold and unwelcoming, as it focused on two contrasting powers: the U.S. and the Soviet Union. After World War 2, the Cold War influenced capitalist U.S. and communist Soviet Union to engage in disagreements causing many disputes having to use military, economic and humanitarian aid. With different goals, the contrasting powers prove through the Marshall Plan, the Cuban Missile Crisis, and SALT that communismRead MoreThe Cold War And Soviet Union840 Words   |  4 PagesThere are many theories and opinions of how the cold war started. Some believe that the cold war was the result of the belligerence of Joseph Stalin and the insecurity it caused in the United States and the West. Others believe the primary responsibility for the cold war derives from the hardline policies of the United States. (Viewpoints Article: the Soviet Union Start the Cold War) I believe The Cold War was triggered by the theory of two superpower countries in a race for dominance in the worldRead MoreCold War And The Soviet Union859 Words   |  4 PagesAMS2270 Cold War This essay will discuss about cold war, including the background, beginning, progress and ending. As we know, cold war is a struggle between U.S. with NATO and Soviet Union with WTO from 1947 to 1991. It is a significant event in history, and it influence the almost all of world, it directly lead to the radical change of eastern Europe and the breakup of the USSR. In 1946 February, George.F.Kennan wrote a â€Å"Long Telegram†, it clearly said the strategy of containing Soviets and itRead MoreThe Cold War On The Soviet Union1230 Words   |  5 PagesThe Cold War’s effect on the Soviet Union Shortly after the World War 2 ended, the United States and its North Atlantic Treaty Organization allies entered the cold war with the Soviet Union. Germany was divided in half and later, the Berlin Wall was constructed as a physical boundary between the Soviet controlled East Germany and NATO controlled West Germany. This standoff continued until the Soviet Union dissolved in 1991. The cold war had a huge influence on the world stage, but also had a majorRead MoreThe Cold War And The Soviet Union1391 Words   |  6 Pageswake of World War II as the decades-long force of Germany’s reign came to its conclusion, an extensive repositioning of authority among the world’s top powers began. The war wielded devastating consequences for most countries involved and effectively diminished the dominance Britain and France once employed across the globe. Out of this devastation rose the two new dominating forces of the world who were triumphant in the aftermath of the war: the U nited States and the Soviet Union. The United StatesRead MoreThe Cold War And The Soviet Union Essay965 Words   |  4 PagesThe Cold War was a period in world history marked with increased tensions primarily between the United States and the Soviet Union. Both countries desired to expand their ideologies across the globe, the U.S. urging capitalism and democratic elections and the Soviets promoting communism. After the allies had obtained victory in World War II, the Yalta Conference was held. Joseph Stalin, the leader of the Soviet Union, wanted to expand his sphere of influence into Eastern Europe and demanded thatRead MoreThe Cold War And The Soviet Union1343 Words   |  6 PagesAbstract: As one of the most important events in 20th century, the Cold War had a very deep influence for the human-being civilization and it changed the world structure . The United States and the Soviet Union ,the two poles, became enemies from friends after the World War II. They adopt hostile attitude towards each other and criticized the the opponents’ social systems. To find out who provoked the Cold War, the US, the Soviet Union, the United Kingdoms ,Roosevelt, Truman ,Stalin, and ChurchillRead MoreThe Soviet Union And The Cold War1038 Words   |  5 PagesAfter a series of events during the time of World War II, tensions between the United States and the Communists such as the Soviet Union and China, developed into a military and political conflict such as the Cold War. During the Cold War, which went on for 50 years, the Soviet Union and the United States competed to expand their economical and political influence. Although, the United States military has increased in size and it’s strategy. The United States power today is highly supreme when it

Liberilism Vs. Conservatism Essay Example For Students

Liberilism Vs. Conservatism Essay When one thinks of liberals and conservatives it tends to be a comparison of entirely different views concerning every issue. Conservative thinking is regularly associated with the Republican Party while liberal thinking is regularly associated with the Democratic Party. Two such figures that come to mind whose views tend to put them on opposite sides of the political spectrum are presidents Herbert C. Hoover and Harry S. Truman. For example, Hoovers failure to intervene in the private sector of the economy during the infant stages of the Great Depression agrees with the conservative idea of a free market economy. In contrast, Truman continued Roosevelts liberally supported reform measures. One important factor that influences a political figures decision making is his/her morals and beliefs. Conservatives usually have great influence from traditional institutions such as church. As a child, Hoover was raised in a rural Quaker community with a strict belief in the church and the trad itional family. This led to his conservative beliefs and actions. During his presidency, Hoover promised to uphold the prohibition amendment, since drinking was seen as an evil in the Quakers (Encarta). Furthermore, he promised to enforce national laws. This went about with the conservative that that authority is needed to make man resistant to evil. Hoover became a millionaire by the time he was forty with great effort. His conservatism and respect for authority earned him that position. On the other hand, liberalism preached that belief that man has a natural ability to reason out right and wrong. Truman did not introduce any major crime legislation, nor did he believe that much authority was needed for man to reason out right and wrong (Bernstein 93). Concerning the views on the nature of man, Truman and Hoover developed their views in their early years. Truman being a farmer at heart never let go the hardships of farm life. He was a self-taught man, he would read many novels, and American history books in his spare time instead of the usual childhood activities. He believed that man is basically good, and not being a wealthy man himself, he believed that wealth makes man corrupt. Hoover had a typical country childhood, and his Quaker beliefs taught him that man is basically evil (Smith 146). He believed greatly in the church to teach him what to strive for in life and what is right and wrong. These childhoods influenced Hoover and Truman in their conservative and liberal beliefs. Liberals encourage social change such as civil rights. Truman was a great advocate of civil rights. Truman, as a senator, signed an unsuccessful petition to end a filibuster on an anti-poll tax measure, and agreed to investigations of racial discriminati on on war contracts and in the armed services (Encarta). Civil rights leaders saw Trumans Fair Deal legislation useful to African-Americans, it included a full employment act, increased unemployment compensation, and a higher minimum wage. In 1948, Truman asked Congress to enact laws prohibiting Jim Crow laws, and he instructed the Secretary of Defense to end discrimination in the armed services. These and many other measures Truman took to enforce his belief in a rapid social change. Walter White said in 1952 ?No occupant of the White House since the nation was born has taken so frontal or constant a stand against racial discrimination as has Harry S. Truman.? His legacy paved way for the civil rights movements in later years. Hoover, being a conservative, believed in slow very moderate social change built around past traditional values and beliefs. Hoover did not ask congress to pass any new laws, nor did he take any measures concerning social change in the form of welfare and civ il rights (Smith). His beliefs stood in the way of making any social change for the betterment of society. Liberalism in the 20th century has been very active against inequality. The Truman administration started the battle continuing to later generations. Truman, being a southern man, saw the racial discrimination in the South and saw a need for social change. Truman felt that African-Americans wanted to end inequality, but not segregation. As stated above, Truman took many measures to ensure equality for the African-Americans. He also took measures to create the Fair Employment Practices Commission (FEPC). This would create equal opportunity in the workplace for everyone. Truman went by the liberal thought that equal opportunity should be guaranteed by law; therefore, he strived to create the most equal society possible at that time (Bernstein 78). Hoover, on the other hand, never took any measures to ensure equality. He was a self-made millionaire and believed that rights are ear ned, not given. Even during the Great Depression he believed that only loans should be given out, he didnt believe in ?pork barrel? bills, which would give out money to people in need without people paying money back (Encarta). .ub79c043f8da5135bd86ac66d9b393536 , .ub79c043f8da5135bd86ac66d9b393536 .postImageUrl , .ub79c043f8da5135bd86ac66d9b393536 .centered-text-area { min-height: 80px; position: relative; } .ub79c043f8da5135bd86ac66d9b393536 , .ub79c043f8da5135bd86ac66d9b393536:hover , .ub79c043f8da5135bd86ac66d9b393536:visited , .ub79c043f8da5135bd86ac66d9b393536:active { border:0!important; } .ub79c043f8da5135bd86ac66d9b393536 .clearfix:after { content: ""; display: table; clear: both; } .ub79c043f8da5135bd86ac66d9b393536 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub79c043f8da5135bd86ac66d9b393536:active , .ub79c043f8da5135bd86ac66d9b393536:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub79c043f8da5135bd86ac66d9b393536 .centered-text-area { width: 100%; position: relative ; } .ub79c043f8da5135bd86ac66d9b393536 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub79c043f8da5135bd86ac66d9b393536 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub79c043f8da5135bd86ac66d9b393536 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub79c043f8da5135bd86ac66d9b393536:hover .ctaButton { background-color: #34495E!important; } .ub79c043f8da5135bd86ac66d9b393536 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub79c043f8da5135bd86ac66d9b393536 .ub79c043f8da5135bd86ac66d9b393536-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub79c043f8da5135bd86ac66d9b393536:after { content: ""; display: block; clear: both; } READ: Rita Hayworth And Shawshank Redemption EssayIn regards to the views on the concept of democracy, Truman and Hoover were opposites themselves. Hoover was a well-educated engineer and a self-made millionaire. He agreed with the conservative belief that strong leaders and a strong central government are necessary. He believed only a few select individuals should rule the country. Hoover believed that government should be involved to keep order in the state. He used force to strike down the mob of illegal liquor that was circling the country. Hoover believed that force is necessary to keep domestic order. In 1932 he stimulated resentment by ordering out of Washington the bonus army which had come to demand immediate payment of the bonus (Encarta). He called out federal troops under Gen. Douglas MacArthur to burn their camp and restore order. Truman, however, was the only president in history not to have a college education. Although he was a very smart and gifted individual, he was perceived to be a common ?Joe.? He believed that every person is capable of participating in government. Truman also believed that the government should have a great role in correcting societys problems. His Fair Deal legislation, and civil rights measures mentioned above are examples of how he tried to perfect societys ills through government. The economic philosophy of liberals and conservatives are total opposites. Hoover believed that the government should not control the economy. He preached a doctrine of voluntary cooperation by businesses to the needs of the economy suggested by the government. Hoover was an advocate of his ?trickle-down? system. It would give loans to the heads of business, which would help the workers by creating jobs. The loans would be paid back after expansion, and the economy would be restored. In 1932, Hoover urged Congress to create the Reconstruction Finance Corporation to lend money to banks, loan associations, insurance companies, and railroads (Smith). Hoover did not believe in regulation; as a result, the Great Depression went into a poorer state. Truman believed in the regulation of the economy to keep the economy stable in the post-war economy. His expansion of the New Deal legislation, with his Fair Deal, helped to stabilize the economy. He created intelligence agencies which created jobs, but grew made the government a big bureaucracy. In 1947 Congress passed the Taft-Hartley Act over Trumans veto, it made some union practices, like the closed shop and secondary boycotts, illegal (Bernstein 117). It also authorized the president to obtain a court order blocking for up to eighty days any strike that imperiled the ? national health or safety.? This bill gave more power to the businesses and took away power from the unions, which Truman did not believe in. The philosophy of how to acquire and spend money has changed in many ways throughout the years in liberal and conservative minds. Liberals use tax money to finance social programs, and make sure the economy is going smoothly. Conservatives, however, believe that the economy will flourish if it is the government does not tax too heavily, and the revenues that would have gone to the government go back into the economy. This goes back to Hoovers ?trickle-down? system. Truman did finance great welfare programs, military expansion, and intelligence expansion. Conservatives believe mostly spending tax money on the expansion of the armed forces and law enforcement. Keeping all these views in mind, it is concluded that liberals and conservatives tend to always disagree with each other. This, I believe, is vital to ensure that one party does not get an overwhelming amount of power. As long as there are opposite views on every subject, it is ensured that one faction cannot get too much power. Hoover and Truman had different opinions which each thought would better society. Each president was elected at a different time, proving that different views are needed for each individual situation. Political Issues Essays

Multiplication and Division Essay Example

Multiplication and Division Paper Teachers should distinguish between these classes of problems. Also, they should be able to give examples using themes and children’s literature. Research shows that students who are exposed to problem solving on a daily (or almost daily) basis score better on measures of both problem solving and computation (Carpenter, Fennema, Peterson, Chiang, Loef, 1989). Today, elementary math textbooks are gradually incorporating more classes of problems into their series (Smith, 2006). However, the teacher must still be resourceful in writing examples as needed. In his study, Bebout (1990) found that first-grade children learned to write number sentences with the box in the correct place for many of the problem types. After five weeks of direct instruction using this method, it was found that the students were more successful in solving problems regardless of their pretest scores. Some children even learned to generalize the instruction and were able to solve more difficult problems in which the box begins the number sentence. However, not all of the problem types are easy to solve. Teachers recognize that comparison problems are difficult to solve. But the most difficult problems are the number sentences that begin with the box (e. g. Join-Start Unknown and Separate-Start Unknown). To assess the children’s understanding of problem solving, the teachers may chart the kinds of problems the children can solve and the methods they used to solve the problems. Smith (2006) stresses that the best way to determine the strategy the child used in solving the problems is to ask the child how he thought and solved the problem. We will write a custom essay sample on Multiplication and Division specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Multiplication and Division specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Multiplication and Division specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Smith further emphasizes that â€Å"Looking at both the problem types and the level of sophistication in strategy gives primary teachers a powerful assessment guide for future planning†. As with addition and subtraction, there is a wide range of problem types for multiplication or division which teachers can benefit from. Most researchers classify multiplication and division problems into two general categories — asymmetrical and symmetrical (Kouba Franklin, 1993). Asymmetrical problems are problems in which numbers are not interchangeable. Each element of the story problem plays its own role and cannot be interchanged with the other. These elements can be modeled very clearly to children in different situations — grouping situation (2 boxes of 6 cans, not 6 boxes of 2 cans), rate situations (5 pencils at 3 cents, not 3 pencils at 5 cents), and comparison situations (mother rabbit 4 lbs. ) weighs 3 times as much as the baby, not the baby rabbit weighs 3 times as much as the mother) (examples from Smith, 2006). In symmetrical problems, the numbers can be interchanged. It doesn’t matter which one is the multiplier. These problems often make use of charts, arrays, and area models as illustrations. One illustration is area problems. although we define length as the longer side and the width the shorter side, the sides play similar roles: length ? width = width ? length. Another example is selection problem, also called combination or Cartesian product problems. For example, when calculating sandwich combinations: 3 kinds of bread and 4 fillings, each kind of bread can be matcher to one of 4 fillings or each kind of filling to one of 3 kinds of bread. Problem types can also be classified through considering what happens in the problem and observing the strategy students use in solving them. This analysis is just an extension of the work on addition and subtraction in the preceding section. Hendrickson (1986) classified these problems into four general categories — change problems, comparison problems, rate problems, and selection problems. As with the categories in addition and subtraction problems, these categories have subtypes depending on which variable is unknown. To be able to teach children in solving multiplication and division problems, teachers must be familiar with each of these types, their level of difficulty and the strategy used by the children to find a solution. Some are easier than others. As with solving addition and subtraction problems, teachers should evaluate the types of problems their students are able to solve and the strategies they used to solve them. In this paper, we will use the different problem types to find out the level of understanding the children has on the discussion. Each problem will represent one of each type.

Wider Professional Practice Essay Example For Students

Wider Professional Practice Essay ASSIGNMENT UNIT 7 Wider professional practice 1 Write a critical reflection on the extent to which learning can contribute to the personal development, economic growth and community regeneration of your learners. 2 Write an analysis of how relevant government policies and initiatives impact on own role and teaching and learning within the Lifelong Learning Sector. 3 Provide extracts from their ongoing reflective journal to analyse and evaluate: Their understanding of the principles and processes of evaluation including its role in quality assurance. Their own application of evaluation processes, working with others and their use of data and other feedback for evaluation. 4 Have embedded equality of opportunity and respect for diversity within your teaching and learning practice. 5 Examine the impact of their own professional values and judgements on teaching and learning. INTRODUCTION This assignment will explore the ever expanding growth of government’s initiatives, programmes, and policies focusing attention on involving, engaging field of the post compulsory education sector, in particular the assignment shall focus on the key issues of government policies, core professional values and accountability within the Lifelong Learning Sector and how this impacts on the teachers, students and the community. We will write a custom essay on Wider Professional Practice specifically for you for only $16.38 $13.9/page Order now Application and evaluation of quality assurance, quality improvement systems and improvement of one’s own professional practice shall be explored. Government’s policies have always and will always impact on the Lifelong Learning Sector (LLS). In 2003, Office for Standards in Education Children’s Services and Skills (OfSTED) highlighted a weakness and the government set about implementing a package of reforms. It noted that much of it was inappropriate for the particular skills that FE teachers were transmitting. Following this, the Foster and Leitch reviews both emphasised the need to improve the reputation of further education colleges and, by extension, the need to raise the reputation of their teaching forces. One such reform ‘Equipping our Teachers for the Future’ was to change the quality of teacher training and introduce a new offer for trainee teachers, leading to a new QTLS award – Qualified Teacher Learning and Skills. The QTLS, a level 5 qualification, will be awarded by the Institute for Learning (IFL). Diploma in Lifelong Learning Sector (DTLLS) was born. Until this point in the Further Education (FE) history no qualification needed to be attained. Although the majority of people teaching in further education colleges have been qualified, there has been an absence of qualifications among people teaching vocational skills. The application of the above reform means that anyone delivering further education provision through a contract with the Learning and Skills Council (LSC) must ensure all trainers, tutors and teachers are registered with the IFL. The IFL has issued a ‘Code of Practice’, the code has seven parts: professional integrity; respecting the rights of learners and colleagues (prohibiting discrimination in areas such as race, disability, gender); taking reasonable care to ensure safety and welfare of learners; professional practice (individuals must prove theyre conforming to IfLs requirement for continuous professional development); disclosure of criminal offences; showing responsibility during any investigation; and abiding by IfL membership conditions (http://www. fl. ac. uk/professional-standards/code-of-professional-practice, 2009) Within the code there is an obligation for QTLS to complete professional practice in the remit of Continuing Professional Development (CPD). The online record will provide evidence that the QTLS is coping positively with change by constantly updating their skill set, thus, the QTLS shall be more productive and efficient. The expectation is that all teachers registered with the IFL shall carry out at least 30 hours a year of CPD. By reflection the CPD will help teachers to consciously apply learning to their role. CPD can be time exhaustive and an expensive outlay. For many teachers that are self-employed teachers/trainers they don’t have the luxury of being able to send their CPD invoices to someone else to pay. We may even see in the future employed teachers picking up the tab for their continued training expenses in the future. What ways might there be to lighten the financial burden on individuals prepared to invest in developing their professional skills? Currently, self-employed individuals can claim tax relief on training expenses provided they can demonstrate that the courses they have attended are pertinent to the business they are in. However, a self-employed teacher/trainer can not invoice ones self for time spent completing the IFL on-line REfLECT to support their professional practice. Within the remit of providing an educational service to companies, customers are putting an emphasis on needing a more skilled workforce which will hopefully meet the ever-higher skills demands of business. To stay marketable in the climate of an economic crisis that England is faced with, achieving the QTLS is imperative for self employed teachers. Prospective customers that receive funding from the Learning Skills Council (LSC) are now expected to have a QTLS to deliver the educational needs. The LSC are highlighting the importance of qualified teachers delivering the training needs, there focus is about employers’ needs, driving up quality, reforming funding and improving efficiency. The LSC believe that students deserve teachers and trainers who are both expert in their subject(s) and skilled at teaching. .u11992a4529d6f2375f40f5c1d5550f7b , .u11992a4529d6f2375f40f5c1d5550f7b .postImageUrl , .u11992a4529d6f2375f40f5c1d5550f7b .centered-text-area { min-height: 80px; position: relative; } .u11992a4529d6f2375f40f5c1d5550f7b , .u11992a4529d6f2375f40f5c1d5550f7b:hover , .u11992a4529d6f2375f40f5c1d5550f7b:visited , .u11992a4529d6f2375f40f5c1d5550f7b:active { border:0!important; } .u11992a4529d6f2375f40f5c1d5550f7b .clearfix:after { content: ""; display: table; clear: both; } .u11992a4529d6f2375f40f5c1d5550f7b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u11992a4529d6f2375f40f5c1d5550f7b:active , .u11992a4529d6f2375f40f5c1d5550f7b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u11992a4529d6f2375f40f5c1d5550f7b .centered-text-area { width: 100%; position: relative ; } .u11992a4529d6f2375f40f5c1d5550f7b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u11992a4529d6f2375f40f5c1d5550f7b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u11992a4529d6f2375f40f5c1d5550f7b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u11992a4529d6f2375f40f5c1d5550f7b:hover .ctaButton { background-color: #34495E!important; } .u11992a4529d6f2375f40f5c1d5550f7b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u11992a4529d6f2375f40f5c1d5550f7b .u11992a4529d6f2375f40f5c1d5550f7b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u11992a4529d6f2375f40f5c1d5550f7b:after { content: ""; display: block; clear: both; } READ: Summary and Critique of â€Å"Disobedience as a Psychological and Moral Problem†The Department for Education and Schools (DfES) strategy Success for All recognises that professional, skilled and qualified teachers are essential and that the learning and skills sector must attract, motivate and retain teachers. With the implication that companies will now have to put their trainers/teachers through the qualification in order to secure funding via the LSC will organisations deterred from contracting to deliver learning? A recent article in the IFL (issue 1) touches on the subject of professionalism and professional bodies. The article invited thought on the distinction between the name of a thing and the description of an approach. The question: ‘Are you professional? ’ Ironically, there has been call that teachers in FE attain the ‘license to practice’ so that they are on a par with school teachers. The introduction of new standards, quality assurance and planning arrangements for initial teacher training were set out after OfSTED highlighted ‘insufficient initial assessment, monitoring and specialist support for college teaching staff’. To achieve the golden kudos of QTLS means either two to three years of studying. It feels all too fascicle in the next breath that the Labour government initiative, which is part of Labours public service reforms, will from September halve the minimum time it takes to train as a qualified teacher in England from a year to six months. Is this not insulting to teachers in FE whom have studied hard and reflected on the world of LLS and that are still not remunerated to school teacher’s pay packets? MP Jim Knight stated in the Times newspaper (http://www. timesonline. co. k) that ‘bankers would probably be excellent mathematicians’ and in light of the economic crisis in the banking world the news of fast track teaching is a fantastic opportunity. No wonder teachers and their union leaders are slamming down their pencils in a hissy fit. Who can blame us? In one breath the government is striving for professionalism in the education sector and in the next, well, are they hell bent on the erosion of the credibility of teachers and all they stand for? Also, what happens when failed bankers that are fast-tracked into teaching if the financial market picks up again in a few years time. Bankers do not always have the skills, personality or values for a career in teaching. Although there are obviously exceptions, these brilliant whizz kids should be judged on the same standards and have the same opportunities as everyone else. Legislation, legislation, legislation or was that Education, education, education? Many aspects of health and social care are subject to legislation. New legal requirements emerge constantly and the government seeks to improve health and social care, often through the introduction of ystems to set standards and to control or modify service provision. Legislation also affects service provision through legislation relating to employment, health and safety and use of public funding through related services such as education. Political factors also influence the ways that which services are offered. The legal framework for the social care sector has changed considerably since 2000, and there are now specific minimum requirements for qualifications and training in all areas. Current legal requirements for training in social care stem primarily from the introduction of the Care Standards Act 2000(http://www. cqc. org. uk/). This was introduced in response to many concerns about the quality of care being provided in all types of organisations. More detailed legislation was then introduced in a number of related sector-specific Regulations, after which National Minimum Standards (NMSs) were published by the Department of Health and it is these that contain the details of the training and quality assurance, systems and procedures. Sociological factors in the Health and Social industry, demographic and lifestyle elements can alter the needs of the community and successful employment into the industry. As the population ages, this impacts enormously on this sector, both in terms of the workforce and the services provided. Recruitment to the sector has proven difficult of a variety of reasons, but for young people in particular, the lack of ‘work readiness’ skills are a common issue. The Leitch review of skills predicted that the number of low-skilled jobs would decline dramatically over the next few years, thus, reducing the number of young people who are NEET (not in any form of education). Employment or training is about making sure that young people particularly 16- and 17-year-olds remain in education and training to get the skills and qualifications they need to thrive in the  economy, and that they make a successful transition to further education or employment at age 18. 4-19 Education is a huge area of ever growing interest fortunately. The White Paper ’14-19 Education and Skills, which was the government’s response of 2004 to the Tomlinson Report implemented the young people should be leaving full time education with competency in English and Maths, that vocational options are improved, that academic qualifications offer a suitable stretch to motivate learners. The diplomas re designed with input from employers; the qualification combi nes theoretical study with real work situations and develops skills highly valued by employers and universities. It has been designed to develop future employees for the children and young people’s workforce, health, community justice and adult social care sectors, giving the students an insight into the world of work and helping them to make informed decisions about their future careers. .u90ccf23cfffd3a7e2156554d5003420b , .u90ccf23cfffd3a7e2156554d5003420b .postImageUrl , .u90ccf23cfffd3a7e2156554d5003420b .centered-text-area { min-height: 80px; position: relative; } .u90ccf23cfffd3a7e2156554d5003420b , .u90ccf23cfffd3a7e2156554d5003420b:hover , .u90ccf23cfffd3a7e2156554d5003420b:visited , .u90ccf23cfffd3a7e2156554d5003420b:active { border:0!important; } .u90ccf23cfffd3a7e2156554d5003420b .clearfix:after { content: ""; display: table; clear: both; } .u90ccf23cfffd3a7e2156554d5003420b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u90ccf23cfffd3a7e2156554d5003420b:active , .u90ccf23cfffd3a7e2156554d5003420b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u90ccf23cfffd3a7e2156554d5003420b .centered-text-area { width: 100%; position: relative ; } .u90ccf23cfffd3a7e2156554d5003420b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u90ccf23cfffd3a7e2156554d5003420b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u90ccf23cfffd3a7e2156554d5003420b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u90ccf23cfffd3a7e2156554d5003420b:hover .ctaButton { background-color: #34495E!important; } .u90ccf23cfffd3a7e2156554d5003420b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u90ccf23cfffd3a7e2156554d5003420b .u90ccf23cfffd3a7e2156554d5003420b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u90ccf23cfffd3a7e2156554d5003420b:after { content: ""; display: block; clear: both; } READ: XDSL Technology EssayThe demand on healthcare professionals will continue to be very strong, particularly at support worker level. It is anticipated that 200,000 additional jobs will be created by 2014 (UKHCA). The skills gained from completing a 14-19 diploma within the sector are transferrable: Literacy, numeracy, languages, ICT, good listening skills, non judgemental attitudes, team working, ability to communicate complex information, empathy and the ability to put people at ease, customer focus and handling, leadership and problem solving. One of the foreseeable problems in the Care Sector with the 14-19 diplomas is age limitations. For example, the General Social Care Council (GSCC) states that personal care should only be performed by 18 years old plus. So that in mind, will the diploma encompass the full package, especially the intrinsic personal care? However it is important that young people have some exposure to the real work place and develop a basic understanding of what is required of them in that environment. Teachers/trainers working with this age group will now have be more creative, especially as most have come into the industry to teach adults as opposed to teenagers. The pressure is on to evaluate the possible impact on one’s teaching ability. Evaluation normally focuses around the training room and normally the perception of what the student has learnt and their experience of the teaching. Within the social care sector the evaluation has become more structured and accountable. External evaluation and auditing of teaching is now a common place, with governing bodies such as Care Quality Commission (CQC), Health and Safety Executives (HSE) and OfSTED. The bodies are examining the training in terms of how it is equipping the workforce with required knowledge, values and skills that will attribute to the goals of the organisation. The teachers/trainers are now under more scrutiny, which can only be a positive, to see if they are facilitating effect learning and engaging all learners. The process of evaluation brings quality to an organisation. Establishing a clear evaluation process is a catalyst for change. An easy example is Kolb Experimental Cycle; that is, to identify needs or experience, reflect on them, analyse them, and decide on future action. Future action leads to a teacher/trainer improving their own professional practice, the power of reflective practice is important to the development of all professionals not just teachers as it enables us to learn from our experiences. Developing reflective practice means developing ways of reviewing our own teachings so that it becomes a routine and a process by which we might continuously develop. An implication of this is that the professional values and personal commitment of a teacher should have an integral relationship and understanding and professional skills and abilities. But entering the profession now requires a level of dedication. As a teacher entering the LLS accountability needs to be applied when teaching to ensure equal support is given to all learners. Conclusion I have come to realise that through the requirement of the IFL to complete a annual CPD of 30 hours can only be have a positive impact on the world of post compulsory education. There must be accountability on the part of the teachers of the future and an obligation to the students. It is evident that a comprehensive knowledge of one’s subject is not enough to get by in the world of teaching anymore. Teachers, like doctors, should be accountable and should have a public duty. I have always thought that a good teacher/trainer is someone who can impart information onto their learners but I now see that it takes a lot more than just that. I also think just as I’ll get my head around an aspect or legislation and it will change as does the seasons! But after all it’s all about development and education, education, education! I think the way forward is to; combine vocational and academic qualifications, gains as many qualifications as possible throughout their career as some only have a short shelf life with the exception of the degrees of course. Continuous professional development is here to stay!! Word 2445 Bibliography http://www. timesonline. co. uk (accessed 1/05/09) http://www. ifl. ac. uk/professional-standards/code-of-professional-practice, (Accessed 30/05/2009) http://www. lsc. gov. uk (accessed 1/06/09) http://www. ofsted. gov. uk (accessed 3/06/09) http://publications. dcsf. gov. uk (accessed 5/06/09) http://www. cqc. org. uk/guidanceforprofessionals/socialcare/careproviders/guidance. (accessed 5/06/09) http://www. ukhca. co. uk/pdfs/homecarer_previous. pdf(accessed 6/06/09)

Unrestricted Trade Essay Example

Unrestricted Trade Essay Example Unrestricted Trade Paper Unrestricted Trade Paper Unrestricted International trade is the importing and/or exporting of goods and services between different countries around the world. When international trade is unrestricted it allows access to any or all countries that wish to partake in this style of trade or exchange. Although there are a few downfalls to unrestricted trade, for instance the risk of receiving unsafe items such as; food, toys etc. I do not oppose unrestricted international trade; I am in favor of unrestricted international trade. I personally believe that the overall outcome of unrestricted international trade is exceedingly beneficial for the economy, government, society etc; not only in our country but within other countries as well. I am also for unrestricted trade because it allows for more competition, which is ultimately more satisfying and appeasing to the consumers. If we were limited to only the goods and services that our country could provide, the cost of certain goods or services might be higher than the prices for goods and services that would have been provided by another country. It is my belief that international trade should increase in order to continue globalization. The U. S. has bilateral free trade agreements with 5 countries in the Middle East, and those countries account for 38% of all the trading that takes place in that region. (Shikh, 2008) According to Shikh, Free Trade Agreements (FTA) has proved to be one of the best ways to open foreign markets and the competitive positions between the United States and other countries. I believe that if we have unrestricted international trade we will ultimately become beneficial and profitable. Not only will unrestricted international trade be beneficial to the U. S. but it could possibly make other foreign countries more profitable and beneficial as well. | | Reference: Shaikh, A. (2008) International Trade Administration: Bilateral Accords and U. S. trade with the Middle East. A Track Record of Success.

Legal Systems Assignment Example | Topics and Well Written Essays - 1750 words

Legal Systems - Assignment Example On March 22, 2005 six men were acquitted from a fraud case costing 60 million. Considered to be one of Britain's longest and costliest fraud trials, it just collapsed after twenty-one months of court proceedings at London's Old Bailey.2 The jury's inability to come up with a fair verdict was pointed out to be the reason for such failure. There had been disruptions and problems with the selected jury and further allegations regarding an unfair trial rose. The verdict cause the public to not to remain in silence that caused unrest among the government. This situation led to the Attorney general to impose on the Criminal Act of 2003 regarding fraud trials that put the juries out of the scene. 4 There had been protests even when it was proposed by the Attorney General Lord Lord Goldsmith. However, the pressure to remove juries from the most difficult cases dates back to the Roskill committee on fraud trials, which recommended trial by a judge with expert lay assessors in 1986.5 The implementation of Part 7 of the Criminal Justice Act of 2003 seemed to be the most appropriate practice in complex fraud trials as what happened in the Jubilee line trial. The Government is no longer willing to lose millions of money spent on a single trial thus a trial without a jury is an alternative. The parliament's approval on the said proposition was justifiable through certain aspects that may seem unreasonable for some conservative groups who are not able to see the real deal behind the fraud trials with a judge-only trial. Further explanations regarding this provision were explained in the Explanatory Memorandum to the Criminal Justice Act 2003 (Commencement No. 12 and Transitory Provisions) Order 005. The following are some of the details regarding its implementation. The Government considers that there are certain fraud cases where the length or complexity of the trial is likely to be so burdensome to the jury that it is in the interests of justice that the trial be conducted without a jury by a judge sitting alone. Provisions in Part 7 of the Criminal Justice Act 2003 give effect to this policy and provide for prosecution applications for certain fraud cases to be conducted without a jury. The requirement that the provisions apply only to cases where a notice has been given under section 51B of the Crime and Disorder Act 1998 limits them to cases of serious or complex fraud.6 The provisions operate only where an application is made by the prosecution, the judge is satisfied that the length or complexity of the trial is likely to make it so burdensome upon the jury that the interests of justice require a non jury trial, and the Lord Chief Justice or a judge nominated by him gives his approval.7 It is the Minister's view that the provisions in Part 7 of the Criminal Justice Act 2003 for non jury trials for certain fraud cases are compatible with Convention Rights, as Article 6 of the Convention (right to a fair trial) does not include a right to trial by jury. The Joint Committee on Human Rights commented (Second Report: Criminal Justice Bill, paragraph 5) -