Education scenarios Essay Paper

Education scenarios
Education scenarios

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Education scenarios 

Order Instructions:

Task description: This task requires you to apply your knowledge of language and culture, oral and written language and language variation and change, to write an essay responding to one of the following education scenarios. In your response, you are required to describe and discuss how the child in your chosen scenario will learn English over the next decade of their lives (from birth to 10 years of age), taking into account cultural influence and social interactions with parents, caregivers, peers, and prospective English educators.

You should provide a response in a cohesive, informed and objective manner.

Scenario 1: Anna was born in rural Tasmania and is an only child of parents who are farmers and have lived in that rural area in Australia for many generations.

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Scenario 2: Samuel was born to an Asylum seeking refugee who is detained on Nauru.

Scenario 3: Jin Li was born of Chinese parents who have recently moved to Melbourne. Both parents are fluent in English and Chinese.

Scenario 4: Edward was born in an Australian middle class family whose parents work for the government in Canberra.

Scenario 5: Kim Lan was born of Vietnamese parents who have been in Australia for a decade and are lecturers in literacy education and health at an Australian university in Sydney.

Scenario 6: Daku was born in a remote Aboriginal community. His parents speak a traditional Aboriginal language at home and Aboriginal English is spoken in their community.All the children in the above scenarios were born in Australia in 2017.

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Task Length1,700 words (maximum)

Assessment Criteria? Apply knowledge of language and literacy concepts and theories (50%)? Tell a story of the selected child’s language learning and development (20%)? Communicate ideas in academic writing (30%)

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History/Background of North Carolina Essential Standards (NCES)

North Carolina Essential Standards
North Carolina Essential Standards

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History/Background of North Carolina Essential Standards (NCES)

b) History/Background of the Common Core State Standards,(CCSS),

c)Components of the NCES for kindergarten,

d) Components of the Common Core for Kindergarten 

Order Instructions:

Explore and gain an understanding of the North Carolina Essential Standards and the Common Core standards by doing an internet engine search. 

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2. Write an essay that focuses on the following components

a) History/Background of North Carolina Essential Standards (NCES),

b) History/Background of the Common Core State Standards,(CCSS),

c)Components of the NCES for kindergarten,

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d) Components of the Common Core for Kindergarten,

e) Some helpful information from the assigned chapter’s reading.

f) One Helpful site for finding kindergarten lessons/ideas for NCES, and

g) One helpful site for Common Core lessons/ideas for Kindergarten.

(Note: You have a correct thesis statement in your introduction if it includes all of these components).

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Characteristics of Loma Linda University

Characteristics of Loma Linda University
Characteristics of Loma Linda University

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Characteristics of Loma Linda University

Order Instructions:

The school provide this 5 topics.

1. Tell us what characteristics of Loma Linda University are particularly attractive and meaningful to you and why you have chosen to apply for advanced education. (4000 characters max)

2. Discuss how your spiritual origins, development, and experience have influenced and been integrated into your daily life

3. Tell us the desirable qualities that you see in yourself that you believe would aid us in considering your application

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4. LLU believes deeply in integrating spiritual values into the educational experience. As a result, religion courses and chapel attendance are part of the curriculum. Tell us why you believe such a faith-based education would be of special benefit to you. (4000 characters max)

5. As a Seventh-day Adventist institution, Loma Linda University has lifestyle expectations which include abstinence from alcohol, tobacco and illicit drugs/substances in all forms while enrolled. If you are accepted to Loma Linda University, are you willing to abide by the lifestyle policies of the University (http://www.llu.edu/central/apply/lifestyle.page) while enrolled?

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Teaching Methods for Art Education in the Early Years

Teaching Methods for Art Education in the Early Years
Teaching Methods for Art Education in the Early Years

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Teaching Methods for Art Education in the Early Years

Teaching Methods for Art Education in the Early Years In Eckhoff’s article, The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher’s Strategies for Meaningful Early Arts Experiences (2008), the author aims to examine the connection between art viewing and art making for young children. The author explores this relationship through the lens of four teaching strategies used by a master art teacher. These strategies have implications for the teaching of the visual arts, especially in early childhood settings.

Research Question/Hypothesis

The problem posed by the author is that despite research and clear early childhood standards that support the importance of art viewing and art making, neither experience is consistently provided to children in a masterful way. A specific question or hypothesis is not provided, but an in-depth explanation of the problem is included.

The premise of Eckhoff’s research is based on a Eglinton’s early arts program model (2003) which suggests authentic art education requires equal opportunities for encounters with art, art making experiences, and aesthetic experiences. The purpose of the study is to identify strategies early childhood teachers can use to deepen the connection between art viewing and art making experiences.

Teaching Methods for Art Education in the Early Years

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Teaching Strategies During Art Viewing Experiences

The majority of Eckhoff’s study is dedicated to describing four strategies used by the master art teacher to introduce artistic and aesthetic elements. Eckhoff identified these strategies after analyzing patterns that were evident in the coded transcriptions.

Game play.

This method involves teacher talk around planned or impromptu games, for example playing I Spy with artistic elements such as color or shape.

Questioning.

This strategy was used most often by the master teacher and involves both open- and closed-ended questions such as, “What does this line look like to you?”

Storytelling.

The master art teacher tells children stories about the history or creation of a piece of art or reads a relevant story book.
Technical talk.
This method was used the least, and introduces children to technical aspects of art, such as the purpose of specific tools or media.

Teaching Methods for Art Education in the Early Years

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Research Methods

This article is a qualitative study and reports on the art viewing and art making experiences of 32 preschool-age children in the Denver Art Museum’s summer program. The researcher attended the two-week camp and observed children as they first toured museum galleries with a master art teacher and secondly, as they participated in art making experiences in the museum’s studio space. Through field notes, photographs, children’s work samples and coded transcriptions, the researcher was looking for patterns or strategies used by the master art teacher that enhanced student learning.

The author makes no mention of obtaining written consent from the participants or their legal guardians. Children’s real first names are used instead of initials or pseudonyms, which may raise confidentiality issues, especially if explicit permission was not granted. In addition, no research bias is claimed. A purposeful sampling of 32 preschool aged children, 20 girls and 12 boys, all of whom enrolled in the Denver Art Museum’s summer program for 2.5 hours a day over two weeks. Eckhoff, the lone researcher, made field notes, took photos, collected children’s work samples and recorded audio of each session.

Audio recordings were later transcribed and coded by four independent raters, with an inter-rater reliability of .86 (Eckhoff, 2008). According to McMillan (2015), this reliability score is high and considered adequate or good. This is the only statistic presented in the study and the rest of the data is qualitative.

The author does present ample research, quotes and evidence, especially in the theoretical framework section, where she outlines the premise for the study. Although the author does not state limitations in the conclusion, one possible limitation is related to participant characteristics (McMillan, 2015). Presumably, the children that participated in the museum summer camp have a natural interest in art, as well as families that can afford the program. This limitation may have minimal effect on the results, as the focus of the study is on the role of the teacher and not student outcomes.

Teaching Methods for Art Education in the Early Years

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Analysis

While this article did not provide much quantitative data in the form of statistics or numerical data, I did find the article compelling. Eckhoff includes photographs of children’s work, extensive transcripts from interviews and detailed narratives of discussions between the master teacher and the children.

One strength of the article is it provides concrete strategies with examples that teachers can easily implement in their own classroom. A weakness of the article is that these strategies are based on the practice of only one master teacher. A larger study may unearth other beneficial strategies or methods not used by this particular teacher.

Conclusions

Eckhoff acknowledges that more research on the intersection of art education, teaching methods, and early childhood is needed (2008). The author recommends a focus on pre- and in-service teacher training in hopes that early childhood teachers can build the skills and understanding required to foster an appreciation of art and aesthetics in young children.

I found this study to be both informative and interesting, and as a classroom teacher I would like to try the strategies employed by the master teacher. However, I do agree with the author that further research on a larger scale is needed in order to provide a deeper understanding of how art experiences and art making are connected and what role the teacher plays in this relationship.

Teaching Methods for Art Education in the Early Years

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References

Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual arts: The exploration of a master art teacher’s strategies for meaningful early arts experiences.

Early Childhood Education Journal, 35, 463-472. doi: 10.1007/s10643-007-0216-1

Eglinton, K. A. (2003). Art in the early years. New York: Routledge Falmer. McMillan, J. H. (2016). Fundamentals of educational research (7th ed.). Boston, MA: Pearson Publishing.

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Post-secondary Education

Post-secondary Education
Post-secondary Education

Post-secondary Education

Legal, Social Justices and Ethical Challenges in Post-secondary Education

There are some identifiable legal, social justices, and ethical challenges anticipated to develop in the next ten years in the field of post-secondary education. One of the social challenges anticipated in the next decade is to increase the school completion rates of students with disabilities (Ruberman, 2014). Presently, there is experienced widespread dropout of people with disabilities in post secondary education. The problem is anticipated because many PWDs with disabilities are finishing pre-secondary education to join the post-secondary education.

One of the identifiable ethical challenges anticipated in the next decade revolves around scholarship. Ruberman (2014) argues that pedagogical ethics lacks in the post-secondary education. One of the examples that describe the lack of pedagogical ethics in post secondary education is the lack of respects for the students. Presently, observance of the professional ethics lacks in post-secondary education.

Woodcock & Olson Beal (2013) attest that educators in the post-secondary education are hiding behind a veil of beneficence to do things that harm the students. This is mostly observed when there is a fiduciary correlation between the educator and the student. Therefore, the types of harm on students ranging from academic and intellectual will increase in the next decade since little efforts are promulgated to deal with them.

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The legal challenge anticipated in the next decade is that people will develop the inability to act as an educated member of a democratic society (Anselme & Hands, 2010). This is because, for example, the Department of Education has had problems in implementing and administering student financial aid programs. With the increased embezzlement of education funds, in the next decade, the cost of post-secondary education will increase rapidly, contributing to the complexity of students affording a postsecondary education (Woodcock & Olson Beal, 2013).

References

Anselme, M. L., & Hands, C. (2010). Access to Secondary and Tertiary Education for All Refugees: Steps and Challenges to Overcome. Refuge, 27(2), 89-96.

Ruberman, L. (2014). Challenges in the Transition to College: The Perspective of the Therapist Back Home. American Journal Of Psychotherapy, 68(1), 103-115.

Woodcock, J. B., & Olson Beal, H. K. (2013). Voices of Early College High School Graduates in Texas: A Narrative Study. High School Journal, 97(1), 56-76.

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Free Higher Education Essay

Free Higher Education
Free Higher Education

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Free Higher Education

Introduction

Higher education has transformed to become one of the most important systems in this modern era. The education system has shaped the market into highly competitive global economy by producing practitioners and professionals in various disciplines. Just like any other commodity, higher education has a price tag. However, the price of education has increased significantly thereby closing out potential economists, doctors, engineers, lawyers and many others.  The benefits that accrue to the economy because of the contribution of higher education provide enough evidence that the commodity should be made free.Free higher education would have more positive impacts.

Higher Education is usually the next level after secondary education and includes both under-graduate and post-graduate levels. It is difficult to describe whether vocational and technical training fall in this category since the policies and laws that regulate education system vary in different countries. Word Bank (2011) provides a category of institutions that fall under the higher education system.

Free Higher Education

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This includes; universities, colleges, nursing schools, research laboratories, centres of excellence, community colleges, technical training institutions and distance learning centres. Free education refers to a situation where learners do not incur the price of education. Mostly, free education can be funded through taxes or grants from charitable organisations.  Primary and secondary education is free in most countries; however, higher education is free only in some specific regions, mostly European Countries.

For example, Norway offers free education in state institutions to both foreign and native students. Sweden currently has no tuition-free universities since the process was halted in 2010 where a bill was passed requiring non-European Union student to pay for tuition and application fee. However, most universities in Sweden offer scholarships and grants to fund higher education especially for foreign students.

Other examples include Denmark, Greece, Argentina, Germany, Northern Europe Estonia and Finland. Article 13 of the International Covenant on Economic, Social and Cultural Rights states that free primary education is a right and progressively, free secondary and higher education will be introduced as a right too.  The main participants and beneficiary in the free higher education will be the government, taxpayers, institutions, learners and the parents or guardians.  It is quite evident that everybody within the system or society will be affected or influenced by its introduction, either in the positive or negative.

Free Higher Education

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A lot of debates and arguments have been going about whether to make higher education free or to charge the commodity. The benefits of free primary Education will obviously outweigh its negative implications. Free primary education will contribute significantly to the growth of the economy by ensuring that all access higher education training thus increasing the human capital which is very vital in an economy. Most countries continue to invest huge amounts of funds on grants and financial aid that usually don’t benefit the targeted individuals.

This therefore translates to huge loses both in terms of human and financial resources. It has been established that that it would cost less to offer free higher education rather than offer financial aid to specific individuals. A recent analysis, undertaken by the U.S. Department of Education estimated that the cost of making higher education free is $62.6 billion which is $ 7 billion less than the expenditure on grants and financial aid to needy students.   

Furthermore, college and university fees have become very expensive and most of the graduates either take too long in the system or finish with huge loans and debts. A review by Forbes indicated that U.S.A State student loan balances exceeded $1.2 trillion (Denhart 2013). It is very expensive for the economy to loose bright minds just because they are not able to afford to join a higher education facility. If free higher education is provided then a lot of challenges faced by many countries will be solved immediately. 

Free Higher Education

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Making higher education free has numerous benefits and advantages. First, free higher education will create an opportunity for all citizens or individuals interested in furthering their education to access institutions offering these services. This will beneficial to the economy as the right amount and quality of labourers will be produced and released into the market.  There has been countless debate whether higher education benefits an individual or the society at large.

The answer is both since it increases returns to the individual to an estimated amount of $1,000,000 and increases chances of being employed to about 80%-90%. On the other hand, the country or society will benefit from skilled and educated human capital. Germany introduced free higher education because they established that the high college prices were preventing many from joining universities and other higher education institutions.

Secondly, making higher education free will reduce the student loan debt balances which has been plummeting in many countries. Since most are unable to fund the program they opt to take loans which have very high interest rates. For example in U.S, students who applied for loans in 2012 to fund their under-graduate program have approximately a loan debt balance of $29,400 and 70% graduate with debts.

Free Higher Education

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Making higher education will pose to be a smart and wise investment for most governments apart from reducing the loan debt levels. It will also be cheaper than the current financial aid and grant system that is used by most governments and federal states.  A report undertaken by the U.S Education Department revealed that it $7 billion less to offer free higher education than providing grants to low-income students.  It is worth mentioning that the U.S grants to needy students amounting to $69 billion did not include federal loan subsidies.

Thirdly, free higher education program can be used as a tool to reduce low unemployment within an economy. Education is usually referred to as an empowerment tool that equips individuals with skills to create jobs, perform certain duties that will in turn increase their financial status. Education should not however be directly interpreted to mean employment. It is an instrument that when combined with other factors increase the chances of employment. This argument is however only true in certain economies where the level of unemployment is high. When unemployment rate reduces, the economy is expected to grow holding other factors constant up to a certain level.

On the contrary, critics against free higher education argue that the systems will reduce the quality of education, send the wrong message to students and that it will be a burden to taxpayers.  They argue that it is very expensive and difficult to offer free education and therefore the public must be charged for it through taxes. When taxes are increased individuals and professional will look for better options where they can enjoy their earnings without so many reductions.

Free Higher Education

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This will therefore result to contra-effect in the system since as more enter the market others are opting to leave (Vedders 2014). Sanders (2014) recommends, based on the Morill Act of 1862, that countries can fund higher education by taxing financial transactions which will provide two-thirds of the budget and the rest can be contributed by the government. Additionally the government can decide to use the federal loan subsidies and financial aids to support the program.

Some argue that education will open up doors and opportunities for many students to join higher education programs thus diluting the value and status that comes with it. The objective of any education systems is not to block out others but to impart knowledge. Therefore, this argument does not apply at all.

Finally, others argue that free higher education will force other private institutions to cut on their tuition fees in order to remain relevant in the market. In the recent past, most institutions have transformed into profit making ventures. The private institutions will therefore have to venture and invest in other areas in order to remain relevant in the market. However, a cost- benefit analysis must be undertaken to determine this position. Obviously, the economic benefits that result from free higher education would exceed the loses in the collapse and closure of the private institutions.

In conclusion, the benefit of free higher education exceeds the benefits and opportunity cost of failing to adopt the program. Free higher education will play a big role in economic growth and result to other social benefits. Adopting free higher education is an investment in to the future and every state should consider it.

Free Higher Education

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References

Huffington, P, (2013), Why going to college is a valuable investment (In 1 Chart). Available on http://www.123helpme.com/search.asp?text=college+tuition.

Vedder, R, (2004), Going broke by degree: Why college costs too much, AEI Press, 2004. Washington D.C.

Denhart, C, 2014, There is no such thing as a free college education, Forbes. Available on http://www.forbes.com/sites/ccap/2014/10/03/there-is-not-such-thing-as-a-free-college-education/

http://www.theatlantic.com/business/archive/2014/01/heres-exactly-how-much-the-government-would-have-to-spend-to-make-public-college-tuition-free/282803/

Sanders, B, 2014. It is time to make college tuition fee free. Wall Street Journal.

Free Higher Education

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Student Intern Engagement Research Paper

Student Intern Engagement
Student Intern Engagement

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Student Intern Engagement

3.1. Introduction

In issues revolving the professional practice, the internship concept is not a new term. The internship is the process by which a student put into practice the theoretical ideas from school. Most companies have been using the internship as a means of increasing innovations and developments. On the other hand, the students see the opportunity for personal devolvement when engaging in the internship.

Universities and colleges engage in the rare finding of attachment opportunities for their students. In the event the school/institution fails to find an internship opportunity for a student intern, the student looks for the opportunity individually. Those students who successfully secure a chance to work with an individual company inform of an internship can either work as part-time intern.

Daly, Perkins, Kumar, Roberts & Moore (2013, p.900) argue that a student intern can also work as a temporary worker. In simpler terms, there are those student interns who join an organization to work as an intern but secure a job position at the same firm after the internship period expires. On the other hand, there are those student interns who leave the organization immediately their stay at the respective organization expires Sobral & Islam (2015, p.505). Internship engagement can also be mirrored through the mirrors of the specialization of the student intern.

This is apparent because different students with different specialization levels engage in the internship. There are senior workers such as senior managers who may wish to engage in the internship to increase their work experience. On the other hand, a typical worker may also wish to engage in the internship to increase the experience too. Saunders & Ash (2013, p.496) argue that the level of student intern engagement can be mirrored through the mirror that gives the distinction between the paid and unpaid student interns.

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Both paid and unpaid interns have the significant impacts on the organization. Not only does unpaid and paid intern have the pertinent effect on an organization, but the unspecialized and specialized interns also have the important impacts on the organization’s operations. Dare, Fancourt, Robinson, Wilkinson, & Bagg (2009, p.345) admit that temporal and permanent student interns should not be left behind in this discussion since they still have pertinent impacts on the operation of an organization.

Therefore, this literature review engages in a thorough exploration of research articles to give a comprehensive analysis on how different level of intern student engagement affects an organization. In addition, the review will provide insights to some of the various types of works and their effects on intern student engagement. By the end of the literature review, an understating of the effects of the varied level of intern student participation in the operations of an organization would be drawn.

3.2. The influence of the different type of employee on student intern engagement

LaNasa, Cabrera & Trangsrud (2009, p.332) introduce that different type of employees influences student intern engagement. Those who engage in part-time or temporary work have varied impact on an organization. This is because their job descriptions are different depending on the time or duration of attending job at an organization. A part-time intern has been defined by Griffing (2010, p.111) as the type of an intern who attends the job through irregular activities.

These workers are called to resume duties each time an organization sees the need for it. This concept of part-time internship has been elaborated by Stansbie, Nash & Jack (2013, p.156) who argue that the intern involved in this type of internship has no control over the hours or the duration on when to attend a job. Nosbisch (2011, p.6) adds that part-time interns are taken to accomplish duties that were unable to be finished by the other workforce.

Temporal interns, on the other hand, are very different from part-time ones. This is because they resemble the permanent workers only that they work on a contract (Feast, Collyer-Braham & Bretag 2011, p.239). Once the contract expires, the intern leaves the organization immediately, unless the contract is renewed. From the definition of the part-time and temporal intern, it can be deducted that they can have the different influence on the organization.

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Taking part-time student interns in context it can be said that their engagement can have minimal benefits to the organization. This is because their involvement with the organization is only to finish the little-left duties by the permanent and temporal workers. Stansbie, Nash & Jack (2013, p.157) argue that part-time student interns lack the opportunity to engage in the decision-making process. The part-time interns are just there to finalize to what have been set by the temporal and permanent workers.

Furthermore, Daly, Perkins, Kumar, Roberts & Moore (2013, p.906) added that part-time interns have the fear of their stay at the organization being terminated immediately a disappointing thing happens in an organization. This is because an organization cannot risk containing the part-time interns at the expense of the temporary workers. Therefore, at this point, it can be said that part-time student interns have an insignificant contribution to an organization, as their engagement is not secured.

However, the above statements are contradicted by Griffing (2011, p.111) who argued that part-time interns could have considerable influence on the organization than the temporary interns. This is because the intern works hard to the bone to ensure that he or she is promoted to the position of the secular intern. This is because the part-time interns finish the remaining last critical phases of projects of the day Sweitzer & King (2013, p.91).

Therefore, once the projects are completed successfully, the respective intern is promised to secure temporary job at the organization. Therefore, the influence of the part-time student intern engagement can be said to have the exponential impact on the organization.

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Temporary student interns, on the other hand, survive on the description of the contract. They have equal contributions as those accorded to the permanent workers (Chen, Sheu, O’Sullivan, Cate & Teherani 2014, p.136). The importance of the temporary interns is seen as the incumbent workforce absorbs them and become a part of the force. With the little time, the temporary intern becomes a part of the workforce such that he or she becomes a part of the decision-making process at the organization.

These types of student interns have centrifuged engagement with an organization such that productivity increases in an organization. Fresh ideas brought by the interns are easily absorbed and put into practice. The temporary student interns are dutiful. The dutifulness is brought by the fact that the organization will second them to be hired permanently in the organization.

Sidhu, Weller & Mitchell (2015, p.743) argue that the contribution of the temporary student interns is great since they seek renewal of their contracts. Therefore, they end up working down-to-earth to appease their supervisors. Once the superiors become appeased, they will approve for the second renewal of the expiring contracts.

The other level of the student interns is the one that has paid and unpaid student interns. A study done by O’Bryan, Daston & Riehle (2014, p.54) concluded that the organization that does not pay their interns records high unproductive operations. The reason behind this statement is that there is little student intern engagement. The students are demoralized despite the fact that they are gaining experience in the interning Webber, Nelson Laird & BrckaLorenz (2013, p.330).

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Most factories in the London region take the advantage of the notion that the experience gained by the interns is not commensurable to the input they give during the internship. Therefore, they do not deserve to be paid. Unfortunately, the saving on the wages is met with decreased employee productivity due to minimized student intern engagement. Tucker & Abbasi (2015, p.405) argue that a demotivated student intern is a frustrated employee. This is because the social aspect of the intern is not satisfied.

The net implication of the dissatisfaction is that there is the ultimate slower accomplishment of the company’s objectives. The other observable effect of the unpaid internship is that there is the disconnection between the intern and the organization. This statement is seconded by Ward & Yates (2013, p.206) who argued that the student intern lacks the purpose of engaging in the internship. The conscious of gaining experience in the internship is disturbed by the fact that there are no incentives at the end of the day.

Therefore, at the end of the internship, the student intern ought to have gained nothing from the internship. Croft, Duah & Loch (2013, p.1054) emerge to argue that paid internship is the best form of an internship. This is because they make the student intern psychologically, emotionally, and physically engage productively in the operations of the organization.

The Maslow Hierarchy of Needs Model gives that meeting the social needs of an employee ensures that there is the motivation of the respective employees for the early realization of the set objectives. Therefore, as Ward & Yates (2013, p.207) argue, giving the student interns a small pay inform of supporting their traveling expenses can be the best of reward to ensure that they work down to earth to give back to the organization giving them the job experience.

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3.3. The influence of the various type of work highly on student intern engagement

Any organization has job categories that have some professional aspects. Middleton, Abrams & Seaman (2011, p.67) admit that there are those type of employees in an organization that have much expertise than the other. Therefore, these variations in skills affect the intern student engagement largely. Some of these professional categories include the senior managers and other workers. Once a student intern joins an organization, the environment created by the above classes of workers determines their engagement.

It is observed by Oktay, Jacobson & Fisher (2013, p.209) that the productivity of a student intern increases when presented with an environment with professional workers such as superiors and senior managers. This is because the senior managers act as role models and mentors. The senior managers are always available to give advice to the new interns on how to put their theoretical understanding of concepts into practice.

By observing the textile industry in London, Stansbie, Nash & Jack (2013, p.155) observed that the productivity of the student interns increased when they worked correlatively with their supervisors. The author noticed that those interns presented to the other workers who had little expertise had difficulties with addressing problems. Therefore, the productivity of the interns presented to these groups of employees was minimal. This statement approves the indication of Lee, Chao & Chen (2015, p.8) who argued that various type of work significantly influence intern student engagement.

The authors gave that there existed skilled, semi-skilled, and non-skilled in the companies in the UK economy. Any working setting presented with these groups of workers is promised to give various feedbacks to the newcomers such as student interns. Stansbie, Nash & Jack (2013, p.159) record that an internship is a form of learning that is designed to accomplish one’s needs and interest.

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The author adds that the learning amalgamates learning how to become an independent learner and how to help, assist, and guide others in the place of work. Just as Snavely (2012, p.112) argued, an internship is guided by a vision, in which the theoretical textbooks and models are replaced by competency and measures of education. Associating internship with a leading figure is indispensable in ensuring that it is realistic. Most of the organizations in the London region ensure that a student intern is paired with mentoring supervisors where they are interning.

Cooperatively, the supervisor collaborates mutually with the student intern, carefully inspects their work, counsels, coaches, and assesses their progression (Chen, Sheu, O’Sullivan, Cate & Teherani 2014, p.137). Since the mentors or supervisors are part of the support system in assisting and nurturing the student interns, there is a positive engagement of the respective student interns. The clear implication of such activities ensures that there is the smooth functioning of the workforce since the interns are systemically integrated to the existing labor force. The general workforce is said to assist the student in learning productively.

Cord, Bowrey & Clements (2010, p.47) argue that when a student intern is, most of the time, presented to the supervisors, he or she lacks the freedom to express his or her opinions. Tyssen, Vaglum, Gr∅nvold & Ekeberg (2005, p.725) argued that such situation makes a student intern limits the level of engagement in the internship. This is because most supervisors appear to coerce than to encourage the interns. Based on a research conducted on the fear created by superiors on students in polytechnics in London, Ward & Yates (2013, p.209) found that student interns prefer to work in a work environment absent of superiors and other senior managers.

This is apparent because most senior managers and supervisors in the region appear to underestimate the interns. The rules given to the trainees were harsher than to the other employees. The reason behind such frustration as given by Beenen (2014, p.104) is that organizations think that they have to maximize to the full potential of the student interns. Most organizations give that the student employees do not deserve to be paid because the experience they give to the interns is great. Therefore, the superiors give fear to the trainees to make them productive during the few months they will be in the organization.

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3.4. How do difference levels of student intern engagement influence the organization operation?

Irrespective of the level of the intern student engagement, a business offering internship programs gains a variety of benefits. One of the distinct importance is heavily placed on the operations. It is argued by Ward & Yates (2013, p.217) that the interns are fresh, innovative, and diverse students who have ideas for urgency. This urgency is what is required to ensure that the operations of an organization achieves the targeted outcomes within the shortest time possible (Academy Of Marketing Science, Wilson, Black & Capello 2015, p.91).

For example, the part-time student interns do their best to make their place in the organization noticed and appreciated. However, the operations done by the part-time interns seem to move faster than with the temporary interns. This proposition is because the part-time interns have the highest possibility of losing their job than the temporary interns (Helyer & Lee 2014, p.349). This is because the duties done by the part-time interns can be submerged to the ones done by the other temporary interns.

The other reason behind the fastness in operations with the part-time interns is that they are irregular. Thus, they usually have free minds when attending their duties since they have less monotony. On the other hand, the temporary interns have a higher monotony rate than the part-time interns (Chen, Sheu, O’Sullivan, Cate & Teherani 2014, p.139). They work together with the permanent or hired employee. Since they become integrated into the organization’s workforce, they tend to be faster in the first stages.

However, with time, the respective interns slow down to equilibrium to adjust to the working pace of the existing workforce. Still on the aspect of the organizational operations, an intern student engagement is limited if it is continuously exposed to seniors. This is because the interns feel inferior to accomplish objectives as the existing workforce does. Therefore, the operations of the student interns working with superiors and superiors, most of the time, are disturbed. This is unlike a student interns who work with the general workforce.

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This is apparent because they adapt quickly to the corporate culture of the organization to ensure they rhyme with the rest of the force (Academy Of Marketing Science, Wilson, Black & Capello 2015, p.95). In the end, the operations of the organization move swiftly and faster when the student interns work with the general workforce than with the superiors and supervisors who keep on shouting orders to them.

The operation of an organization is predicted by Chen, Sheu, O’Sullivan, Cate & Teherani (2014, p.143) to be faster and productive with paid student interns than with unpaid student interns. This statement is seconded by Dotson & Dotson-Blake (2015, p.54) who attested that a paid student intern is a motivated personnel. In simpler terms, a workforce with a composition of paid student interns is seen to reduce workloads. The professional staff (senior manager) gets the freedom to pursue creative and more developed initiatives. Barnett (2012, p.279) argues that most of the organizations that pay the student interns retains more of them.

This is because the interns are motivated to make use of their theoretical concepts. Therefore, innovative projects are nurtured and developed such that some of the pioneered mechanisms by the interns are left behind to be used by the left workforce once the interns leave the organization. Burbidge (2015, p.162) argues that student internship enables the leaders in an organization replenish their leadership skills. Any supervisor working with any level of student interns is promised to have the opportunity to increase his or her leadership skills due to the continuous coaching and mentoring of the trainees.

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3.4. Conclusion of the literature review

The report has analyzed different levels of student internship on the engagement of the interns in an organization. Concurrently, the survey has found that paid student interns have remarkable effects on the organization’s operations. In addition, the review has correlatively found that student interns working with superiors can have retarded growth than those working with the general workforce.

Various authors have argued that temporary student interns have little engagement than the part-time student interns. This is apparent because part-time student interns wish to become a part of the workforce. Therefore, this group of student interns cooperates with other to ensure that the superiors approve their contributions. However, the temporary student interns can have faster running of the organization’s operation, but not as compared to the part-time student interns (Chen, Sheu, O’Sullivan, Cate & Teherani 2014, p.145).

Therefore, from the above assessment, it becomes visible that there is a need to have a research that will investigate further, how the different types of student intern engagement influence the organization.

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Boston University Project Management Admission Essay

Boston University Project Management
Boston University Project Management

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Boston University Project Management Admission Essay

INSTRUCTIONS:

Master in Project Management program.

Write a personal statement of why you want to  study at Boston university Project Management Masters Course specifically.

Available on campus and online, the Master of Science in Project Management degree at Boston University’s Metropolitan College (MET) is a unique opportunity to combine a broad and industry-rooted knowledge of business and management principles with a mastery of successful project-based strategies.

With its detailed and tool-based examination of a project’s conception, planning, budgeting, resource allocation, and implementation, BU MET’s Project Management program is beneficial to those with a broad range of professional responsibilities—from working on complex projects for global companies to designing IT infrastructure to completing consulting contracts. The group-oriented approach we take is closely aligned with how real-world projects are successfully completed.

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Education and the use of technology

Education and the use of technology
Education and the use of technology

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Education and the use of technology Education Admission Essay

INSTRUCTIONS:

Education and the use of technology. Write about how technology and digital media has impacted modern education.

Write an essay of no more than 650 words, using the prompt to inspire and structure your response.

Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

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