Personal Vision

Working as a doctor has been an outstanding view ever since self-realization during the late stages of my childhood. Despite the fact that others see the medical field as a practical source of their well-being, my encouragement highlights emotional enthusiasm.  The driving force to my intentions to work as a doctor is backed by personal experiences in the family and also, from the community in regards to issues of health care services. For instance, over the past years up to date have experienced situations whereby patients from all sorts of grounds including my family members face a lot of struggles due to lack of reasonable care concentration from doctors. Nevertheless, many even lose their lives owing to the poor provision of medical attention. To me, the health care landscape suits my emotional commitment to provide mind-purposed assistance rather than the just environmental liability. It is thus my interest to practice a doctor to put into interest a caring culture which will not be an individual accomplishment but also an institutional gain.

The environment around the patient to doctor relationship to service quality encounters multifaceted forms of superior disparities that eventually deter the ultimate meaning of healthcare amenities in the community. Healthcare focuses towards the provision of all general forms of services without senses of unethically driven motives. Ethical related concerns have in some orientations have shown worrying effects that highly disobeys the essence of service quality. It is my concern that differences in social, economic and cultural orientations just to name a few impact service deliveries, particularly, in the health care industry. My life background actively corresponds with ethical principles of equality considering that I live in a liberated community. For instance, my society is formed by different groups in response to factors such as racial and gender orientations which increasingly favor my socialization capabilities to serving all people without discrimination. Nevertheless, I come from a low classed family characterized by poverty which in particular presentations causes service differences between the wealthy and poor. It is my experience that medical service varies from the rich to the poor and in most cases, care systems work in favor of the wealthy denying the poor their rights of quality and efficient Medicare. For this reason, it is my interest serving as a physician to ensure medical equality not considering patient origin or status.

The medical world registers an unbearable impact of event inconsistency which complexes risk and quality management considering that changeability calls for new health solutions. Healthcare is a challenging field of practice since it takes in a multifaceted range of problems which are not necessarily limited to specific solutions. As a result, the health industry has continuously increased opportunities for innovative talents as an approach to ensuring safety and quality improvement in different fields. Interestingly, I have a wealthy appeal to challenging presentations based on my expansive exploration desires about a topic to lessen solution complexities. My encouragement towards being a doctor is based on the need to enhance patient accessibility and treatment to some medical problems. It is my concern that treatments for particular problems like cancer involve compacted processes which limits some groups from the complete convenience of encompassed service. As a doctor, I will have an opportunity to project new and simplified solution alternatives on the worrying medical issues through extended study.

It is my concern that the training process in medical colleges is extensively based on science amid other significant practical experiments. My interest for this particular college revolves around the call for the best skills to realistic practice on various dynamics such as to cause, effect and solution of a medical problem. Arguably, practical knowledge not only in the medical field but also in other organizations is most excellent acquired through experimentation rather than just theoretical exposure. Considerably, this college is resourcefully equipped in favor of experimental studies, a benefit, which increases my chances of acquiring both conceptual and practical facts in medicine. Getting an opportunity to undertake a program in medicine increases my ability to cover the requirements in the healthcare industry. It is my pleasure to state that this university and I hold a similar image in the society. For instance, the college highlights the ability to provide its services to all with equality which reflects my criticism for favoritism in the healthcare amenities and so, filling my desires working as a doctor. The college as well creates an adequate room for innovation considering its extensive investments in experiments such as modern laboratories which avail enough chances in favor of medical practices.

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Academic Cheating and Plagiarism

Subject: Academic Cheating and Plagiarism

1. Introduction

This policy designates academic honesty and the measures for dealing with academic cheating and plagiarism in Eastern Kentucky University (EKU).

1. Academic Honesty
2. According to the dictates of academic staff at EKU, students are supposed to uphold the following academic values: responsibility, respect, truth, honesty and fairness (Jones, 2011).
3. EUK recognises academic honesty as the main value of proper studies, students are consequently required to maintain high levels of academic honesty throughout their studies.

• Academic Cheating and Plagiarism

1. Academic cheating is the failure to adhere to academic integrity. EUK defines this act of dishonesty, and ensures proper procedures are put in place to deal with the accused student, or students (Judith & Marcel, 2011). Academic sanctions will be imposed on students found guilty of cheating, this may include expulsion from the school, and suspension for a period of not more than 12 academic months.
2. Charges of academic cheating will be conducted according to the dictates of this policy. The university expects all members of the staff, students and the faculty to report forms of academic irregularities (Jones, 2011).
3. Unintentional plagiarism can be avoided by students, through following accepted academic practices. Each work taken from a different source should be carefully, paraphrased, and a reference list should be provided to acknowledge the authors. In addition, students should follow the rules of citation, to make sure their work is properly cited.
4. Measures for handling alleged academic Cheating Charges
5. Reporting Suspected Academic Cheating

If either a student, a faculty member or a member of the staff suspects a student has committed academic cheating, the apparent violation be directly reported to the administrator (Gokhan, 2015).

1. Informing the Alleged Student of the Charge
2. In a period of 7 days after the faculty is notified about academic misconduct, the faculty shall notify the suspected student of the allegations. After being notified, the student shall continue with the studies as usual, pending the investigation of the alleged matter (Jones, 2011).
3. The student shall then be allowed to respond to the matter before the period of 7 days elapses. If the faculty determines the allegations were falls, then a judgement will be rendered in favor of the student (Judith & Marcel, 2011).
4. However, if the student does not respond after 7 days, then the faculty will render a judgement against the student, where the student might be expelled or suspended depending on the severity of the cheating (Gokhan, 2015).  

Reference

Jones, D. R. (2011). Academic Dishonesty: Are More Students Cheating?. Business Communication Quarterly, 74(2), 141-150. doi:10.1177/1080569911404059

Judith, W. S. & Marcel, M. R. (2011). Academic Integrity Policy: The Journey: Business Communication Quaterly.

Gokhan, A. (2015). How Automated Feedback through text Mining changes Plagiarims behaviour in Online Assignments: Computers & Education.

Robert, H. S. (2011). The Use of Technology to Combat Plagiarism in Business Communication Classes: Business Communication Quarterly.    

Education

There are a lot of issues facing education in developing countries with the following being the main issues: corruption, lack of funding and untrained teaching personnel. Corruption has been one of the major factors which has made it had for developing countries to improve their levels of education (Glewwe, (2014). Funds from developed countries sent to governments of developing countries are embezzled through corruption, thus making it hard for education systems to get proper funding. In addition, due to the embezzlement of funds by national leaders, schools cannot be able to hire trained teaching personnel, a move which results in the provision of poor education.

Education should be a priority in developing countries due to the following reasons: education improves the standards of living, and education helps in building the nation. Education improves the living standards through innovation which results in the creation of jobs in the country where the literate get jobs to sustain themselves. On the other hand, education helps in building the nation, through improving the levels of skills in the country. Improving the levels of literacy skills leads to innovation, growth in the economy and the development of new technology, hence leading the development of the country (Glewwe, (2014).

Making schools affordable for families, such as the introduction of free education for all, is one of the best strategies which the country can use to improve literacy levels. Most parents will send their children to school, due to the affordability of education. Secondly, lower levels of and higher levels should be made compulsory by the government (Glewwe, (2014). Parents will be able to send their children to school according to the dictates of the law. In addition, the provision of free education will motivate parents to send their children to school hence improving the levels of literacy in developing countries. 

Reference

In Glewwe, P. (2014). Education policy in developing countries.

Compare and Contrast Public and Private Universities

Introduction

A university can best be described as a higher research and education institution which offers educational degrees in differentiated programs. In other words, a university is thus an organization that provides both post and undergraduate programs. In real context, universities exist in two sets those owned by private individuals and others by the state (Archibald & Feldman, 2011). Making choices in regard to either attending public or private universities is usually a challenging operation. Most individuals make their choices on the ground of the associated cost thus forgetting that the institutions are similar and different in other aspects. The need to pursue higher education presents a real social and economic dilemma on either selecting a private of the state owned institutions and the best option is to assess the benefits and drawbacks for both.

Both private and state owned universities are similar in that they require the students to owning academic qualification for pursuing higher education. Both institutions embrace diversity in regard to either academic or socio-economic level (Archibald & Feldman, 2011). However, public universities provide more easiness in access. State universities are financed by the public and students fees. A number of the tuition fees set is usually lower when equated to the private organizations but this does not affect the quality of education. On the other hand, private universities are founded by individuals or private organizations and therefore they have the authority of setting their individualized policies and fees without the approval from the state (Archibald & Feldman, 2011).

The public universities accommodate more individuals because they have more spaces and the structures are developed to accommodate larger populations. In addition, the populace is due to the fact that they are more economical and flexible to accommodating socio-economic diversity more than the private institutions (Teixeira, 2011). This implies that the population in every class is usually higher and thus personal attention is minimal when equated to the private institutions where classes tend to accommodate lesser people to increase academic interactions. Public schools own more resources despite the high population given that they have more funding sources.

Public schools being the bigger institutions offers more variety of programs and accommodate more social diversity. Based on their sizes state universities hold more academic options, particularly when selecting suitable programs (Teixeira, 2011). In addition, there are those state universities that are popular for their undeniable reputation in specific degrees. While the private institutions possess lesser course varieties, they own an exceptional image within the few programs that they provide given that they focus on just a few rather than diversity which is challenging to accommodate with lesser resources. Public school offers more social diversity based on the funding of more co-curricular activities and the large populace that ensures that such initiatives are effective (Teixeira, 2011).

Conclusion

It is apparent that both state and private universities are similar and at the same time different. These similarities and differences are grounded on the cost, size, structures, resources and their capability in accommodating economic, ethnic and social diversities. Public institutions are associated with a lesser cost which tends to attract the large population while the private ones mainly. On the other hand, private institutions are limited by funds and resources and therefore focuses mainly on offering a few programs but they have created an attractive image based on their excellent performance.

References

Archibald, R. B., & Feldman, D. H. (2011). Why does college cost so much? New York: Oxford University Press.

Teixeira, P. (2011). Public vices, private virtues? Assessing the effects of marketization in higher education. Rotterdam: Sense Publ.

Grant Proposal

Cover Letter

Date

CASH Committee,

RE: e-Textbooks Website

Dear, CASH Committee,

The University of California, xxx is pleased to present this grant proposal for your evaluation. As a team, we are pleased and looking forward to creating and sustaining a partnership with you in the provision of an improved access and reading intervention initiative for all students with the need to access textbooks and sell them back after use at reasonable prices. Based on the increased need to possessing personal textbooks for easier learning more students are in need of acquiring these books at favorable prices due to the limitation of funds. The objective of the e-textbooks programs is to offer assistance to all students with the need for affordable textbooks and a platform that they can sell them at reasonable prices thus increasing convenience, affordability, ease access and learning efficiency.

In the last one year, our team has been piloting the e-textbooks program with only a few students with the need for these services and dramatic improvements have been observed with more and more students achieving higher in learning. E-textbooks initiative offers students with an increased access to helpful reading opportunities at lower costs.

We appreciate CASH foundation for taking the interest in helping students develop capable skills while sustaining natural resources for the wellness of the community in general. Looking forward to a long run partnership. Please contact me if you necessitate further details regarding the proposal.

Thank you,

Xxx

Project Rationale & Plan

Statement of Need

The University of California, xxx is comprised of a diversified population in which about 40 percent has been established to be at risk in regard to learning performance for several reasons that include inaccessibility and premium costs in acquiring text books. This is some of the issues that are mainly driven by socio-economic difficulties. The university is eligible for the CASH funding and if the students are denied the opportunity to improve their learning abilities through creating convenience and affordability based on statistics, they are more likely to opt for absenteeism and doping out of school.

According to Armstrong & Lonsdale (2008), reports indicate that the most single important and influential force in regard to an individual’s learning success is the accessibility of reference texts books. Thus the website will not only be saving economic costs but will give these students the highest flexibility and satisfaction in the utilization of the textbooks as well as other additional class learning resources.

Program Description

The university’s textbooks access to succeed initiative will be helpful in enabling those students who are at risk to improve their engagement and learning skills in classrooms through the utilization of the affordable and readily available e-textbooks. Students utilizing this innovative learning system will have the capability to accessing classroom materials at ease using their phones or computers which will be offering not just the access to books but also to their entire curriculum. The students will thus improve their learning speed and comprehension which will, in turn, contribute in the achievement of subjects and courses proficiency (Brady, 2012). Included in the e-books access program will be a training day for the users and the specialists on the e-textbooks software features.

Background

Today, e-books websites are the dominating alternative for individuals without the time to fight for space in the physical library. In addition, this is the opportunity for those students that are socio-economically challenged to acquire learning materials at ease which has made learning even more convenient, flexible, interesting and affordable. E-textbooks are acquired almost instantly where individuals can buy, download on instant and begin to explore without having to struggle (Underwood & Farrington-Flint, 2015). More so there are no trees necessary for printing the books which make them environmentally friendly. Carrying the books is easier given that one can own a number of them at the same time and access them at any given location.

The University of California, xxx is in need of this program which seeks to accommodate diversity in learning. The program is beneficial because it will create ease of selling and buying. The core theme of this program is to improve the quality of individual’s life by the engagement of technological innovation and sustainability which will be driven by the ability to share learning resources. This will work to ensure that textbooks which are usually limited to the university are easily available to all the students regardless of their economic status. The development of the website will improve the quality of learning and ease both psychological and financial problem immediately.

Goals and Objectives

The prime goal of e-textbooks access initiative is to enable the students at risks with socio-economic disabilities to accessing premium costs textbooks acquire these books and other learning materials at low costs with convenience. The program is mainly objected at ensuring that all students are offered equal learning grounds where they can improve their learning skills that prepare them not only for academic but also for practical skills success. Based on the recent studies it has been established that the lack of textbooks access and other learning materials at any learning level is most likely to result in a disruptive learning, absentness, inattentiveness and increased rate of drop outs (Ward, Freeman, & Nixon, 2016). This is mainly influenced by having poor learning grounds and the need to achieving independence (Manzoor, 2010).

The purpose is, therefore, to enhance learning for all students and in particular for those that are from the disadvantaged situations in improving their general capability to achieve higher in school. It is anticipated that more than a hundred students will access their learning materials on the website every day. Standard textual access tests of the learning materials will be performed at the commencement of the program as well as at each annual operative year completion in determining the usage and the improvement obtained in reference to learning efficiency and comprehension speed.

The main objectives of the program include:

1. The provision of a measurable improvement in the comprehension, learning speed as well as learning attention period. The objective is grounded on that the targeted students are likely to double their comprehension and classroom engagement abilities and improve their course understanding by the end of each semester.
2. In addition, the program will enable socio-economically challenged learners to access their comprehensive curriculum via the utilization of assistive learning technology where they can read and participate in self-based tests with regard to their course subjects.
3. The provision of the learning disadvantaged students with multi-learning options that will be helpful in increasing their comprehension speed to the point that they can refer back to the content and learn further on their own.
4. Provide an entertaining and creative learning environment for the innovative and technology curious group which enjoys learning acquired from the innovative platforms.
5. Helping the English language disabled students to remain in their regular classes with colleagues so that they can consistently learn in an environment that is less restrictive.

            Funds Use

            The invited funds will be utilized in supporting the start-up expenses of the e-textbooks website program. The prime cost will be incurred in website design, the support students salary and marketing which will mainly utilize advertising based on its ability to deliver timely, and accurate information to a wider range of consumers within the university setting. Social media marketing will be the prime advertising site based on its zero or less cost of promotion as well as the ability to acquire responses directly from the users. The advertising funds will thus be utilized in print advertisements within the school for at least three to six months.

            Core Themes Statement

            The project directly contributes to CASH’s major themes in improving life for the individual students and their respective communities by providing them with an opportunity to obtain academic and practical growth. The community will benefit given that it has students with the inadequate capability to afford premium textbooks based on their family’s financial constraints. Thus fewer costs will be set for the provision of this service which will reduce their financial burdens which in often times leaves them with no survival means. In simple terms, the program is mainly oriented at solving financial burdens possessed by individuals as a whole.

            The students will acquire an opportunity to achieving academic growth through learning proficiency and convenience. In the contemporary society flexibility and affordability are of great significance in the growth of satisfaction and the willingness to participate. The program will not only offer the textbooks access at affordable prices to the students but it will also be a platform where the used texts can be sold at justifiable prices a thing that has been desired for long. The e-textbooks programs are convenient for learning based on the presence of least restriction when equated to library learning that is in most cases full and is only open for a specific span which means that the materials cannot be accessed at will and in any given period or location (Kaplan, 2012). Our website will be open for longer hours and orders can be made at any given time and deliveries within the school setting will not be charged.

            Personnel Qualifications

            Our team is comprised of 6 students who will primarily operate as support staffs. The program’s coordinator Jennifer Amberson holds extensive experience working collaboratively with students particularly those that are socio-economically challenged and she is the one that was responsible for the implementation and the efficiency of the pilot test initiative. In addition, she is proficient and dependable with learning technology which incorporates both computer based software and hardware. Sue James is the website and logo design and currently working with the acquisition of trademarks and she will be responsible for crafting the required website’s features. On the other hand, the other three members, John, Clay, and Rebecca are the support for the initiative and they will be playing part in student’s involvement. I, on the other hand, I will be handling the marketing duties particularly regarding print and social media advertisement. Student’s applicants are required to be experienced in web design and management with at least a bachelor’s degree in relation to web development and optimization. This is because web designing necessitates string graphical skills and therefore their objectives will develop the web that is flexible, clear and easy to navigate both on small screens for mobile devices and for computer screens with the access of internet (Sidnell, 2010).

            Project Timeline

            The e-textbooks website program that is objected at providing affordable books at the user’s convenience will commence in September 2017. This is in the quest of getting adequate time to develop and test the website prior to the launching of operations. In addition, the time is more appropriate for the standard test to be conducted at the beginning of the semester and at the end.

            Summary

            Learning proficiency is of great significance in academic success, a thing that cannot be acquired without adequate and unlimited learning materials. Based on the need to acquire textbooks by the university students at a lower price the program is eligible for CASH funding based on the opportunity it possesses. The program is not, in particular, a profit oriented rather it seeks to improve the lives of the students and the community in general by providing them with learning opportunities that are innovative, affordable, flexible and accessible. The main goal is to eliminate the financial burden that is experienced by this set of students who are economically challenged. In addition, those that are disabled in terms of learning and language will have the opportunity to learn more on their individual terms. 

References

Armstrong, C. J., & Lonsdale, R. (2008). E-books in libraries. London: Facet. American Library Association.

Brady, K. P. (2012). Technology in schools. Los Angeles, Calif: Sage Reference.

Kaplan, R. (2012). Building and managing e-book collections: A how-to-do-it manual for librarians.

Manzoor, A. (2010). E-commerce: An introduction. Saarbrücken: LAP Lambert Acad. Publ.

Sidnell, J. (2010). Conversation analysis: An introduction. Chichester, U.K: Wiley-Blackwell.

Underwood, J. D. M., & Farrington-Flint, L. (2015). Learning and the e-generation. Wiley.

Ward, S. M., Freeman, R. S., & Nixon, J. M. (2016). Academic e-books: Publishers, librarians, and users.

Program Prospective

How the Program Universal Pre-k, Accommodate Students That Are Dual Language Learners

Public preschools programs are today playing an integral role in assisting children who speak different languages other than the English language attain preparedness required for kindergarten. Pre-K attempts to accommodate children’s diverse languages. Based on the recent research more than half of the population attending preschools speak other languages in addition to English at their homes (Frey & Freedberg, 2016). The needs for the dual languages children are incorporated by balancing the need to promoting eloquence in the children’s first languages while enhancing their abilities to becoming English proficient.

Pre-K programs are more objected at creating better grounds for future learning which helps in accommodating dual language students by offering them the chance to gain language eloquence. These programs are not primarily academic based and they help in creating confidence on the learners thus impacting their general capabilities (Frey & Freedberg, 2016). Early childhood learning offers Dual Language Learners students with a rather desirable surrounding that does not only support language proficiency development but also better relations with teachers, peers, and families which help in learning efficiency. Unlike the native speakers, dual learners are faced with the challenge of acquiring academic benefits while enhancing language proficiency. This is particularly relevant to my topic because the provision of quality Pre-school education is essential to children, academic sector and communities in general thus there is a growing need to understanding the probable benefits and the associated impacts (Frey & Freedberg, 2016). The capability of Pre-K lies on that all students regardless of their socioeconomic or ethnic background are offered similar grounds in beginning their educational journey.

Policy Perspective

In 2013, Bill De Blasio the New York mayor announced the aggressive efforts of implementing pre-k universal early childhood learning for all the three-year-old children. Two years later the policy was implemented which provides full-da, free as well as high-quality Pre-K education to all children regardless of their family’s income (NYC, 2017). The program is popularly known as 3k for all via which the number of the enrolled children has tripled. New York’s UPK is not mandatory given that it is a voluntary initiative and those that are eligible are children residing within the City and who is four years old or eligible in attending kindergarten the following academic year. In addition, the program is free to all children with no consideration at their family income as it is to be offered at zero costs (NYC, 2017).

Pre-K is the first social environment that is unknown to the child and the first distinctive cultural environment for learners which increase their ability to build relations and overcome academic and social challenges. ‘’Transitioning into the outside world past the family offers other opportunities in regard to a child’s learning’’ (Langford, 186). Expansion of the program without the accountability of quality can be termed as an effective venture and on this ground, the expansion law seeks on enhancing quantity, availability, and quality. Dual learners are to benefit more from the programs by the incorporation of language proficiency that will promote academic abilities (NYC, 2017). Quality programs imply that the general needs of the set of students are accommodated given that these students necessitate more attention. The program seeks to offer voluntary opportunities to bilingual students that are free and accessible without considering their socioeconomic status which denies most the opportunities to attain the crucial exposure.

Integration/Conclusion

It is apparent that the provision of high-quality education for pre-k children offers significant social-academic benefits. Pre-K programs are useful as they offer adequate and reliable preparation to children for both academic and social learning (TCF, 2017). Basic exposure is significant in enhancing children development thus the programs are of the essence. The society today not only demands academic efficiency but also social skills and language proficiency which is best offered via Pre-K programs. Early childhood learning programs hold a critical significant role in preparing children whose initial language is not English to succeed in kindergarten learning and beyond (TCF, 2017). Dual language learners are not excluded given that they are well accommodated in the program that seeks to develop their native eloquence and English proficiency which in turns increases their general capacity to learn.

Attending public pre-school programs offers children better cognitive grounds to acquiring success in kindergarten and further when equated to children without such exposure. Pre-K programs enhance the cognitive abilities of children which improve their preparedness in kindergarten learning (TCF, 2017). However, the program's efficiency is best acquired with the incorporation of a positive surrounding and commitment. Dual language students are more likely to own low confidence which is likely to be improved with positive learning that impacts their general capability in expressing feelings and ideas. This surrounding creates an accommodating surrounding that differentiates the needs of the native and the dual dialect learners. Moreover, strong and desirable relations can be developed and promoted which facilitates the development of positive behaviors and easiness in learning (TCF, 2017). Toddlers have high languages learning capability but the success of these learning initiatives must incorporate their needs and promote positivism as well as quality.

References

Frey, S. & Freedberg, L. (2016). Report: Early Childhood Education Program Key Success to Dual Language Learners. Retrieved from https://edsource.org/2016/report-early-childhood-education-programs-key-to-success-of-dual-language-learners/565097

Langford, J. Chapter 10: Families and Transitions. Pp. 185- 246

NYC. (2017). Mayor De Blasio Announces 3-K for All. Retrieved from http://www1.nyc.gov/office-of-the-mayor/news/258-17/mayor-de-blasio-3-k-all#/0

TCF. (2017). The Benefits of Universal Access in Pre-K and 3-k for All. Retrieved from https://tcf.org/content/commentary/benefits-universal-access-pre-k-3-k/

Philosophy of love

Introduction

Love is a strong feeling towards someone or something which is valuable to a person. People tend to love things which they value in their lives. Love is supposed to be a positive aspect of life, but it might also lead to negative effects in the world. In this essay, I will show my understanding, and how I perceive love to be.

Love is natural and one cannot be compelled to love. When someone loves a person or something, the feeling becomes natural, and it cannot be easily changed. Forced love is non-existent, since a person cannot be forced to love. The feeling of love towards something or someone comes from within our hearts, making us to naturally love something, and to also distaste other things. The natural feeling of love cannot therefore be forced, since love is the heart’s desire.

 Love is very significant in life, but it may also be destructive. Love is important for maintaining peaceful coexistence amongst people. In addition, it is very useful in uniting people from different areas. On the other hand, love may be destructive, since it binds people together, thus leading to jealousy. When jealousy kicks in, the love which existed fades away, leading to hatred and separation.

Conclusion

In this essay, I have explained how love can be both significant and destructive. In addition, I have also talked about love being natural. Love is significant in bringing people together, thus leading to peaceful co-existence. On the other hand, it can also lead to destruction due to the creation of jealousy which leads to hatred. Finally, since love comes from the inside, one cannot be forced to love, love comes out naturally.

Walden's Vision, Mission, and Goals

Studying at Walden University requires you to be focused and determined to achieve nothing but the best. As a student of Walden University, my main goal is to record the best performance in my studies. Secondly, after the completion of my studies, I want to pursue further, career-focused training. Thirdly, start my own business, and support others in reaching their future goals. My studies at Walden will enable me to achieve these goals since they are inclined to my overall performance at the school.

Recording the best performance in my studies will not only impact me positively, but it will also impact Walden University’s vision and mission positively. The school is determined to provide academically excellent scholars, who not only pass highly but also those who can impact society positively. In addition, this goal will enable me to maintain a good relationship with my school, thus allowing me to pursue my Master’s and doctorate degrees, after my graduation.

As a student at Walden University, I observe the dictates of the school, which aims at instilling innovation and change in the students. I have consequently observed and understood how I am supposed to operate as a student in school, and in society, thus making me be an all-rounded student. Gaining these attributes from the school has consequently impacted me positively, thus making me be an agent of change socially and professionally. In addition, I am also able to relate with people from different fields of specialization effectively, hence living peacefully as a student and as a professional. The skills I have acquired from Walden are not only academic but also social and societal skills.

Reference

Walden University: A Higher Degree. A higher Purpose. Retrieved from: https://www.waldenu.edu/about

• What does academic dishonesty mean to you? Using all four Components of Ethical Behavior (pp. 67-87 in text), describe why academic dishonesty has increased, using examples from the article to support your argument.

             Academic misconduct is an occasion whereby someone engages in cheating in any official academic exercise to achieve a higher grade. Academic misconduct can include cheating, plagiarizing, deception, or sabotaging. Cheating is an act where a person and mostly a student seek help from a partner in order to get a good mark in any formal type of academic exercise. Plagiarizing is typically an act where a student adopts the work of another person without acknowledging the owner of the work copied. A deception is an act whereby a person gives false information about a certain activity, for example, claiming to have submitted homework while in the real sense it is a lie. Sabotaging is act whereby a person hinders other people from completing their given tasks.

Academic dishonesty has increased at a high rate in the recent times due to many reasons one of them being the availability of cheap access to the internet, which is a moral sensitivity, act. The internet offers a reliable source of information whereby a person can just copy, paste and download information directly and submit as own work. In terms of moral motivation, which is an act where individuals are likely to act ethically only when evaluated with questions on how well they can relate to important values, for example, the institutions, which claim to cheat in order to achieve a higher recognition. Moral judgment is an act where an individual make a decision that what they consider is wrong or right, for example, a case where students discuss their assignments in groups against the instructions and consider it as a no offense act. Moral character as a component describes an act where during the execution of a plan persistence is required, for example, a case where a teacher or a parent does not give strict caution about academic misconduct, which leads to increased level of cheating with tolerance.

• We have studied several moral theories so far (social contract, objectivism, relativism, egoism, altruism, & untilitarianism). Which moral theory best explains the increase in academic cheating? Explain your answer using examples from the article to support.

            The best theory to apply to the cheating activities by the college students is that of the objectivist theory, which state that knowledge exists independently in humanity. The obligation of a learner is to get the knowledge and this is not the case with certain individuals. For example, the students at the top always cheat to thrive whereas those that are struggling cheat in order to survive. With the cheap source of information such as the internet, students are tempted to cheat just to raise their grades higher but with less understanding of the academic required response.

• If you were President of Texas A&M, describe how you could reduce academic dishonesty at Texas A&M? Use information from the article. What moral theory describes the Aggie Code of Honor?

There are several methods that can be used in reducing the student cheating activities at Texas A&M. One of the ways is by encouraging the parents to be stricter and not offer any help in terms of responding to any assignments given to their kids. This will help reduce the numerous cases where a student has the assignments done by the parents of which the assignments are full of plagiarized information. The teachers also should now become very serious in any case where a student has been found to have plagiarized or copied information and submitted the same as a personal response. Parenting has now changed from the norm of being obedient respectful and this is an issue that should be addressed to change this perspective.

Aggie code of honor is an effort to bring together the goals of all the Texas A&M grownups towards a higher code in terms of ethics and the dignity of a person. This code can be well explained by the social contract moral theory, which states that personal morals are independent with a view of forming a comfortable society for all in which they all live. 

Sex Education

Should the public teach sex education

Introduction

            Sex education can be termed as the process of gaining knowledge and skills regarding to human sexuality. Sex education, is significant to learners as it aids them in understanding physiological, emotional as well as social changes that they undergo as they mature (Magoon p4). Sex education assists learners establish healthy and significant relationships make informed and responsible choices concerning sexual matters. Sex education helps learners understand themselves where they acquire knowledge and skills that help them relate in respectful, positive and supportive ways with other people. All states in one way or the other are involved in sex education for learners.  According statistics, 24 States in US teach sex education, which mandate HIV and sex education and require that the information provided to the learners about sex and HIV be scientifically, medically as well as literally accurate (Hoff et al., p7). Additionally, the results showed that teenagers in America are more likely to conceive compared to teens in Canada and four times probability than teens in Germany and other states such as Norway.  The primary cause to the high rate of teen pregnancy in America is mainly attributed to poverty as well as other social issues; federally funded sex education in schools will help solve the problem as well as other sexually related issues facing the teens.

Knowledgeable Choices

            Classroom is definitely the place where most learners are offered vital and precise information and in this case about sex. Parents find it hard and are reluctant to talk to their children about sex thinking it is shameful and they get ignorant that their kids are not likely to engage in sexual activities. Unfortunately, their ignorance and thinking is far from the truth since teenagers who do not talk sexual matters with their parents will certainly learn it from other sources, which might be unreliable (Grossman et al., p739).  Mull it over, children are exposed to many things from sources such as television, internet, friends as well as magazines and sex is inevitably one of them.  Such sources are likely to offer one-sided information as well as communicate misinformation. There are many inaccurate assertions hovering out there, which can be tricky for teenagers to decode the reality from the fiction (Magoon p35). Due to this reasons, it is significant to teach sex education to teenagers through the school systems since they will offer accurate and reliable information, whereas it is also the parents’ duty to ensure parental guidance as the kids’ progress to adolescents.

Teen Pregnancy

Luckily, teenage pregnancy rates have declined gradually according to a recent research in recent years but America continues to lead in teenage pregnancy cases more than twice compared to their neighboring states such a Germany (Hoff et al., 7). Nevertheless, teen pregnancy is quite a frequent incidence. The incidence is usually resulted by poor sexual education, which promotes the carefree stance and ignorance. Teenagers are risk takers and hormonal, therefore, despite the warnings they still participate in vulnerable sex.  Besides, most teens are uninformed about the durations when they are fertile and therefore fail to pay attention to when they are likely to get pregnant. Conceiving as a teenager can be extremely difficult.  It results to school dropout cases and others have a rough time before they graduate, similarly, teen pregnancy becomes a barrier to furthering education in higher levels. Statistics shows that only 40% among teen mothers are able to graduate high school and among them, 2 % graduate at college level before they reach 30 years (Hoff et al., 7). This statistics also note the emotional and mental distress faced by teen mothers as well as the financial burden resulted to the families and the subject.  These statistics found that student teens involved in sex activities who received comprehensive sex education are 50% less likely to get unwanted pregnancy as compared to those given abstinence-only sex education (Hoff et al., 7). Therefore, comprehensive sex education is vital; it will enhance reduced teen pregnancy cases effectively.

Sexually Transmitted Diseases

Sexually transmitted diseases are contacted when one has multiple sex partners as well as their partners have multiple partners. STDs are broad and they vary in acuteness, some are easy to cure while others are severe, cause permanent damage, and can lead to death (Vivancos et al., 53).  STDs are serious and real, it is important that children are properly educated about the details of each disease, the risk of transmission as well as the preventive measures. With proper education, the chances of teenagers being careful and making right choices such as involving in safe sex are higher.

Age

Sex education is important especially for the young generation since without advice on how to approach the future life of teenage life will be difficult. In America, at least over 95 percent of the population usually engages in sexual activities before marriage (Banks and Cherry 77). The young people start having sex at a very tender age and if no education is provided, then a lot of children will engage in sex before they mature physically. It is important to teach about sex education in order to allow the children grow with good and reputable morals. Teaching the importance of abstaining can help reduce the effects of early school dropouts and other addictive activities brought about by engaging in sexual activities (Szirom p67). Sex education in schools should be mandatory since it is a technology-based world where everything that was private is now being displayed in the internet, which is cheaper to access.

Funding

Funding can also be a great contributor to sex education. The federal government has in the past funded sex education in the schools to assist in educating the youth on the need for abstinence. It is expensive to fund sex education for the youth and also for the society since there is no actual benefit gained from the teaching. Funding on this topic can be beneficial in a way that it will help avoid the challenges such as psychological damages caused by sexual education (Trudell 58). These kind of teaching helps in preparing the young people for the future and have positive oriented goals in life. Such programs can be funded through the community based sex education programs or through private funds. With this, the youth are taught how having children out of wedlock can cause problems for the child, the parents and the general society (Szirom 23). Sexually related problems can be addressed once there is a source of funding for the awareness.

Disadvantages of Sex Education

There are challenges that arise with teaching sex education in schools. Such issues may include the subject being a source of ridicule at school meaning it will not be taken as serious as it should. Sex education will increase the likelihood of its experimentation among learners. Additionally, Sex education in most cases can be termed as a bad idea according to some religious ideologies, which consider sex a private matter for the grownups only (Szirom 46). Mixing the religious ideologies with the school curricular can be a very confusing subject for the students. This can cause the subject not to be as serious as it should be especially considering the fact that the students have influence from peer pressure groups. Treating the subject as an extracurricular matter can also make the subject not a primary one in the minds of the students.

Conclusion

From the above discussion, it is clear that offering sex education is significant and the only way to cub damages resulted by sexuality, which range from teen pregnancy,  spread of STDs among other factors. While others support sex education to be taught by parents and abstinence-only education, they have been proven to fail in most cases (Magoon p40).  Teenagers are very hormonal and extremely curious. Scaring them from sexuality matters and refusing to offer them information on safe measures is a way to disaster, since teenagers are going to engage in sexual activities despite the warnings and that is just a reality of life.  Therefore, the best precaution is to provide comprehensive sex education for learners.  Comprehensive sex education will enhance precise, contemporary, age-appropriate information as well as appropriate skills, which will equip learners to protect themselves from sexual abuses and aid them in avoiding sexual experiments and activities (Magoon p76). The more educated learners are, the better they become in making smart and knowledgeable decision.

Work Cited

Banks, James A., and Cherry A. McGee Banks. Multicultural education: Issues and perspectives. John Wiley & Sons, 2009.

Hoff, T., et al. "Sex education in America: a series of national surveys of students, parents, teachers, and principals. The Henry J. Kaiser Family Foundation; 2000." (2013).

Magoon, Kekla. Sex Education in Schools. Edina, Minn: ABDO Pub. Co, 2010. Print.

Szirom, Tricia. Teaching Gender?: Sex Education and Sexual Stereotypes. Taylor & Francis, 2017.   Grossman, Jennifer M., et al. "Protective effects of middle school comprehensive sex education with family involvement." Journal of School Health 84.11 (2014): 739-747.

Trudell, Bonnie. Doing sex education: Gender politics and schooling. Taylor & Francis, 2017.

Vivancos, Roberto, et al. "School-based sex education is associated with reduced risky sexual behaviour and sexually transmitted infections in young adults." Public Health 127.1 (2013): 53-57.

Subject: Education

Issue: Common Core State Standards Initiative 

 Common Core State Standards Imitative (CCSSI) was established in 2009 by U.S State governors and commissioners. The initiative was mainly developed for the purpose of creating national standards which will help K-12 students   gain knowledge and skills which they will apply in college as well as in global arena. CCSSI focused on implementing learning goals on mathematics and English language arts (ELA) and set high-quality cadmic standards in these areas. This is initiative is very important as its main focus was to prepare students enter in college with the required knowledge and skills so that they can succeed in their field of study and create a meaningful life after education.  However, this is a controversial issue as opponents argue that the initiative does not align with curriculum changes and taxpayers will face a heavy burden during the implementation of the program. Opponents focus their argument of inaccurate representation and claim for information and clarification. All the same, it is important to look at the past and see how the academic progress has lagged behind due to the failure of creating academic standards. Thus, a consistent learning requires a value and academic standards which gives students the opportunity to work hard and gain skills and knowledge which they will apply in academic college course and in the real world.

 Randi & Grigorenko (2017) assert Organization for Economic Cooperation and Development (OECD, 2015) introduced  the  topic on  sustainable education and  said that  in international agenda  (2030 agenda),  all individuals in the entire world should  achieve  quality education  from childhood to adulthood. The international agenda put emphasis on inclusion and equity since in the global market, the most important thing needed is workforce development and so this should be the main goal of education (Randi & Grigorenko, 2017). In 21^st century, the global marketplace requires advanced skills, other than basic skills like reading and writing. Basic skills are important  as they creates  strong collaboration in marketplace  but  in 21^st century, evidence-based reasoning, creativity and skills necessary for solving problems are more important than basic skills (Randi & Grigorenko, 2017).  The author argue that global marketplace require evidence-based reasoning for the role of building ‘argument literacy’-meaning that   educators should focus on innovation and skills for problem solving. In this case, the role of Common Core State Standards is to establish an education which is tied with ‘special place of argument’ (Randi & Grigorenko, 2017). This means that educators must ensure that students can make a sound judgment with respect to specific topics and issue for the purpose of career readiness. For students  to achieve  ‘argument literacy’, it is the responsibility of educators to   teach critical thinking skills and help students develop logical reason, create counter arguments and use evidence in  analyzing perspectives(Randi & Grigorenko, 2017). The article asserts that CCSSI implements advanced skills in education which encompasses learning opportunities for all students from diverse cultures and aptitudes.  In addition, CCSSI focus on ‘college and career ready’ and this is achieved by allowing students develop evidence-based argumentation through oral and written debate (Randi & Grigorenko, 2017).

 According to Kendall (2011), educators should view the Common Core State Standards with a positive insight and understand that their role is not only to ensure that students successes in classroom but it also important to prepare them to enter in the real world and succeed in life. In the past years, the education system has not prepared students in succeeding in life and when majority leave high school, they face challenges due to lack of ‘career and college readiness’ (Kendall, 2011).  In fact, college remediation has increased in a high rate in the first years since students are not competent and so they are forced to study developmental education to achieve core academic skills. To avoid this problem in 21^st century, it is important to support the Common Core State Standards and allow the system to develop skills and knowledge which students should pursue for them to success in college and career life (Kendall, 2011). Note that the system play a significant role of identifies the basic skills and knowledge which students need and this is an effective and a strategic method of eliminating remedial course. Each student in all disciplines will get set of standards and students, parents and teachers will understand the next step in college education. In addition, this system is of importance as it generates obligation and freedom. Educators have an obligation to provide specific knowledge and kills for each student and freedom comes in as educators will have the freedom to offer the skills and knowledge needed by students in the next grade (Kendall, 2011). For example, when students move to the next class, they are prepared and educators, students and parents do not spend much time   re-teaching the past things but rather they move to the next step.

 In the past 25years, U.S education system has focused on standards-based reforms. The reforms were implemented to address the education problems which existed in the federalist structure of the education. The structure made the education system to remain undeveloped by producing incoherent practices and weak basic skills. The reforms were aimed at creating rigorous standards even though the goals of the reforms have been not implemented fully (Massell & Perrault, 2014). However, the SBR is renewed and strengthened by the Common Core State Standards.  The latter follows the principles of SBR and promise to implement a rigorous education system with cognitive skills, understanding and analysis. Forty five States including the ones which did not adopt in the past have implemented the set standards and have aligned the education system with instructional guidance and professional development (Massell & Perrault, 2014). All States have implemented technical alignment and this means that there are technical education programs which help students to create a meaningful life when they enter in the real world.  Students gain   technical preparations which help them achieve education related with modern technologies in 21^st century. Rather than providing students with manual skills, students are prepared for occupations where they apply understanding and principles (Massell & Perrault, 2014). States also implement incentives alignment which generates higher-order thinking for career preparation. Third, CCSSS is associated with instructional alignment where teachers adhere to instructional guidance in creating necessary equipment and resources. Instructional alignment also supports professional development and educators have the opportunity of gaining substantial learning (Massell & Perrault, 2014).

            According to Beach et al (2015), critics should stop saying that CCSS was established by the federal government but rather they should let truth remain that CCSS was established by Council of Chief State and National Governors Association. For example, curriculum materials were made by 80% of districts and 65% of ELA was made by teachers and 35% were made by publishing companies (Beach et al, 2015).  This description tells that CCSS gives teachers the opportunity to create engaging activities which will align with the standards and which will achieve the goal of achieving value and academic standards.  The author asserts that reading and writing in CCSS are presented in a way that teachers adopt a formalist approach which focuses mainly on argumentative learning with social meaning (Beach et al, 2015). In addition, CCSS learning involves a critical inquiry approach and this is an effective method of focusing on aspects of human and addressing issues which affects the well-being. For example, English language art  has been focusing on  reading and writing but   the implication of CCSS will ensure that students  understand literature and culture, and gain a critical pedagogy  which its key role will be  helping students think critically, focus  on diverse perspectives and derive multiple meanings (Beach et al, 2015).

Morrow  et al, (2012) creates a strong point that a prosperous teaching and learning can be achieved if educators, policy makers and other stakeholders involved in education think about CCSSI. The latter helps the stakeholders of education to create an education system which encompasses educational expectations and rigorous standards. Education is important and people should focus on teaching quality but not teacher quality. In other words, CCSSI focus on quality teaching and this will be achieved if educators use instructional strategies, assessment practices and professionalism when teaching. In order to help U.S students achieve their dreams, educators must discover the real meaning of CCSS for them to have a starting point (Morrow et al, 2012). The author challenges the educators by stating that they should prepare their hearts and minds for them to show commitment toward improvement. In addition, they must know that the first priority in 21^st century is to accept the change agent and view the change as an organic process which is tricky but meaningful to the life of students. Teachers must demonstrate growth mindsets and be in the front line in the reform movement of CCSS (Morrow et al, 2012).  They must be innovative, realistic and show high standards in instructions and assessment. Other point is CCSS has shown a visible and a concrete assurance that it will offer realistic solutions to the problems with educational system.

 Conclusion

CCSSI is associated with achievements through preparing students in real world. It focuses on knowledge   and skills which are required in the digital-global world. By ensuring ‘college and career readiness’, students enter in the real world with literacy skills and proficiency knowledge.  By engaging students with Common Core principles, they become acquainted with literature work which helps them to enlarge experience and to have diverse perspective on worldviews. CCSS builds a coherent structured education system which allows students to create foundation of knowledge in different areas. The education system is designed in a way that students   interpret issue with relevant evidence and reasonable arguments. Finally, CCSSI will ensure that students will develop reading proficiencies by allowing them to read complex texts.

Reference

 Beach Richard., Haertling T. Amanda & hein, Allen Webb. (2015). Teaching to Exceed the

English Language Arts Common Core State Standards: A Critical Inquiry Approach for

6-12 Classrooms. Routledge, 

Morrow M. Lesley., Shanahan Timothy &, Karen K. Wixson. (2012). Teaching with the

Common Core Standards for English Language Arts, PreK-2. Guilford Press

Kendall, J. S. (2011). Understanding common core state standards. Alexandria, Va: ASCD.

Randi, J., & Grigorenko, E. L. (2017). Introduction to the Special Issue on Creating Argument. Learning Disabilities -- A Contemporary Journal, 15(1), 1-14.

Massell, D., & Perrault, P. (2014). Alignment: Its Role in Standards-Based Reform and

Prospects for the Common Core. Theory Into Practice, 53(3), 196-203.

doi:10.1080/00405841.2014.916956

Problem Solving

Problem solving is an approach which is consequently used in groups in order to provide alternative ways of getting a solution. Problem solving is consequently the process of providing the solutions to a difficult or a complex issue (Dhir, 2016). Problem solving allows the members of a group to be able to solve the issue which seem hard to them, thus coming up with concrete solutions to the tasks assigned to them. In order for all the group members to be able to solve the problem, they should be able to think critically, and have a perception which will lead them into getting the solution.

I was a group leader of department B, which dealt with providing alternative strategies in Backers Company. As a group leader, I used problem solving, as a means of reaching the expectations of the group (Yates & List, 2017). I would incorporate problem solving as a means of encouraging the group members not to give up. In order to be a good problem solver, one needs to learn, to perceive and to have a good personality. The three approaches helped me in being able to avoid any obstacles, hence solving the problems.

Reference

Dhir, S. (2016). Practice-oriented Insights on Creative Problem Solving. Journal Of Management & Public Policy, 7(2^nd Edition), 5-7.

Yates, T., & List, R. (2017). Systematic Complex Problem Solving. OD Practitioner, 49 (2^nd Edition), 66-69.

Chapter 2. Learning.

Chapter 3. Perception and Attribution.

Chapter 2. Personality.