Problem With Educational System

Question: Discuss about the Problem With Educational System. Answer: Introduction The system of public schooling within any of the economic system which is not a private one can be referred as educational system (Moore and Kearsley, 2011). Schools are to be considered as the smallest forms of this system and economies are to be the largest one. The below presented essay has been focused and analysed the problems with the educational system. Problems with the Educational System Academics is to be considered as the core term or the centre of attention around which the whole educational system revolves and yet the system fails to fulfill the needs of the kids. The best part to be considered of the educational system is that it is over-rated and the worst is that it has destroyed a number of kids. It is very of much significance for the students to learn how to read and write and also other valuable skills. But instead of doing this the students should learn how to learn (Brown, Harris and Russell, 2010). Now-a-days the students have just concentrated themselves on filling their journals, worksheets and copying down lectures notes which are easily available on google with one click. Most of the time the students find the lectures boring, irrelevant and are not connected to their lives and the content taught in these lectures is memorized for the exams and which some-times can be easily forgotten, there is a big question and risk of failure for the students. Being academic is not enough as it doesn't tell much about yourself, it will just tell you about how good the students are in their school life. But it does not indicate how successful will be the married life, raising the kids or how wealthy will you be in future and what position will you be having in your society. And these are all the topics which are considered as important in comparison to how good you were at your school time. School should be made a place where students can discover what they actually love and should be able to ask questions which are relevant and can easily pursue answers of them (Wright, 2013). The students should be made so capable of discovering what they are passionate about, in doing what they feel happiness, their soul feels relaxed. A human being is born curious. A new born baby explores the environment and do it natrually without being told. Till the age of three they constantly have the question of Why and by the time they reach grade 10 they have all their answers but left with zero level of curiosity (Hargreaves et al, 2014).The schools should be replaced from just learning of 10 years to a teaching which lasts lifelong. The era has began to move so fast that by the time a student graduates from university everything he or she learned may already be headed towards obsocelence. Conclusion From the above carried out analysis it can be concluded that the educational system is facing a number of problems and it has just become a schooling session where how to read and write is taught and the whole concept of educational system just revolves around the word academics. And there are a numerous problems associated with this system. References Moore, M.G. and Kearsley, G., 2011. Distance education: A systems view of online learning. Cengage Learning. Brown, V.A., Harris, J.A. and Russell, J.Y., 2010. Tackling wicked problems through the transdisciplinary imagination. Earthscan. Hargreaves, A., Lieberman, A., Fullan, M. and Hopkins, D.W. eds., 2014. International handbook of educational change: Part two (Vol. 5). Springer. Wright, S, 2013, Academic Teaching Doesn't Prepare Students for life, Retrieved on 17th Febraury 2017. https://plpnetwork.com/2013/11/07/obsession-academic-teaching-preparing-kids-life/.

Why You Should Write an Informative Essay Sample For Your The Grades in History Class

Why You Should Write an Informative Essay Sample For Your The Grades in History ClassThere are several reasons why you should think about writing an informative essay sample for your The Grades in History class. One reason is that by the time you have finished writing it, you will know more about the subject matter than if you had not written it. Two, you will find that you have a better comprehension of the content if you have done the work yourself rather than just reading through a textbook or reading it off the internet.The third reason is that this essay sample will also serve as an educational purpose. It will help you remember important information, and get to understand how important it is to organize the content in your own way.In addition, as a good student of history you know that not all topics in history are interesting or relatable to your life or how you view the world today. This means that you will find that by having a good idea of what the topic is about you will b e able to write more engaging essays.Writing an informative essay sample for a Grade History class can make a difference between the homework and the exam, especially if you feel you need to do well. This is because it shows that you know what you are doing and that you can be trusted with important assignments.If you are worried about whether writing an essay on a particular topic would really help you then this is one way to answer this question. You can ask your teacher and they will likely say that it will. Another advantage is that writing one for The Grades is much easier than that for an upper-level class.Some teachers will consider writing one for The Grades to be more demanding than a high-level assignment, but this is an incorrect assumption. Although some students who take these tests do find that they are being tested on more sophisticated topics, most of the tests are much like the otherlower-level tests.Writing an informative essay sample forth Grades will help you und erstand the important concepts of history and will therefore help you to develop a better understanding of the subject. Additionally, you will be writing something that will be used by other students and this means that they will get to see how important you are in their school. Even if you do not end up getting a high score in this test you will end up making a good impression on your classmates, and it will probably help you get into a good college.

Implications and Conclusions an Example by

Implications and Conclusions 1. What are the most important concepts you have learned this week? Need essay sample on "Implications and Conclusions" topic? We will write a custom essay sample specifically for you Proceed Many relevant concepts have been studied this week. Some of them are actually related to the learning teams. The most important concepts studied are: patience, teamwork, communication and planning. Communication is one of the most important strengths in Team Learning. As all of us have been working during the whole week, every team member has been helping each other both as an individual and as a team member. Time zones havent managed to prevent team building. Furthermore, they have helped us to be flexible and to make our best to become a team meaning that every member has tried to perform team responsibilities. All team members have developed their own planning strategies how to organize studying process and to comply with the team assignments of the last week. Responsibilities of each member have been thoroughly analyzed and examined after the deadlines. We have been able to realize and to accept our strengths and weaknesses. The most important concept learnt the last week is that transformational leadership differs significantly from transactional leadership. I also have learned that to be successful means working as a team as well as preserving individual strengths and opportunities. Actually both individual and team approaches must be combined for better results. 2. What would you recommend to your management/leadership based on these concepts? Firstly planning strategies will be recommended. The best advice is not to wait until the last moment and to work, because it is apparent that time management helps to reduce many errors. After assigning the work to students it is necessary to outline that there is no such word as I as, there is a word Us. One more recommendation is to help employees to realize their personal goals to motivate them to assist organization in reaching the desired goals. It is the main weakness of my organization. You give the extra miles to reach companys goals and nothing is done to motivate you and to help you in realizing your personal goals. If organization thinks that you are motivated by the salary I believe that is a wrong attitude towards employees, because they dont feel motivated enough and they will be out of track as a group and will be thinking only as individuals. 3. How will these concepts impact you personally and professionally? The teamwork practice learned last week can be applied to all spheres of life. Actually, we are not alone in this world and we need interaction with others. Our actions always affect work of other people. It is necessary to develop teamwork spirit. For example, if you have children, they have their assignment, and you do not help them, they would not feel motivated to perform the assignments. But if you show interest in their tasks they will be motivated. In the professional sphere if a project is assign to me, I always try to apply the concepts of communication, responsibility, planning, consistency and motivation to succeed. If people working with you do not feel confident, respected and motivated enough, they would not do their best. 4. What is the value added from these concepts, or what differences can these concepts make to your organization? The value added from these concepts is to reduce misunderstanding, mistakes and improper communication and consequently to increase respect, good communication, and motivation of every employee. 5. Describe important references used this week. List the references in proper APA style. References Avolio, B. Dachler, C. (eds) Emerging Leadership. Massachusetts: Lexington Books. Farr, J. (1997, September). Leadership vs. Management: Do You Know the Difference? Retrieved October, 13, 2006, from: http://www.businessleader.com/bl/sep97/leadrshp.html Miller, P. (2006) What's the Difference between Leaders and Managers? High Beam Research. Retrieved October, 13, 2006, from http://www.highbeam.com/library/doc0.asp?docid=1G1:75161342&refid=ink_tptd_mag&skeyword=&teaser= Starratt, R. (1993). The Drama of Leadership. London: Falmer Press. Storey, J. (2004). Leadership in Organizations: Current Issues and Key Trends. New York: Routledge. The Difference Between Management and Leadership. University of Edinburgh: School of Engineering and Electronics. Retrieved October 13, 2006, from http://www.see.ed.ac.uk/~gerard/MENG/ME96/Documents/Intro/leader.html

How to Promote Literacy and Skilled Communication

How to Promote Literacy and Skilled Communication How to Promote Literacy and Skilled Communication How to Promote Literacy and Skilled Communication By Mark Nichol You may or may not agree that English-language usage is deteriorating, but it is clear that many young people are unable to express themselves well in writing according to contemporary standards. How can we develop a population of competent writers? First, we must avoid exaggerated notions of an entire generation of illiterates. It is true that electronic communication media like texting and Twitter discourage careful composition. (Twitter requires conciseness, but coherence is often a casualty.) It is true that absorption in high-tech entertainments such as computer games distracts youth from the rewards of reading. It is true that a tragic focus on quantitative evaluation of students has caused a decline in qualitative expression. But I’ve read lots of articles and books written by people who weren’t even born when I began writing and editing professionally but are already more talented than I’ll ever be. The English language as we know it isn’t going anywhere (not in our lifetimes, anyway). Yes, we must acknowledge that our society does not value the written word the way it used to, but we must not dramatically bemoan the death of literacy. Here’s what we can do, both on an individual level and a societal one, to improve our collective competency in writing: We can advocate for extensive and intensive writing experiences for children that are developmentally appropriate. Don’t push children to learn to read and write when they aren’t ready, but when they are ready, inundate them with meaningful opportunities to express themselves in writing crafting narratives, not filling in worksheets. An effective cumulative process includes modeled writing (demonstrating practically to children how one translates thinking aloud into writing), shared writing (having students collaborate to produce a piece of content such as a collective account of a shared experience or a summary of what they’ve learned), guided writing (monitoring students’ individual writing to help them learn to generate and express ideas), and independent writing (encouraging students to craft their own work by writing and rewriting). We can also teach reading rationally. Public education has suffered from politicized mood swings between various approaches to developing children’s reading skills. Educators, parents, and the general public must accept that phonics is neither a cure-all nor a curse and that whole-language instruction should neither be the sole means of instruction or be avoided. Why not incorporate both approaches? (Indeed, that is the basis of a strategy called balanced literacy.) But this combination should take into account that children are most motivated to learn to read when the material is meaningful to them. They should be encouraged to read their own writing and that of their peers, and although assignment of high-quality reading texts is productive, they should also be given free rein to choose their own reading materials, even comic books and other writing forms that are not necessarily considered substantial. The greatest challenge to literacy, however, is not children’s apathy toward or antipathy about reading and writing, and it is not adults’ bickering about the best teaching strategies. Two other interrelated factors are responsible: inadequate funding for public education and a cultural devaluation of writing skills. Government and school officials have eroded public confidence in their ability to use education funding wisely and effectively to teach children basic literacy skills, resulting in voter skepticism about the wisdom of approving school bonds and other financial resources. Not only does this failure degrade the quality and efficacy of the curriculum, it also results in deteriorating infrastructure in the public schools, which erodes teacher and student morale. But high-quality public education requires carefully considered, long-term planning and generous infusions of funds. Also, the general public hears and sees media reports hyping the peril of poor writing skills in texting and other high-tech communication, and observes these facts firsthand. The business world, and the journalism and publishing industries, do suffer from poor communication skills among workers. But these problems aren’t limited to the younger members of society; they permeate all age groups. The answer is a well-thought-out, well-funded educational system and a network of support including continuing education (wholly or partially funded by employers for their workers) and/or internal mentoring. And we, as a society, must accept that people will shrug off substandard informal writing, but we must also demand that they demonstrate respect for the language and for those they share it with by striving to communicate well. 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:Regarding Re:"Have" vs "Having" in Certain Expressions20 Criminal Terms You Should Know

Employment and Contract Assignment Essay Example | Topics and Well Written Essays - 2000 words

Employment and Contract Assignment - Essay Example This practice is carried by many employers towards their certain employees with a certain status. Employers often keep a track of their confidential information and their relations with the customers. However, during this period the employee is refrained from cultivating any relationship with the customers as well as employers make sure that the employee does not gain access to any confidential information. This restricts the employee’s access to any sort of confidential information1. It is important to understand that â€Å"Gardening Leave â€Å"period takes place where the upper level management wants to keep the position of the company protected against any threatening agreement that could damage the company’s reputation. This can be further explained from a simple example when an employee gets a job with the company’s competitor and gives his employers a notice for leaving them. In such a scenario, the employer makes sure that the employee will not pass any confidential information to the competitor that would enable them to gain the competitive edge over the employers. However, during this period the employee still remains under the terms of his Contract of Employment as he is still being paid by his employer. Therefore, it depends on the wish of his employers if they want their employee to return to his work, grants him the access to the work related information or perform his usual duties as required by his employer2. Case Laws: Evening Standard Co Ltd. v Henderson [1987] ICR 588 William-Hill Organisation Ltd. V. Tucker [1998] IRLR 313 CA Standard health Care Ltd v Gorman [2010] IRLR 233 CA Symbian Ltd v Christensen [2001] IRLR CA SG&R Valuation Service Co LLC v Boudrais [2008] IRLR 770 Majority of the employers assumed that they have the authority to enforce â€Å"gardening leave† in any situation like this even if the clause of â€Å"gardening leave† is not mentioned in the Contract of Employment. This assumption ma y risk the employers’ reputation both ethically and legally. The threat of this supposition was also highlighted in the case of â€Å"William Hill Organization Ltd -v- Tucker 1998† in which the Court of Appeal denied to permit any order where the Contract of Employment lacks any garden leave clause and any other clause that entitles the employer to refrain any of his employee from work. At the same time the Court of Appeal declined the case that there is a general implied responsibility to grant work under the contract of employment, the Court agreed that in some conditions, where the employee’s responsibilities are specific and the skills required to fulfill those responsibilities are needed regularly, the employer’s commitment under the contract of employment might, in addition to payment of the fixed compensation, puts an additional contractual obligation to offer work3. In another case of Symbian Ltd –v- Christensen 2001, the Court of Appeal su pported the assessment in Tucker’s case and declared that a garden leave clause will only be imposed to the point if it is practical in nature. In Clark v Nomura International plc 2000 case, the employee was discharged on three months’ notice on garden leave. The employee’s removal from the office itself was not unlawful, but during the garden leave notice the employee was subjected for his

Palestinian VS. Israeli debate Research Paper Example | Topics and Well Written Essays - 500 words

Palestinian VS. Israeli debate - Research Paper Example In that context the proposal extended by the Israeli side is a two edged sword in the sense that it not only seeks cooperation of the Palestinian side, but also in a very sophisticated manner labels the genuine acts of armed resistance on the part of Palestinians as â€Å"Palestinian acts of terrorism and violence†. The very act on the part of the state of Israel to dub the just and right freedom struggle of the Palestinian people as acts of terrorism is objectionable and unacceptable. The contemporary wars are fought in media newsrooms. The best way to compromise the legitimacy of any freedom struggle is to brand it as being Islamist and Jihadist. Just throw the right words and soon the world will distort acts of legitimate resistance into what will be looked as acts of terrorism and violence. It’s the time that Palestinians agree to the fact that Israel certainly has a better PR infrastructure as compared to them. But, it is also time for the Israeli side to agree to the fact that just because they dub each and every act of Palestinian resistance as being jihadist or terrorist will in no way stop the Palestinian people from carrying on with their struggle for independence.

Candida Magnoliae Glycerol Yield

Candida Magnoliae Glycerol Yield Abstract Candida magnoliae, isolated from honey comb and Candida glycerinogenes, isolated from natural environment were compared for their potential to produce glycerol from glucose. The highest yield of glycerol was 55% for C. magnoliae and 64.5% for C. glycerinogenes. C. glycerinogenes yields 9% of higher concentration of glycerol than C. magnoliae. For C. magnoliae the optimum conditions were a temperature of 30 °C and a pH of 5. The optimum conditions for C. glycerinogenes were a temperature of 32 °C  and a pH of about 5. The required medium composition for glycerol production was 160 g/L of glucose, 3 g/L of yeast extract, 5 g/L of peptone for C. magnoliae and 230 g/L of glucose, 5 ml/L of corn step liquor, 5-6 g/L of phosphate for C. glycerinogenes. Introduction Glycerol, a simple alcohol which contains three hydroxyl group. Glycerol is also known as glycerine or 1,2,3-Propanetriol. Glycerol has many uses in pharmaceutical, food, paint, cosmetic industries. Glycerol can be used additional fuel in boilers due to its high calorific value. The physiochemical properties and chemical composition of glycerol varies from other fuels. Glycerol is a odourless, colourless, viscous liquid with sweet taste. Glycerol contains three hydrophilic hydroxyl groups which is responsible for its solubility in water. Glycerol has a melting point of 17.9 oC and boiling point of 290 oC. Molecular formula of glycerol is CH2OH-CHOH-CH2OH. Glycerol can be transformed to various value added chemicals such as dihydroxyacetone, succinic acid, citric acid, ethanol, hydrogen etc., Until now the fermentative metabolism of glycerol was being reported in species of bacteria like Citrobacter sp, Enterobacter sp, Lactobacillus sp, Propionibacterium sp, Clostridium and many fungi species. Glycerol has become an abundant carbon source and inexpensive. Glycerol is also produced by yeast fermentation process. Glycerol is obtained as a byproduct during the fermentation of sugar to ethanol using Saccharomyces cerevisiae. Increased glycerol production from monosaccharides can be obtained using yeast fermentation. The production of glycerol in the laboratory is possible by yeast Candida magnoliae and osmotolerant yeast Candida glycerinogenes. Using genetic information, there are new possibilities in the field of fermentation and metabolic engineering. The Overexpression or blocking of genes could potentially can increase yield or productivity. Triose phosphate isomerase is an important enzyme in glycolytic pathway that directs dihydroxyacetone phosphate to glyceraldehyde 3-phosphate. When this triose phosphate isomerase gene was deleted, the mutant is able to achieve higher yield of glycerol. Overexpression of GPD1 gene in yeast increases glycerol production simultaneously increases the accumulation of byproducts such as succinate, acetate, pyruvate etc., This work briefs about the comparison of glycerol production in Candida magnoliae and Candida glycerinogenes. For the design of fermentation process, culture media optimization is an essential step. Many parameters such as phosphate, sulfate, temperature and pH have been found to affect the productivity of glycerol by these microorganisms. Hence these were optimized in prior to other parameters. Materials and Methods Organisms and Media All fermentation procedures were carried out with both C. magnoliae and C. glycerinogenes. C. magnoliae cells were propagated in medium containing 3 g/L of yeast extract, 160 g/L of glucose, 3 g/L of malt extract, 5 g/L of peptone. C. glycerinogenes cells were propagated in medium containing 150 g/L of glucose, 2 g/L of urea and 7 ml/L of corn steep liquor. YEP medium is required to grow C. glycerinogenes and YM medium is required to grow C. magnoliae. The cells were grown until the density reaches 0.2 OD. Fermentation process Fermentations were carried out in 250 ml shake flasks with a working volume of 50 ml. To the working medium 5% (v/v) of C. glycerinogenes and C. magnoliae were inoculated in different flasks. Flask for C. glycerinogenes was incubated at 31 oC and flask for C. magnoliae was incubated at 30 oC for 48 hours. Magnetically stirred 3-l fermentor was used for fermentation with working volume of 1-l. The medium was agitated at 500 rpm and aerated at 2.0 l/min. Analytical methods Glucose concentration was determined using glucose analyzer and glycerol concentration was monitored and confirmed with HPLC using an Aminex HPX 87H column with differential refractive index detector. Other compounds like ethanol, organic acid were analyzed using gas chromatography. Results Candida magnoliae was isolated from honey comb. C. magnoliae can utilize glucose as a carbon source for growth. It strongly ferments glucose to glycerol. This yeast is able to grow in YM medium containing glucose, yeast extract, malt extract and peptone. C. glycerinogenes was isolated from natural environment of high osmotic pressure. Glucose can be used as carbon source by this organism for glycerol production. Optimization Effect of Glucose concentration on glycerol production The effect of different concentration of glucose and glycerol production by C. magnoliae and C. glycerinogenes was determined in 250 ml flask containing 50 ml of medium. For C. magnoliae, concentration of glycerol yield increases when the concentration of glucose was increased from 100 g/l to 200 g/l and for C. glycerinogenes, concentration of glycerol increases when the concentration of glucose ranges between 150 g/L to 250 g/L . Further increase in the concentration of glucose causes a remarkable decrease in the yield. The optimum concentration of glucose for the growth using C. magnoliae was found to be 160 g/L and for C. glycerinogenes, glucose concentration was found to be 230 g/L. Table 1 Effect of different concentration of sulfate on glycerol productivity Glucose (g/L) Glycerol for C. magnoliae (g/L) Glycerol for C. glycerinogenes (g/L) 0 40.9 99.8 100 45.3 104.1 130 49.1 110.3 160 52.6 116.7 190 45.0 120.9 210 41.2 123.2 240 38.5 117.4 270 34.6 106.8 Fig. 1 Effect of initial concentration of glucose in the medium on the production of glycerol by C.magnoliae and C. glycerinogenes based on the amount of glucose consumed. Effect of Phosphate concentration on glycerol production It was found that phosphate is also an important factor in determining the glycerol productivity. A concentration of phosphate between 0 and 2 g/l increases the glycerol yield. Beyond 2 g/l of phosphate the yield of glycerol decreases gradually for C. magnoliae simultaneously the glycerol concentration for C. glycerinogenes decreases beyond 6 g/l of phosphate. Table 2 Effect of different concentration of phosphate on glycerol productivity Phosphate (g/L) Glycerol for C. magnoliae (g/L) Glycerol for C. glycerinogenes (g/L) 0 45.8 76.2 2 46.2 84.1 4 43.8 119.6 6 39.5 123.3 8 37.9 81.3 10 30.3 47.2 Fig. 2 Effect of initial concentration of phosphate on the production of glycerol in the medium by C.magnoliae and C. glycerinogenes based on the amount of consumed glucose. Effect of Temperature on glycerol production Using shake-flask culture, the optimum temperature was determined for glycerol production. The concentration of glycerol varies with temperature from 26 oC to 34 oC. The yield of glycerol increases till 30 oC for C.magnoliae and beyond this temperature the yield decreases. Similarly for C.glycerinogenes concentration of glycerol decreases beyond 32 oC. Table 3 Effect of temperature on glycerol productivity Temperature (oC) Glycerol for C. magnoliae (g/L) Glycerol for C. glycerinogenes (g/L) 26 68.6 79.6 28 73.2 101.1 30 77.3 114.2 32 74.1 130.4 34 70.5 125.7 Fig. 3 The temperature significantly affected the production of glycerol by à ¢-  C.magnoliae and à ¢-   C.glycerinogenes based on the amount of glucose consumed. Effect of pH on glycerol production Batch experiments were done to determine the effect of pH on glycerol production from C.magnoliae and C.glycerinogenes. At acidic pH the yield was found to be low. Between the pH 4 and 6, the production of glycerol was not significantly affected. At pH 5 there was a significant increase in the growth rate and glycerol production. Finally the optimum pH was found to be 5 for both the organisms. Table 4 Effect of pH on glycerol productivity pH Glycerol for C. magnoliae (g/L) Glycerol for C. glycerinogenes (g/L) 3.0 113.4 3.5 4.0 60.3 120.2 4.5 75.9 5.0 80.1 134.7 5.5 76.0 6.0 66.2 127.1 6.5 7.0 103.5 Fig. 4 Effect of initial pH of medium on production of glycerol by à ¢-  C. magnoliae and à ¢-   C. glycerinogenes based on the amount of glucose consumed. Discussion Glycerol yield by microbial fermentation of glucose using S. cerevisiae is less than 50%(w/w). But newly discovered C. magnoliae and osmotolerent yeast C. glycerinogenes produced glycerol in higher concentration compared with S. cerevisiae. 64.5% of glycerol obtained from C. glycerinogenes and C. magnoliae yields 55% of glycerol after recovery. Therefore C. glycerinogenes gives 9% more yield when compared to C. magnoliae. Increase in glycerol by C. glycerinogenes is due to overexpression of GPD1 gene. Also glycerol concentration increases in C. magnoliae when GPD1 gene overexpressed. But it also accumulated higher amount of byproducts such as acetate, succinate, pyruvate and acetoin. Many parameters such as temperature, pH, phosphate and glucose were found to affect the glycerol productivity by C. magnoliae and C. glycerinogenes. The optimum concentration of glucose for C. magnoliae was found to be 160 g/L and for C. glycerinogenes it was found to be 230 g/L, beyond these concentration range the yield of glycerol decreases. 2 g/L of phosphate was estimated as optimum concentration for glycerol production by C. magnoliae and similarly for C. glycerinogenes, maximum glycerol was obtained at 6 g/L of phosphate. 28 oC – 32 oC of temperature favors the good growth of cells and better glycerol production. Thus the optimum temperatures was declared to be 30 oC for C. magnoliae and 32 oC for C. glycerinogenes. Finding different species other than S. cerevisiae will give new knowledge, beyond physiological effect of glycerol production.