Attitudes towards Education

Table of Contents Introduction Students working to finance their education Conclusion Works Cited Introduction Education is one of the most useful and long lasting assets that can be given to children. It is usually passed from one person to another either formally or informally. It usually equips the students with knowledge on how to handle various challenges in life either in work or in the social sphere.Advertising We will write a custom essay sample on Attitudes towards Education specifically for you for only $16.05 $11/page Learn More Due to the value attached to it, governments in some countries usually offer it to the citizens free of charge or at subsidized prices. There are rules that govern its undertaking to ensure that it is availed to all and the implementation is smooth. In most developing countries the parents usually pay the fees for their children with minimal or no assistance from the government. In these countries due to lack of re sources, the rates of illiteracy is usually high. Most of the children engage in economic activities and quit school. This paper seeks to compare and contrast how are the attitudes toward education different among students who work to finance their own education and students who do not vary outlining the differences and the reason for their existence. Students working to finance their education There are student who usually work to finance their education. These students mainly engage themselves to work while still studying in order to cater for the deficit in their school fees. This arises from the competing needs for school fees, housing fee and general maintenance in the presence of limited funds to cater for them. In the current times, the number of students who work while still undertaking their education is increasing. This is usually found to have some effects on their academic performance and social life. The effects might be positive or negative depending on the students. I n case the students get a well paying job, he might decide to work and put the education on hold. This is usually found to have negative effects on his attitude towards education. This is found to vary between various students and is based on the student’s long term objectives rather than the short term objectives (Moschetti 8). In the school attendance, students who work to finance their education are sometime inconsistent in attending their classes. These students usually undertake part-time jobs and in times when working hours collide with class time, the usually opt to miss the classes and go to work. This is usually aimed at maintaining the income source (Wagdarikar et al. 10). They usually spend their free time in covering whatever was covered in their absence. In the case of the students who usually have their fees fully catered for, they are most likely to attend all the classes.Advertising Looking for essay on education? Let's see if we can help you! Get your fi rst paper with 15% OFF Learn More Due to the necessity of having to undertake the class work, this usually makes them improve their attitude towards education. This is mainly due to limited time to cater for the class work. This is not usually the case as some work is obsessive and the student may find him/herself neglecting his academic duty. Students who participate in work during their studies usually interact with various people. In this interaction they usually learn various aspect of life which they would not have learnt in class. They usually meet various challenges. These challenges usually give them a chance to learn how to solve similar challenges they may encounter in future. This thus implies that their mind develops all way round. They usually have real life experiences of the class work and are therefore most likely to understand various concepts better. This challenges necessitates the use of knowledge to overcome them and thus can improve the students apprec iation for the knowledge and thus improve his attitude towards it. For the students who do not work while studying, they usually face many challenges when they go into the job market due to lack of sufficient exposure in the field in which they were studying. Leadership is learnt through practice as well observation. When students are working, they usually learn how to handle and manage various issues. These issues require various tactics of handling them and indicate the importance of education in the job market. The other employees usually provide them with guidance incase they are stuck in some issues. Also they usually learn leadership from senior employees by checking on how they handle various challenging issues. In undertaking their duties, the students may be placed to be in charge of other employees depending on his knowledge and skills. This usually provides a good platform for the development of managerial skills. The managerial skills learnt at work are applied at school and usually have positive results (Williamson 6). At work place, there is diversity of people. Working students usually have time to learn how to interact and relate with other people. This usually helps them to develop socially. At school there is little possibility of the fellow students changing their social interaction. At work, the people usually change work and the presence of new employees leads to the development of socials skills. Due to the increased interaction and knowledge, student who work while studying are usually equipped with enough knowledge on the academic reward in the job market. This usually makes them study trying to improve their weak points which could be more rewarding in future. This knowledge helps them in making good choice of the units to study.Advertising We will write a custom essay sample on Attitudes towards Education specifically for you for only $16.05 $11/page Learn More Conclusion The students who work to finance their studies usually have a greater affection towards education. Initially they may be lacking the proper attitude towards education but due to experiences and challenges at work place, they usually appreciate the importance of education and thus improve their good attitude towards it. Works Cited Moschetti, Ram. Understanding the experiences of white, working-class, first-generation community college students. Santa Barbara: University of California, 2008. Print. Wagdarikar et al. Organizational Citizenship Behavior and Perception of Organizational Justice in Student Jobs. Munich: GRIN Verlag, 2010. Print. Williamson, Kim. Working students: an exploration of young people’s experiences combining tertiary education and employment. Auckland, New Zealand: University of Auckland, 2006. Print. This essay on Attitudes towards Education was written and submitted by user Darren I. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Faulty Modifiers on ACT English Grammar Rule Prep

Faulty Modifiers on ACT English Grammar Rule Prep SAT / ACT Prep Online Guides and Tips One ofcomedian Groucho Marx's most famous jokes involves a pachyderm and some sleepwear. "One morning I shot an elephant in my pajamas," he says. "How he got in my pajamas I don't know!" This joke is a play on a grammatical error called a misplaced modifier. The modifier errors on the ACT English may not be quite as funny as Groucho's, but you still have to understand how they work. To that end, we'll be covering both the basic grammatical concepts behind faulty modifiers and how to apply that knowledge on the test: Key Principle: Modifiers Must Be Next to What They Modify Dangling Modifiers: Modifying Phrases at the Beginning of Sentences Misplaced Modifiers: Modifier Order Within Sentences ACT English Tips and and Tricks Practice Questions Modifiers Must Be Next to the Thing They're Modifying The heading says it all: the most important concept to remember when dealing with modifiers is that they need to be next to the word they're describing. Sometimes these types of mistakes are obvious: Robot for sale by woman with laser eyes. Hopefully, the robot has the laser eyes, and not the woman. The sentence should be: Robot with laser eyes for sale by woman. However,on the ACT, this kind of error is oftenharder to spot. Take a look at the following sentence: Thoughexhausted, it would be another hour before Zoe got to go home. There's nothing obviously wrong with this sentence, but let's think about what it's actually saying. We start with the modifier "though exhausted." That would seem to be describing Zoe, but it's next to "it," so right now, the sentence is actually saying that "it" is exhausted, which makes no sense. We need to reorder the sentence so that the modifier is next to what it's modifying: Thoughexhausted, Zoe wouldn't get to go home for another hour. There are two main types of faulty modifiers on the ACT English section: dangling modifiers, which involve phrases at the beginning of sentences (e.g. the example about Zoe), and misplaced modifiers, which involve the order of words and phrases within sentences (e.g. the example about the robot). Don't worry about the dangling/misplaced terminology- what's important is how these errors are tested on the ACT, which we're about to cover! This is what you end up with when you misplace modifiers. (Â ©Dan Century) Dangling Modifiers: Modifying Phrases at the Beginning of Sentences Whena sentence begins with a modifying phrase, the intro must be immediately followed by a comma and then the noun it's describing. Incorrect sentences of this type start with modifying phrases that describe something other than the noun immediately following the comma. For example: Runningtoward the lake, the trees were swaying in the wind. "The trees" are obviously not running towards the lake- they don't have legs. There are two ways to correct this kind of error: you can either replace the incorrect noun (in this case "trees") with the correct one, making any changes necessary to preserve the meaning of the sentence (fix 1), or you can turn the intro phrase into a clause that includes the subject the phrase is meant to be describing (fix 2). These techniques sound more complicated than they are, so let's put them to use remedying our issue with the running trees: Fix 1:Runningtoward the lake, I saw the trees swaying in the wind. Fix 2:As I rantoward the lake, the trees wereswaying in the wind. Bothversions of the sentence are equally correct. You won't be asked to choose between the two options- instead, which approach makes more sense will depend on which part of the sentence is underlinedand whatanswer choices you're given. Situation 1: Main Clause Underlined If only the main clause is underlined, you'll need to pick the answer with the correct subject- what I refer to above as fix 1. For example: Incorrect: With tears running down her cheeks, Susie’s sadness was obvious. Correct: With tears running down her cheeks, Susie was obviously sad. Even though the distinction may not seem important, "Susie" and "Susie's sadness" aren't actually the same, and Susie's sadness can't cry. If the second half of the sentence is underlined, the best way to correctthat issue is to replace the incorrect noun "Susie's sadness" with the correct one "Susie." Let's take a look at how this works on an ACT style question: Initiatedby a few loud teenagers, the crowd of concert goers quickly joined the heckling in order to drive the band off the stage. A. NO CHANGE B. in order to drive the band off stage,the crowd of concert goers quickly joined the heckling. C. the point of the heckling, quickly joined by the crowd of concert goers, was to drive the band off stage. D. the heckling, which the crowd of concert goers swiftly joined, was intended to drive the band off stage. What's the problem here? That "the crowd" wasn't initiated by the teenagers, the "heckling" was. As such, "heckling" has to come immediately after the comma, no matter how tempting the other choices are. D is the correct answer. Situation 2: Intro Phrase Underlined On the other hand, if only the introductory phrase is underlined, you have to convertthe introductory phrase into a clause that clarifieswho or what is being described (fix 2). Let's examine our example about Susie from this perspective. Incorrect:With tears running down her cheeks, Susie’s sadness was obvious. Correct:Because there were tears running down Susie'scheeks, Susie’s sadness was obvious. We can't alter the subject in this case, so we need to turn the prepositional phrase into a dependent clause that makes it clear that the cheeks belong to Susie. Let's take a look at how this works in a multiple choice question from an official ACT: As written, this sentence is saying "she" has died down, which doesn't make sense: it should be the fire. But because only the first part is underlined, we can't change "she" to "the fire," instead we have to pick an answer that makes clear that the fire is what's dying down. Clearly, F won't work, and neither does G, since it has the unclear pronoun "it." H and J both specify that we're talking about the fire, but "with" in H doesn't make much sense here- J is the best choice since it maintains the temporal relationship (she bricks up the firebox after the fire dies down), while clarifying what exactly is dying down. Situation 3: Both Parts Underlined On the ACT, you may also see danglingmodifiers in the context of more general sentence organization questions. In these cases, all or most of the sentence is underlined. There's no single correct approach to these types of questions; instead, you need to rule out any answers with grammatical issues, and choose the clearest answer among the remainingoptions. Let's work through an example from an official ACT English section: First we need to figure out who or what is "cheek to cheek," and the only things in this sentence with cheeks arethe dancers. Thus if the sentence starts with "cheek to cheek," a noun or pronoun indicating the dancers should come immediately after. Both F and J incorrectly put other nouns in that position (though "cheek to cheek" describe how the couples dance, the dance itself isn't "cheek-to-cheek"). H switches"cheek to cheek" and "relaxed two-step tempo," which actually makes even less sense, since the latter phrase isn't a modifier (it's a noun phrase). This leaves G, which orders the modifiers logicallyto indicate that they describe how the couples are dancing. You don't want your modifiers to end up like this guy- dangling. (Â ©Tony Hisgett) Misplaced Modifiers: Modifier Placement in Sentences Now that we've covered how to approach questions about modifiers at the beginning of sentences, let's talk about modifier placement within sentences. Let's revisitthe key rule for modifier placement: a modifier must be next to whatever it's modifying. More specifically, single word modifiers, i.e. adverbs and adjectives, generally go before the word they're modifying, while prepositional phrases go after what they're modifying. Incorrect: The monster played weird alone. Correct:The weird monster played alone. "Weird" is an adjective, which means it can be used to describe a noun or pronoun. The only one of those in the sentence is "monster," so "weird" should go before monster. (In some cases, this kind of construction might indicate anadverb vs. adjective error.) Incorrect: The monster sent long letters to his new friend full of details about his life. Correct: The monster sent long letters full of details about his life to his new friend. In the first version of this sentence, the phrase "full of details about his life" comes after, and is thus modifying, "friend." But it's meant to describe "letters." The corrected sentence places the phrases in the appropriate order. There are exceptions to these guidelines, but the idea that modifiers should be next to what they modify isa good rule of thumb. Let's look at a sample ACT style question: Edgar Allan Poeis reveredfor his frightening and stylish stories by literary critics, many of which appear in high school text books. A. NO CHANGE B.by literary critics for his frightening and stylish stories, C.for his frightening and stylish stories, by literary critics, D.by literary critics who deem his stories frightening and stylish, At first glance, there's nothing much wrong with this construction: sure, the order of the prepositional phrases "for his frightening and stylish stories" and "by literary critics" is a bit weird, but the ACT isn't usually that nitpicky. There's actually a bigger issue here, with the non-underlined clause "many of which appear in high school text books." What's which referring to? The stories, not the critics. As such, we need to reorder the underlined portion to put"stories" at the end, making B the correct choice. Though this styleof question appears fairly frequently on the ACT, there's another style of misplaced modifier question that you are almostcertain to see at least once on the test. These questions ask where a modifier should be placed or where it would NOTbe acceptable. In approaching these questions, you want to keep the basic rulesin mind as you try the phrase or word out in different spots. Let's practice onan official ACT question: The first key to this question is catching the EXCEPT: we're looking for the answer choice that doesn't work. I've written out each of the four choices below- can you spot the one that doesn't work? A. The O'odham in the 1700s first encountered the guitars of Spanish missionaries. B. In the 1700s, the O'odham first encountered the guitars of Spanish missionaries. C. The O'odham first encountered the guitars in the 1700s of Spanish missionaries. D. The O'odham first encountered the guitars of Spanish missionaries in the 1700s. If you guessed C, good job! Putting "in the 1700s" after guitars interrupts the noun phrase "guitars of the Spanish missionaries"- all of a sudden the 1700s belong to Spanish missionaries. A is fine because we're talking about what the O'odham did in the 1700s, and in both B and D the phrase is modifying the whole sentence, which makes sense since it's describing when this event occurred. Applying Modifier Ruleson the ACT Now that we've gone over all the rules you need to know, let's review some of the key points about how to spot and answer faulty modifierquestions on the ACT. What to watchfor: Prepositional phrases at the beginning of sentences where the phrase itself, the clause after the comma, or both are underlined Questions that ask about "placement" Rules to keep in mind: A modifier must be next to what it's modifying Adjectives and adverbs go before the word they're describing Prepositional phrases usually go immediately after whatever they're modifying Helpful ACT English tips: Make sure to watch out for EXCEPT and NOT. Even though they're in all caps, they can be easy to skip over- get in the habit of circling them every time you see them Think about both what a modifier is currently describing and what it's actually meant to be describing Watch out for answers that fix the original modifier issue but are ungrammatical in another way and those that create modifier errors when attempting to rephrase a sentence Remember that there are a lot of different ways to fix faulty modifiers- use process of elimination to narrow down wrong answers rather than focusing on one specific way of correcting the error Just like these athletes, you'll only improve if you practice! Test Your Knowledge! I've created some ACT English practice questions dealing withfaultymodifiers. Give them a try! 1. While watching TV, the power went out, scaring Christina. A. NO CHANGE B.the power going out scared Christina. C. Christina was scared by the power going out. D. Christina's fear was inspired by the power going out. 2.I was waiting in line with a young girl who was sketching in a flowing scarf with colored pencils. The best placement for the underlined portion would be: F.where it is now. G.after the word line. H.after the word girl. J.after the wordpencils(ending the sentence with a period). 3.Suggested by me the new mystery novel, supposedly a page turner, our book club decided to read it unanimously. A. NO CHANGE B. Our book club unanimously decided to read the new mystery novel I suggested, which was supposed to be a page turner. C. A page turner, unanimously the new mystery novel was decided by our book club, suggested by me. D.Decided on by our book club, the new mysterynovel, a page turner, was suggested unanimously by me. Answers: 1. C, 2. H, 3. B What's Next? Now that you've mastered misplaced modifiers, take a look at some of our other ACT grammar guides on frequentlytestedtopics like subject-verb agreementand comma usage. Make sure you know the 5 key ACT English strategies, and if you're aimingfor an especiallyhigh score, check out our guide to getting a 36 on the ACT English from a perfectscorer. Looking to build a study plan? Read our complete plan to studying for the ACT, review what the ACT English actually covers, and take a practice test (or five!). Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The Impact of Social Media in US Elections.6 Research Paper

The Impact of Social Media in US Elections.6 - Research Paper Example Being a social network, application of social media has spread with a high momentum because of social interconnectivity that links friends and relatives. The Diffusion of innovation theory explains the trend that the social media has adopted and offers a basis for forecasting its future orientation. According to the theory, invention gains popularity and commands the society’s attention until a time when such attention fades. Rogers, the theory’s developer, proposed four stages that are expected of the social media, and its effects on US elections, in the future. The first stage of the model involves adoption by a small section of the society, innovators, who are willing to venture the innovation immediately after its development. The population section embraces possible risks that may discourage others. Following the innovators’ initiative is the adoption of a technology by early adopters whose population is higher than that of innovators. The population segment identifies leaders who do not need persuasion into a technology’s application and are flexible to implementing innovations. A larger percentage of the population into an innovation is the early majority who relies on evidence of the technology’s effects before adoption and an approximately equivalent proportion, the late majority, follows them. New users of the innovation then reduce as the model gets into the laggards’ phase (Boston University 1; Baran and Davis 282). The model therefore offers an insight into the possible trend and effects of the social media in the United States and two perspectives apply. If the people who adopt the social media technology at its earlier stages continue with its application then a cumulative impact can be derived over time because the social media will have a continually expanding audience. This however identifies the role of determining the media’s ability to retain users. Established rate of users’ retention also offers a basis for understanding trend of application and knowledge of the current stage of the innovation, based on the Diffusion of Innovation theory. The model’s variability with time can then offer insight into the future effects of social media on the elections. The theory further suggests an innovation’s effect of diminishing old media forms as the society adopts a new media application (Boston University 1). Shaw’s curve of the old media also offers a basis for understanding the trend in effect of the social media on US elections. Like in the diffusion theory, Shaw explains that an innovation gains popularity until a maximum level of audience before the number starts to decline and the time for the cycle depends on the scope of a preceding innovation or a newly developed innovation. Development of a better innovation may for example facilitate the cycle as the society moves to operate the new development. These concepts therefore offers the basis fo r understanding possible trends of the effect of social media on the elections that can be forecasted with knowledge of previous innovations and speculations of development of new applications for mass communication. Existing data over internet use that indicates high percentages suggests that application of the social media for communication is in advanced stages of the diffusion theory model. Application beyond 60 percent of the adult population indicates possibility of a late majority stage