High School vs College 15 Key Differences

High School vs College 15 Key Differences SAT / ACT Prep Online Guides and Tips Are you about to start college soon? Are you wondering what changes to expect? How is college different from high school?When you compare high school vs college, you’ll find many differences, some of which are obvious, others less so. It’s important to understand how high school and college are different from each other so you know what to expect and can have a smoother transition when you begin college.In this guide, we explain the 15 most important differences between high school and college and give you tips to help make this major life change a bit less intimidating. How Is College Different From High School? There’s a reason so many movies, shows, and books focus on new college students: many people see the transition from high school to college as one of the most important turning points in their life.You’re no longer a kid living under your parents’ roof; instead you’re an adult living on your own and expected to make real, important decisions about your future. You’ll have a lot more freedom, but a lot will also be expected from you, both in class and out. Read on to learn specific high school vs college differences. High School vs College: 15 Key Differences Below are 15 high school vs college differences you’ll likely encounter once you begin college. There are pros and cons to both high school and college, but knowing what to expect will make you better prepared for this big change. #1: You’ll Have More Independence The biggest change for high school vs. college is that, in college, you’ll have much more independence than you had in high school. Many people focus on the fact that you’ll be living away from your parents, and this is a part of it, but you’ll have independence in many other areas as well. You’ll have the freedom to decide what you want to major in, which classes you want to take, when you want to schedule those classes, if you want to go out with your friends, how late you want to stay out, even what you want to eat in the dining hall. (I ate Reese’s Puffs cereal every day for four years because my parents never allowed it and I was thrilled to finally be able to have it for breakfast.) #2: You’ll Be Treated Like an Adult Along with your increased independence, you’ll also be treated like an adult in college as opposed to a child under your parents’ care. In college, you’ll no longer need to bring your parents permission slips to sign, you’ll be trusted to make your own choices for what you want to study, and you can arrange meetings yourself, without Mom and Dad helping you. For many students, it’s exciting to finally be viewed as an adult, but it also means an increase in responsibilities. If you have a problem with or question about homework, classes, a grade you got, etc.,you are the one who will need to solve it. You can’t expect your parents to call the school and fix the problem for you like they may have done in high school. #3: There Will Be a Wider Variety of Classes to Choose From In high school, you didn’t have a lot of choice in regards to which classes you took. You could probably choose a few electives, but your schedule was mostly filled with the standard math, science, English, and social studies requirements that all students had to take. In college, even if you attend a smaller school, you’ll have many more options. They’ll be a wider variety of classes to choose from, and many of them will focus on more specific topics like astronomy, ancient Roman history, French literature, the geography of the United States, and more.Many college students like this increase in class options since it makes it easier for them to choose classes on topics they’re really interested in. #4: Classes Will Have Different Formats and Sizes Each class you took in high school probably had about the same number of students and consisted mostly of lecturing, maybe along with some individual or group work. This isn’t true in college.Classes can range from two to 500 students, and their format can vary widely as well. Classes may be completely lecture-based, require hands-on lab work, or be discussion-based where you spend most of class time engaged in conversations or debates with your classmates and professor. #5: Your Schedule Will Be More Complicated In high school, school started and ended the same time every day, and your class schedule was probably the same for every day of the week.In college, things get a little trickier. Some classes meet three times a week for an hour and a half, some meet five times a week for an hour, some meet once a week for three hours, etc.This means you’ll likely be starting and ending class at different times during the week, and you may end up with a different class schedule for every day of the week. Some people like the variety this gives them, but it’s important to stay on top of your schedule so you don’t wind up forgetting to attend class. #6: You’ll Have a New Set of Classmates One of the most jarring things for many new college students is they’re no longer surrounded by classmates and friends they’ve known for years. Instead, you’ll be in a sea of strangers (at least at first), many of whom come from different areas and backgrounds than you. Additionally, you'll likely have a different set of classmates for each of your classes. That's a lot of new faces! This means you have lots of opportunity for making all kinds of friends, but expect there to be some awkwardness and loneliness at first as everyone gets to know each other and figures out their friend groups.Additionally, since in college everyone wants to be there (at least on some level), you may find your college classmates more motivated and dedicated to doing well in school compared to some of your high school peers. #7: Classes Will Require More Critical Thinking Is college hard compared to high school? Going to college isn’t just like attending four more years of high school. This is a big step up in your education, and your classes will be more challenging and expect you to keep up.You’ll be tested less on memorization and basic regurgitation of facts and more on critical thinking skills and being able to apply what you learned in class to other situations. You may learn a specific math equation and then be asked to apply that knowledge to more challenging types of equations, learn about different historical events and be asked to analyze how they affected future events, learn a scientific process and be asked to describe how it affects the environment, etc. #8: College Costs More There’s no way around it; college definitely costs more than high school. Tuition is thousands of dollars, and you’ll likely be paying for room and board as well. And those are just the main costs. College requires all sorts of smaller purchases too, like special goggles for your chemistry lab or official test taking booklets for final exams. Buying just one college textbook (often over $100) is enough to never let you take for granted all free materials you got in high school. #9: You’ll Spend Less Time in Class Most full-time college students spend about 15-20 hours in class a week, which comes out to about three or four hours a day. This is probably much less time than you spent in high school classes every day which means you’ll have a lot more unscheduled time to spend how you think is best. #10: You’ll Have More Schoolwork Don’t get too excited about spending less time in class; college definitely knows how to keep you busy. The general rule of thumb is that you’ll spend about three hours a week on schoolwork for every one hour of class you’re in. With a standard schedule of 15 credits, that means you can expect to spend 45 hours a week on schoolwork, about as much as a full-time job!This is often much more work than students had in high school, so you should be prepared for an adjustment. #: Attendance Will Be Up to You In high school, you had to go to class every day because if you didn’t, you could get in trouble for truancy or (sometimes even more frightening) your parents could find out.In college, there are no requirements for attending class, and no one is going to call your parents if you don’t show up.However, don’t make the mistake some college students do and think this means you don’t need to go to class. Many professors include attendance as part of your grade, and some will even fail you if you miss a certain number of classes without a valid excuse. Plus, it’s often very difficult to do well in a class if you never show up, and you’re paying a lot of money for these classes! Make sure you get the most out of them that you can. #12: You’ll Have More Social Opportunities Even if you were a social butterfly in high school, you’ll have tons more opportunities to be social and make friends in college. There will be sports teams to join, parties to go to, clubs you can be part of, and more.Most colleges are large enough to have something for everyone, so you’re bound to find an activity you’re interested in, whether that’s a recreational hockey team, the student government group, a club focused on promoting renewable energy, and more. There are also likely many more students at your college than there were at your high school, so your opportunities for making friends will multiply as well. However, you do need to make an effort to get the most out of these opportunities. Push yourself to try new things and strike up conversations with new people, and if you're feeling nervous, just remember that they're likely feeling the same way. Standard questions to ask new people you meet in college include: Where are you from? What dorm do you live in? What are you majoring in? Get ready to ask and be asked these questions a lot! #13: It’ll Be Harder to Stand Out Once you start college, you won’t be a big fish in a small pond anymore, and it’ll be harder to stand out from the crowd.While in high school you may have been the star student/athlete/singer, in college you’ll be surrounded by many talented classmates, many of whom were also the best at something in high school.Some students struggle with no longer automatically standing out, but there are plenty of benefits to this. First, you’ll be able to bond with other students who are also skilled at your talent. If you were, say, the star drama student at your high school, you may not hold the same position in college, but you can befriend all the other high school drama stars and create some awesome shows together. Additionally, some students like the anonymity being a new college student brings. If you’ve been labelled as a jock or theater nerd for all of high school, going to collegewhere people don’t know youallows you to shed or alter that identity if you wish and try new things (or try the same things with less pressure). #14: You’ll Get Fewer Grades in Class In high school, you probably had daily homework assignments you had to complete and got a grade for. These, along with some larger projects, quizzes, and tests made up your final class grade. If you got a low score in one, it was usually fine since there were plenty of other chances to make up for the low grade. Once you start college, you may find that many classes have far fewer assignments, meaning you’ll receive fewer grades and each of those grades are worth more.Instead of regular homework assignments and quizzes, many college classes are based only on a midterm grade and a final grade. This means you need to take those exams/papers/projects very seriously because if you mess up on one of them it’ll be very hard to raise your class grade back to where you want it to be. #15: You’ll Be Doing Lots of Reading You know those pictures of exhausted-looking students sitting next to a pile of textbooks they need to get through? That’s how many college students feel.Expect to do lots of reading in college, including textbooks, journal articles, and literature.If you’re majoring in a field like computer science or math you can expect less reading (and more homework), but you’re still guaranteed to have at least a few classes where you’re assigned to read a couple dozen textbook pages before the next class. You’ll get to know your school’s library very well. Tips for Making the Transition From High School to College Going from high school to college can be tough no matter how excited you are to start at your new school. Below are three tips to help make the transition easier. Know There Will Be Changes You’ve already taken one of the most important steps to prepare for transitioning from high school to college: you’re expecting and preparing for the differences.When you know that the high school to college transition will bring major changes, you'll be more prepared for anything that comes your way. Be Prepared for Some Bumps Many movies about college make it seem like new college students immediately find a group of close friends, know exactly what they want to study, and have an awesome social life. In reality, it rarely works like this.Many new college students have moments where they feel awkward, lonely, and homesick. This is completely normal; after all you’re making a major life change. By managing your expectations of college and not expecting to love it right away, you can better manage the transition from high school to college and not end up disappointed when it takes a little while to feel comfortable. Put Yourself Out There When you first start college, there will be a lot of changes, and it’ll be easy to hang out in your dorm room and text with your high school friends. However, you should resist this urge. College is probably the best time you’ll ever have to meet new people and try new things, so you should take full advantage. Keep your dorm room door open to meet your neighbors. Strike up a conversation with your chemistry lab partner. Join a club or sport you’ve never tried before.Not only will this make the transition from high school to college easier since you’ll be meeting more people, you may discover a new friend or hobby. What's Next? Not sure which college you want to go to? Check out our guide on choosing the right college so you can make the best decision. Stressing over college applications? We're here to help! Our step-by-step guide breaks down the complete college application process from start to finish. Worried about choosing a major on your college applications? Learn how to navigate the process and make an informed decision. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Zodiac Signs Lesson Plan for ESL Classes

Zodiac Signs Lesson Plan for ESL Classes Whether students believe in the Zodiac or not, working with Zodiac sign descriptions provides a great opportunity to widen their vocabulary about personality and characteristic adjectives. Use these Zodiac signs to get students talking about themselves and their friends. Youll all have a good laugh, and students will improve their active vocabulary beyond the standard happy, funny, sad, and lucky. Aim: Improve personality adjectives vocabulary Activity: Reflections on yourself and a friend Level: Upper Intermediate to Advanced Outline: Make sure the students have access to a good dictionary.Cut the Zodiac sheet up into strips and pass them out based on their birth dates.Ask students to find their own Zodiac sign and read through the description making sure they understand every descriptive adjective or phrase provided on the sheet.Once students understand the adjectives, they are asked (on the worksheet) to choose three traits they agree with and two they disagree with. Students should provide a reason and/or an example for each of these chosen traits.Have students share their descriptive adjectives with each other in a group discussion, citing the reasons why they agree or disagree with their chosen traits.Ask students to pair up, this time distribute strips based on the birthday of the students partner.Repeat exercise. Your Zodiac Sign Aries / March 21 - April 20 Aries is the first sign of the Zodiac and is associated with fresh vigor and new beginnings. Individuals born under this sign are said to have an enthusiastic, adventurous, aggressive, humorous, passionate, and pioneering character but one which is also prone to selfishness, boastfulness, intolerance, impulsiveness, and impatience. Positive Adventurous and energeticPioneering and courageousEnthusiastic and confidentDynamic and quick-witted Negative Selfish and quick-temperedImpulsive and impatientFoolhardy and daredevil Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Taurus / April 21 - May 20 Taurus is the second sign of the Zodiac and associated with material pleasure. Individuals born under this sign are thought to have a calm, patient, reliable, loyal, affectionate, sensuous, ambitious, and determined character, but one which is also prone to hedonism, laziness, inflexibility, jealousy, and antipathy. In terms of anatomy, Positive Patient and reliableWarmhearted and lovingPersistent and determinedPlacid and security loving Negative Jealous and possessiveResentful and inflexibleSelf-indulgent and greedy Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Gemini / May 21 - June 21 Gemini is the third sign of the Zodiac and associated with youth and versatility. Individuals born under this sign are thought to have a sociable, fun-loving, versatile, lively, communicative, liberal, intelligent, mentally active and friendly character but one which is also prone to moodiness, inconsistency, superficiality, restlessness , and laziness. Positive Adaptable and versatileCommunicative and wittyIntellectual and eloquentYouthful and lively Negative Nervous and tenseSuperficial and inconsistentCunning and inquisitive Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Cancer / June 22 - July 22 Cancer is the fourth sign of the Zodiac and associated with family and domesticity. Individuals born under this sign are thought to have a kind, emotional, romantic, imaginative, sympathetic, nurturing, and intuitive character, but one which is also prone to changeability, moodiness, hypersensitivity, depression, and clinginess. Positive Emotional and lovingIntuitive and imaginativeShrewd and cautiousProtective and sympathetic Negative Changeable and moodyOveremotional and touchyClinging and unable to let go Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Leo / July 23 - August 22 Leo is the fifth sign of the Zodiac and is associated with the keywords magnanimous, generous, hospitable, caring, warm, authoritative, active and open. Leos are typically pictured as very dignified and regal. They are hard-working, ambitious and enthusiastic, however, they are prone to laziness and can often take the easy way out. They are known to be exuberant, extroverted, generous with a natural dramatic flair and very creative. They are typically very self-assured and love taking center-stage in every arena. Positive Generous and warmheartedCreative and enthusiasticBroad-minded and expansiveFaithful and loving Negative Pompous and patronizingBossy and interferingDogmatic and intolerant Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Virgo / August 23 - September 22 Virgo is the sixth sign of the Zodiac, a set of astrological signs, and associated with purity and service. Individuals born under this sign are thought to have a diligent, analytical, self-sufficient, controlled, orderly, and modest character but one which is also prone to fussiness, perfectionism, harsh criticism, coldness, and hypochondria. Positive Modest and shyMeticulous and reliablePractical and diligentIntelligent and analytical Negative Fussy and a worrierOvercritical and harshPerfectionist and conservative Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Libra/ September 23 - October 22 Libra is the seventh sign of the Zodiac and associated with justice. Individuals born under this sign are thought to have a pleasant, articulate, charming, charismatic, fair, artistic, social, refined, diplomatic, even-tempered and self-sufficient character, but on the negative side, are also thought to be indecisive, flirtatious, extravagant, lazy, analytical, frivolous, impatient, envious, shallow, aloof, and quarrelsome. Positive Diplomatic and urbaneRomantic and charmingEasygoing and sociableIdealistic and peaceable Negative Indecisive and changeableGullible and easily influencedFlirtatious and self-indulgent Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Scorpio / October 23 - November 21 Scorpio is the eighth sign of the Zodiac and associated with intensity, passion, and power. Individuals born under this sign are thought to have a complex, analytical, patient, keenly perceptive, inquisitive, focused, determined, hypnotic, and self-contained character, but one which is also prone to extremity, jealousy, envy, secretiveness, possessiveness, cruelty and cunning. In terms of anatomy, Positive Determined and forcefulEmotional and intuitivePowerful and passionateExciting and magnetic Negative Jealous and resentfulCompulsive and obsessiveSecretive and obstinate Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Sagittarius / November 22 - December 21 Sagittarius is the ninth sign of the Zodiac and associated with travel and expansion. Individuals born under this sign are thought to have a straightforward, dynamic, highly intelligent, extremely clever, ethical, humorous, generous, open-hearted, compassionate, and energetic character, but one which is also prone to restlessness, impulsiveness, impatience, recklessness, and childishness. Positive Optimistic and freedom-lovingJovial and good-humoredHonest and straightforwardIntellectual and philosophical Negative Blindly optimistic and carelessIrresponsible and superficialTactless and restless Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Capricorn / December 22 - January 19 Capricorn is the tenth sign of the Zodiac and associated with hard work and business affairs. Individuals born under this sign are thought to have an ambitious, modest, patient, responsible, stable, trustworthy, powerful, intellectual, perspicacious and persistent character but one which is also prone to coldness, conservatism, rigidity, materialism, and dullness. Positive Practical and prudentAmbitious and disciplinedPatient and carefulHumorous and reserved Negative Pessimistic and fatalisticMiserly and grudging Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Aquarius / January 20 - February 18 Aquarius is the eleventh sign of the Zodiac and associated with future ideas and the unusual. Individuals born under this sign are thought to have a modest, creative, challenging, inquisitive, entertaining, progressive, stimulating, nocturnal, and independent character, but one which is also prone to rebelliousness, coldness, erraticism, indecisive, and impracticality. Positive Friendly and humanitarianHonest and loyalOriginal and inventiveIndependent and intellectual Negative Intractable and contraryPerverse and unpredictableUnemotional and detached Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Pisces / February 19 - March 20 Pisces is the twelfth and last sign of the Zodiac and associated with human emotions. Individuals born under this sign are thought to be tolerant, modest, dreamy, romantic, humorous, generous, emotional, receptive, affectionate, and have an honest character, but are also prone to exaggeration, fickleness, passiveness, hypersensitivity, and paranoia. Positive Imaginative and sensitiveCompassionate and kindSelfless and unworldlyIntuitive and sympathetic Negative Escapist and idealisticSecretive and vagueWeak-willed and easily led Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: This exercise is based on the Zodiac resource page at Wikipedia.

Historicist the shawl Essay Example | Topics and Well Written Essays - 750 words

Historicist the shawl - Essay Example The Nuremburg Laws prohibited Jews for marrying non-Jews, made it illegal for a Jew to own a radio, bicycle, or business, and requiring them to wear a yellow Star of David on all their clothing and outerwear. One survivor described it as â€Å"yellow as the Star sewn onto Rosa’s overcoat† (Ozick, 3). This forced every Jew to adopt a Jewish element their personality creating a collective identity for all European Jews, before being isolated in a ghetto or camp. The Shawl, many Jews felt trapped because of neighbor actions. Rosa did not want to chance giving her child to a stranger, despite the child’s Aryan appearance (Orick, 3). Jews became pariahs under Nazi rule. Harsh penalties were handed down to people gave comfort to Jews, even death. No citizen, save a few brave souls, tried to help the Jews under Nazi rule. The collective identity created propaganda making the non-Jewish turn on Jewish neighbors they had previously lived with in peace. After creating a collective identity it was easier to move the Jews into ghettos and camps. With the exception of a small percent, all Jews were moved into ghettos, and then moved to camps. A few Jews escaped through the help of Aryans, but many more were killed before reaching the ghetto. The deportation to ghettos was a transit point with the end of the line being a camp. By creating the illusion that Jews were sub-human, Nazis could isolate masses in ghettos and camps. Due to the Jewish collective identity, it was easier for Nazis to persecute all Jews in the Third Reich. One survivor explains â€Å"‘not all victims were Jews, but all Jews were victims’† (UN). Using propaganda against the Jews, Germans and non-Jews felt that it was not wrong to exterminate Jews. Those who did feel any guilt about the way Jews were treated buried that emotion under fear of what the

Day for Night (1973) Movie Review Example | Topics and Well Written Essays - 750 words

Day for Night (1973) - Movie Review Example This movie review aims to summarize, evaluate and analyze the 1973 hit movie Day for Night, which aspires to bring to the audience the aesthetics of cinematography. Though on a first glance it is merely a movie about a movie, the film does more than just tell a story, it portrays the art of story making in a most successful way. Truffaut brilliantly combines real life characters along with fictional characters of Meet Pamela to produce a greatly effective film, which lets the audience relate with the film unit as well as be inspired by their constant endeavor to follow the passion they share for movies. This movie, which falls into the genre of drama, comedy and romance, released in 1973, is the epitome of cinema that deftly portrays the art of filmmaking. Thus, on a superficial note, one can observe that it is simply a movie about a movie. However, on a deeper analysis, the movie effectively illustrates various issues arising in both personal and professional realms regarding the ca st as well as the crew, which a director has to face and conquer in the process of making films. The researcher states that director Franà §ois Truffaut was one of the founding fathers of the French New Wave and an eminent icon in French cinematography. The screenplay writers for this movie, originally titled ‘La nuit amà ©ricaine,’ are Franà §ois Truffaut, Jean-Louis Richard and Suzanne Schiffman, and the film stars world renowned actors such as Jacqueline Bisset, Valentina Cortese, Jean-Pierre Aumont, Jean-Pierre Là ©aud etc. ... The off-screen characters are unbelievably real as they are imperfect with their day to day problems, and this entails the audience connecting with the characters and the predicaments that they face. The whole movie portrays the juxtaposition between the real life members of the film unit as well as the characters they portray in Meet Pamela. Truffaut’s amazing ability lies in the way he develops both the on screen and off screen characters, thus bringing overall finesse to the film and keeping the audience enchanted in the movie making process throughout the film. Truffaut also fulfills his role as a director to cast appropriate actors, which is construed by the incredibly effective performance of each individual member of the film unit with the emotions they radiate through their facial expressions and body language demanded by the particular situations of the movie. The theme of the film is basically the love and passion people posses about movie as well as movie making, wh ich is only emphasized through Joelle’s dialog when she says â€Å"I would drop a guy for a film, but I would never drop a film for a guy† (Day for Night, 1973). Truffaut wants to communicate a message to his audience that no matter what problems they face when they traverse down the path of their passions, they need to stay committed to themselves and the passion that they love and overcome whatever ordeals that come their way. If there is one moral that Truffaut wants to imbibe in the hearts of his audience, it is following their dreams and passion along with always sticking together and being there for one’s family. Though none of the members of the film unit share any blood relation, they are still a big family who sacrifice for the other and are there for them through the ups

Preventing accidents to children Essay Example for Free

Preventing accidents to children Essay One of the hazards in the nursery is wires. To minimize the risk of children tripping over wires, wires should be tidied away out of the areas where the children are to prevent them from tripping up over them. Also, cable management systems such as cord covers could be used to cover the wires which make it less likely that the children could trip over them. The Healthy Working Lives website advises to ‘try to place equipment to avoid cables crossing pedestrian routes and use cable guards to cover cables where required’ (Healthy Working Lives, 2013). Slips/ Trips and fall is another hazard in a nursery and to minimise it so that service users are not at risk you can make sure that such hazards are put onto a side where it is not in the way of children. For e.g. if toys are in the walkway then tidy them away to a side. The Safety and Health website says that to prevent slips trips and falls you should ‘clean up spills immediately. If a spill can’t be cleaned up right away, place â€Å"wet floor† warning signs for workers. Keeps walkways and hallways free of debris, clutter and obstacles. Keep filing cabinets and desk drawers shut when not in use. Cover cables or cords in walkways. Replace burnt-out light bulbs promptly. Consider installing abrasive floor mats or replacing worn flooring. Encourage workers to wear comfortable, properly fitted shoes’. (Safety and Health, 2016) Another hazard in a nursery Weather/ Room temperature. To minimise the risk of children professionals and other in the setting suffering from hyper/hypothermia the nursery should ensure that the setting is suitable for service users to be in. This can be done by nursery staff making sure that the setting has an appropriate temperature for e.g. if its cold outside then they should ensure that the nursery is nice and warm for the service users’ and others who work or maybe visiting the nursery. If the temperature outside is too hot then The Nursery World advises to ‘avoid physical activities on very hot days to minimise the risks of heat stress, heat exhaustion and heatstroke.’ (Nursery World, 2015) Hazardous substances – cleaning products, beach etc. is one of the major hazards in a nursery as the harms and severity are very critical. In order to minimise the risk of this hazard substances and cleaning products should be placed out of children’s reach or placed in a locked cleaning cupboard. The Health and Safety Executive website advises to ‘Use good work techniques that avoid or minimise contact with harmful substances and minimise leaks and spills. Store cleaning products safely.’ (The Health and Safety Executive, No Date) In a nursery Doors/ stairs is also another hazard. In order to ensure that no service users are harmed by this hazard and the risk of potentially being harmed to be reduced the nursery should place some control measure to prevent them and they could be things such as door-slam stoppers or jammer. The Safe Kid website advises to fit hinges with protection strips ‘these devices cover the hinge where the door is joined to the wall. They are a long strip of plastic, easily fitted, that bend with the door when it opens, preventing children from slotting their fingers in.’ (Safe Kids, 2015) Open windows can be hazardous for service users as well as other people in the setting. The risk can also be very severe for this the nursery should try to minimise the risk of children being harmed. This can be done by placing some barriers such as gates around the window so children can jump out, this can also help safeguarding as no intruders will be able to enter. The Baby Centre website advises to ‘fit locks to prevent your child from opening them from the bottom. Fix low windows so that they don\t open more than 12.5cm.’ (Baby Centre, 2017) Faulty electrical equipment’s are another hazard in a nursery. This hazards has an overall rating of 12 but it can severely affect service users, professionals and others in the setting. In order to minimise this risk all electrical equipment’s should be regularly tested, any electric’s that are broken or can be hazardous to people should be disposed of or put out of use. This is supported by The Nursery World website that says ‘All electrical and gas equipment to be maintained and subject to annual inspections. The service histories of appliances should be recorded in a log book.’ (Nursery World, 2017) Medication or drugs lying around in the nursery is another hazard. To minimise professionals should keep an eye on service users to ensure that they don’t do anything that could place them in harm. This can be done by professionals making sure that the setting is safe for the children. Any medication that are in the premises should be authorised by the nursery nurse or it should be a prescribed by doctors. These medication should be kept by professionals and given to service users as prescribed. The Kids Health website advises to ‘Store all medicines, prescription and non-prescription, out of sight and out of reach of children, preferably in a locked cabinet. Even items that seem harmless, such as mouthwash, can be extremely dangerous if ingested in large quantities by children. Just because cabinets are up high doesn\t mean kids can\t get their hands on what\s in them, they\ll climb up (using the toilet and countertops) to get to items in the medicine cabinet.’ ( The kids Health, 2017) Climbing frames/ broken toys can also be hazard in a nursery as service users can be harmed during playtime or when doing activities. To minimise this risk the nursery should make sure that all their equipment’s have a risk assessment done, make sure that the toys in the nursery aren’t harmful to the children, broken toys can be a hazard as service users may fall of them and gets hurt or it may drop on them depending on what toy it is. When children are playing on the climbing frames a professional should keep an eye on them or help them on this activity as they may fall from it and get injured. Toys with sharp edges should be avoided and the nursery should have age-appropriate toys. The safe Kids website says that ‘Useful points to consider include what to look for when buying toys, understanding safety marks and labelling, ensure that the right safety checks have been carried out, and considerations when giving and receiving used toys.’ (Safe Kids, 2011) Another potential hazard in a nursery is the event of a fire. If the nursery have control measures in place then the likelihood of a fire can be reduced. Control measure could be equipment’s that may cause a fire being checked and tested regularly, cookers and gas check should also be up to date and recorded on a logbook. The Kids Health website supports this by saying that making sure all electrical appliances are tested, making sure that wires are in good condition and sockets are safe to use. Fire alarms, fire doors etc. should be installed in the case of a fire and the Safety website says that the three P’s are recommended, they are: †¢ ‘PREPARE – Reduce the risk of fires by eliminating hazards. †¢ PRACTICE – Practice a fire evacuation plan and general fire safety practices. †¢ PREVENT – The Unthinkable’

Geoffrey Chaucer :: Biographies Biography Essays

Geoffrey Chaucer ...I think some of Chaucer belongs to his time and that much of that time is dead, extinct, and never to be made alive again. What was alive in it, lives through him..._ --John Masefield Geoffrey Chaucer's world was the Europe of the fourteenth century. It was neither rich or poor, happy nor sad. Rather, it was the intermingling of these, a mixture of splendor and poverty, displaying both worldly desire and spiritual purity. Chaucer's travels through it, mostly on  ¦the King ¦s business,_ or civil service, shaped his writing, offering the readers of today a brief glimpse into the world in which he lived. Chaucer lived from approximately AD 1340 to 1400. The world in which he lived was not one of peace or stability. Born the son of a London vintner, he remained a Londoner for most of the rest of his life, leaving the city only on  ¦the King ¦s business_. The city of London was thus Chaucer ¦s environment for most of his life. Aside from brief visits into other countries or areas of England, he remained in the city, and it ¦s affects on his writing was immense. London of that time was not the London of today. It was a walled city, guarded against invasion, but long enough time had passed since such a threat had approached that the defenses had loosened. Houses perched upon the walls, and Chaucer in fact, lived for a time in a house built over Aldgate, (one of the gates of the city). London was a city less than three-quarters of a square mile in size: It ran east and west along the Thames less than one and a half miles, and extended northwards less than half a mile. Over 20,000 people were packed into this small area; the diversity of the inhabitants was overwhelming. Londoners ranged from wealthy to impoverished, from small to large, from shoemaker to blacksmith to minstrel to priest. The city was thus fairly close. Stone building mingled with tile, wood, and thatch. While the major streets were fairly wide, small shops and stands often spread out into the road, effectively narrowing it by up to half it ¦s width. London Bridge (the only bridge in the city) was home to a multitude of homes and shops, perched on top of the span to conserve space. Waste was disposed of simply. It was emptied out the windows into the alley or street and slaughtering was done in he streets as well, with scraps being tossed underfoot.

Successful Completion Of Compulsory Education Education Essay

IntroductionSuccessful completion of mandatory instruction provides the school departers with chances either to foster their instruction or to come in into full clip employment. The degrees at which these pupils pass reflect a great trade non merely on their single public presentation but besides that of the schools that work competitively difficult for good public presentation on the national conference tabular arraies. Whereas successful post-16 patterned advance is of import for the pupils, the pick of which path they should take is every bit of import. Through debut of co-curricular and work related larning programmes to schools, the authorities has ever made proviso for the school departers to be good prepared for either the universe of work or patterned advance to further or higher instruction after their compulsory instruction, irrespective of their capablenesss or societal backgrounds ( Thomas 2001:2 ) . Cropley ( 1978 ) suggested that society in general demands that the scho ol system should ease the scholar with full and satisfactory personal growing and increased ego realization, in that success of immature people in instruction attainments besides has a great bearing towards the society ‘s future economic prosperity ( Thomas 2001:21 ) . This survey will research the chances available for the post-16 patterned advance and look into the inhibiting barriers that cause some immature people to be neither in employment nor in instruction and preparation ( NEET ) in malice of the authorities ‘s reforms to the system, as stated in the undermentioned infusion from appendix 1: â€Å" Reducing the proportion of 16- to 18-year-olds non in instruction, employment or preparation ( NEET ) is a precedence for the Government. Bing NEET between the ages of 16-18 is a major forecaster of ulterior unemployment, low income, teenage maternity, depression and hapless physical wellness. No individual bureau holds all the keys to cut downing NEET ; LAs, schools, the Learning and Skills Council, young person support services and employers all have cardinal functions to play. † DcsfStatement of PurposeThe intent of this survey is to turn to the research inquiry â€Å" What are the chances and the challenges faced in the procedure of patterned advance to the Post Compulsory Education? † A literature hunt will be done to research the programmes on offer, the chances they provide and the challenges faced by the pupils in the procedure of patterned advance to farther instruction establishments. This will take to a find of the degree of success in footings of enga gement and aid to place any barriers that cause some immature people to be excluded from these programmes stoping up non in employment or instruction and preparation ( NEET ) . The survey will besides reexamine some of the paperss produced by authorities backed scholarly commissions assigned with the duty of reforming instruction programmes, to set up grounds why it was found necessary to widen chances for farther instruction and what impact it has had on the pupil population in England. Such paperss will include among others studies by the Nuffield Review committee ( 2005-2006 ) , the Dearing study and the Tomlinson Report ( 2004 ) .Research inquiriesThis survey is based on one cardinal inquiry: â€Å" What are the chances and challenges in the procedure of patterned advance to the Post Compulsory Education in England? † This inquiry will be addressed by interrupting it down into two research inquiries:What are the post-compulsory instruction programmes on offer in England?W hat are the inhibiting factors faced by pupils in the procedure of post-16 patterned advance?Significance of the surveyThis research is intended to increase the consciousness and apprehension of the significance of the station compulsory educational programmes to the post-16 pupils and their parents. A survey of the procedure of patterned advance to the post-compulsory educational programmes is intended to place issues that pose as challenges or suppressing factors to the immature people and suggest possible ways to enable more engagement, taking to decreased Numberss of those non in employment of instruction and preparation ( NEET ) . It is besides hoped that such cognition will profit all stakeholders within the system towards improved collaborative engagement and bringing of services. This survey will prosecute pupils in a study where questionnaires will be used to pull out textual informations from the take parting respondents, which will be chiefly the pupils. The chief Centre of survey will be the take parting colleges subject to blessing by the appropriate ethical commission, and permission from the college disposal. Through a particular agreement with the disposal a subdivision of parents to the take parting pupils will be accessed to seek their sentiment on the post-compulsory instruction programmes available for their kids.Focus of the surveyThe research inquiry â€Å" What are the chances and challenges in the procedure of patterned advance to the Post Compulsory Education in England? † is a far making study inquiry and undoubtedly surpasses the range of this survey. For practicality of the survey nevertheless a particular focal point will be made on two farther colleges within Berkshire, a county with legion farther instruction colleges with more holding been built in the recent yesteryear. The probe will take on a general attack to the research inquiry in the position of placing what motivates the pupils and what they find to be barriers in the post-16 patterned advance. It is with the apprehension that schools play a prima function in finding the hereafter of students through academic attainments every bit good as through the school ethos as the chief beginning of inspiration for the scholar ( Thomas 2001 ) .In an effort to turn to the research inquiry, the survey will concentrate on the undermentioned elements:To set up the principle for the post-16 programmes available to pupils in England. Explore the standards for registration in the post-16 programmes, and its inducements Factors that both influence and suppress the post-16 patterned advance procedure, impacting determinations for or against engagement.Aim of the surveyThe chief aim of this survey will be to research options and place challenges that are faced in the procedure of patterned advance to further and higher instruction in England, and how these have engaged scholars. Recommendations from this survey will be made to take parting schools for effectual execution of such positions as will be collected from pupils and some of their parents. It is hoped that the survey will excite and lend to the preparation of in-depth research into similar programmes in some of the states in the underdeveloped universe, where instruction for all is on top of the political docket as one of the millenary development ends ( MDG 2015 ) .A reappraisal of the literature turn toing the survey inquiriesWhat are the post-compulsory instruction programmes on offer in England?Career counsel and reding sing their post-16 patterned advance paths is made available to the pupils in their concluding twelvemonth of compulsory instruction through Connexions direct, a agency dedicated to the service and advice of immature people ( hypertext transfer protocol: //www.connexions-direct.com/index.cfm? pid=351 ) . A timetable for the whole twelvemonth is made available to the pupils to help them in be aftering the events that will finally take to their determinations on which path they will take ( see appendix2 ) . After finishing their compulsory instruction, immature people can take to go on in full clip school or articulation college, do an apprenticeship or acquire straight into employment, sooner with preparation ( Dcsf ) . For those aged between 16 and 17 there is what is known as ‘September Guarantee ‘ which is an agreement that guarantees the pick of those interested to stay in school or go on into college: â€Å" the ‘September Guarantee ‘ agencies that they will decidedly be able to go on learningaˆÂ ¦Everyone between 16 and 17 due to go forth instruction is guaranteed an offer of a topographic point on an appropriate courseA – and information, advice and counsel to assist weigh up their options. † ( hypertext transfer protocol: //www.direct.gov.uk/en/EducationAndLearning/14To19/OptionsAt16/DG_10013574 ) Options runing from ‘A ‘ degrees to work related makings are available for the post-16 patterned advance. Presently selected schools and colleges do offer the 14-19 twelvemonth old sheepskin ( ibid. ) which is one of the latest add-ons to the instruction reforms. Whichever path immature people choose to take the advice given to them is â€Å" it pays to maintain acquisition as more and more, employers are looking for people with higher degree accomplishments and makings † ( Dcsf ) . The authorities acknowledges that makings are non a warrant for occupations although it encourages immature people to take part in the available chances as they will stand a better opportunity for both their societal and economic prosperity in a competitory economic universe.What are the inhibiting factors faced by pupils in the procedure of post-16 patterned advance?Having seen the broad scope of chances available to immature people after their mandatory instruction with all the option s and free counsel available through Connexions Direct, this inquiry will now turn to ways in which the construction of the post-16 instruction system inhibits and bounds engagement in farther survey by some pupils. Whereas schools are meant to assist find the future engagement of pupils in post-16 instruction, Thomas ( 2001 ) classifies possible barriers to the system to include those ironically created by the compulsory instruction system. One of these classs is making and accomplishment and the 2nd 1 is attitudes towards larning, page 73. Whereas pupils ‘ failure to accomplish a lower limit class has frequently been a cause for many lost chances to come on to post -16 instruction, it must be born in head that even where success is registered, it is most of import to cognize what impact the school has had on their perceptual experience as scholars. Whether acquisition was gratifying or excessively hard will be seen in the manner they respond to the post-16 chances. The attitude formed about school and acquisition contributes a great trade to the students ‘ self-efficacy ( Bandura1997 ) and formation of their self image. It is hence in the involvement of the stakeholders within the instruction system, chiefly the instructors, pupils and their parents that the school environment provides the scholar with experiences that contribute to the image they have of themselves ( ibid ) . Pring et Al ( 2009 ) suggest that as surveies in educational attainment and societal mobility indicate, the function which schools play in altering lives can be limited in a sense that ‘family background continues to be a major determiner ‘ ( Coffey, 2001:68, 69 ) , and that public presentation in schools is mostly influenced by the societal category background. Sing societal category, Pring et Al ( 2009 ) had this to state: ‘aˆÂ ¦the more disadvantaged the societal category background, the lower the degree of educational attainment that is likely to be achievedaˆÂ ¦ Furthermore, immature people from less advantaged category backgrounds are less likely to take up chances available to them to come on through the educational system even where they are sufficiently qualified to do the progression' Pring et Al ( 2009:32 ) It is beyond the range of this survey to discourse the relationship between societal exclusion and response to post-16 educational programmes it can be stated harmonizing to earlier surveies that ‘social category influences school accomplishment and this in portion impedes or enhances patterned advance into post-compulsory instruction ‘ ( Thomas,2001:74 )MethodologyCohen et Al, ( 2007 ) refer to methods as ‘instruments of roll uping and construing informations ( page 83 ) ; whilst methodological analysis is the agencies which gives a descriptive attack and sort of paradigm to the survey ( page 47 ) . Educational research methods include interviews, questionnaires, and observations, among others. The determination as to which instrument is most suited for informations aggregation in this survey will depend chiefly on the ‘methodology ‘ or the nature of this research. The nature of this survey is both fact-finding and descriptive, that is it sets out to lo ok into and depict chances and barriers presented by the procedure of patterned advance to the post-compulsory instruction system. As asserted by Best, ( 1970 ) , this research is concerned with conditions or relationships regulating 16 twelvemonth olds as they enter post-compulsory instruction stage. With this background hence this research worker will utilize the questionnaires to roll up and construe the positions of both pupils and their parents ongoing post-16 educational programmes available to them in the participating colleges. The survey will look at pupils as persons but the information collected will be interpreted in footings of the representative community.The study research methodThis method is most appropriate for this survey as it intends to find present educational conditions in a non-experimental manner, Hartas ( 2010 ) . The information will be collected in a non randomised manner by usage of questionnaires to be completed at will by take parting pupils. The metho d will give textual informations sing chances, challenges and/or barriers that are present in the passage from the compulsory to post-compulsory instruction. The principle for usage of this method is dependent on the premise that the respondent ‘s positions and sentiments agree with their actions and it is hope that they will reply these inquiries truthfully. It is besides possible that non all respondents may be able to give their honest positions due to personal failings such as the usage of linguistic communication, or due to a deficiency of self-efficacy. Another premise asserted by Hartas ( 2010 ) is that the sample constitutes a homogeneous group of respondents with comparable instances where they all interpret the inquiries in similar ways without which the responses may non be dependable. Cohen, et Al ( 2007 ) assert that studies can take on the nature of either longitudinal, transverse sectional or tendency surveies. Longitudinal surveies are used to roll up informations over an drawn-out period of clip and are applicable to such surveies as relate do developing phenomena. Harmonizing to Ruspini, ( 2002:24 ) , they enable research workers to analyze the continuance of societal phenomena foregrounding similarities, differences and alterations over clip in regard of one or more variables or participants, place long term effects and explain alterations in footings of stable features such as sex or a variable characteristic such as income, ( Cohen, et al 2007:212 ) . Because this survey will be confined within a fixed and limited timeframe it renders this type of study out of the inquiry. On the other manus a ‘Cross Sectional ‘ survey is one that produces a descriptive image of a population at a peculiar point in clip, as in the instance of carry oning a nose count. In instruction, cross sectional surveies involve indirect steps of the nature and rate of alterations in the physical and rational development of samples of kids drawn from representative age degrees. Harmonizing to Cohen, et Al, ( 2007:213 ) , the individual ‘snapshot ‘ or the representative image of the cross sectional survey provides the research worker with informations for either retrospective or prospective question. The 3rd type of study, the ‘Trend survey ‘ , focuses on factors instead than people, where these factors are studied within a specific timeframe ( Borg & A ; Gall 1989:422 ) . This survey peculiar will take on a ‘Trend Study ‘ nature of an enquiry where two sets of 10 pupils each will be interviewed from two different farther instruction colleges to function as a representative sample for intents of this survey. Following is a description of the educational methods which will be used efficaciously in the aggregation of informations for intents of this research.QuestionnairesUsing the written questionnaire, the pupils will be approached in a more or less personal manner as it works as a replacement for the personal interviews ( Cohen and Manion, 1998 ) . In add-on to turn toing the survey inquiries, these questionnaires will besides be used to roll up informations on issues that are of concern to pupils in the current system of instruction, and solicit for any suggestions they might wish to be included in the recommendations ensuing from the survey. Sing its efficiency for this nature of informations aggregation, Borg & A ; Gall, ( 1989: 426 ) asserts that this method is really instrumental when the research worker needs to rapidly and easy acquire tonss of information from people in a non baleful manner, hence the determination for it to be used in this survey.Policy Documentary ReviewPolicy Documentary Review as a research method is done by analyzing and reexamining policies and their application. Using this method the research worker will analyze some of the paperss produced by assorted committees assigned with the duty to reform instruction of 14-19 twelvemonth olds. Documents to be reviewed in this survey will include the Tomlinson study and the Nuffield committee study, which were made as recommendations to the authorities ‘s section of instruction ( DCSF ) in the old government.How the textual information will be analysedHow the information is traveling to be analysedRationale for the Selection of Participating CollegesPopulation harmonizing to Hartas, ( 2010:67 ) is a group of persons or administrations that portion the same feature that is of involvement to a survey, in this instance the pupils in the procedure of post-16 patterned advance throughout England. Such a figure will evidently be inexplicable in a survey of this size nevertheless, a ‘repr esentative sample ‘ in this instance as defined by Hartas ( 2010 ) will be the pupils selected from the two colleges of farther instruction within Berkshire. The procedure of choosing this sample is really of import as it is pertinent to the cogency of this research, and it will be explored further in the chapter on methodological analysis. Nevertheless the cardinal factors that need to be mentioned here include what judgement will be based on viz. , the sample size, representativeness of the parametric quantities of the sample, handiness to the sample and the trying scheme to be used ( Cohen, et Al. 2007:100 ) .Bibliography:Bell, J ( 2006 ) Making Your Research Undertaking: A Guide for first clip research workers in instruction, wellness and societal scientific discipline 4th erectile dysfunction. ; .Maidenhead: Open University Press Borg, W.R. & A ; Gall. M D. ( 1989 ) Educational Research: An Introduction 5th. Ed. London: Longman Blaikie, N. ( 2000 ) . Planing Social Research: The logic of expectancy. Cambridge: A Polity Press Bryman, A. ( 2008 ) Social Research Methods, 3rd. erectile dysfunction. Oxford: Oxford University Press Coffey, A ( 2001 ) Education and Social Change ; Buckingham: The Open University Press Corbetta, P. ( 2003 ) SOCILA RESEARCH: theory, Methods and Techniques. London: Sage Publications Cohen, L. & A ; Manion, L. ( 2007 ) Research Methods in Education 6th erectile dysfunction. London: Routledge. Creswell, J.W. ( 2008 ) Educational Research: Planning Conducting, and Evaluating Quantitative and Qualitative Research.3rd.ed. Pearson Education International Creswell, J.W. ( 2009 ) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Los Angeles: Sage Publications. Cropley, A. J. ( 1978 ) Lifelong Education: a psychological analysis ; Oxford: Pergamon Press. Dcsf ( 2009 ) hypertext transfer protocol: //www.direct.gov.uk/en/EducationAndLearning/14To19/OptionsAt16/DG_10013574 Department for Education and Skills ( DfES ) ( 2002 ) Transforming youth work: Resourcing excellent young person services. London: DfES / Connexions. 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( 1985 ) Unemployment, Schooling, and Training in Developing Countries ; London: CROOM HELM Lichtman, M. ( 2006 ) Qualitative Research: A User ‘s Guide. London: Sage Publications. Liz, T ( 2001 ) Widening engagement in Post-Compulsory Education ; London: Continuum. Pring, R et Al ( 2009 ) Education for all: The Future of Education and Training for 14-19 twelvemonth olds ; London: Routledge. Pring, R ( 2009 ) ‘The demand to develop a deeper national argument ‘ Nuffield Review 14-19 Education and Training workshop, England and Wales, accessed from hypertext transfer protocol: //www.philosophy-of-education.org/pdfs/Saturday/Pring % 20workshop.pdf The Tomlinson Report: 14-19 ‘Curriculum and Qualifications Reform, ‘ accessed from hypertext transfer protocol: //www.heacademy.ac.uk/assets/ps/documents/briefing_papers/ps0007_the_tomlinson_report_14_19_curriculum_and_qualifications_reform_feb_2005.pdf Thomas, L. ( 2001 ) Widening Engagement in Post Compulsory Education ; London: Continuum Tight, M. ( 1996 ) KEY CONCEPTS IN ADULT EDUCATION AND TRAINING London: Routledge. Tomlinson, M ( 2004 ) ‘ 14-19 ‘Curriculum and Qualifications Reform: a concluding Report of the Working Group on 14-19 Reform, October 2004 ‘ , www.14-19 reform.gov.uk, accessed from hypertext transfer protocol: //www.dcsf.gov.uk/14-19/documents/Final % 20Report.pdf Walford, G. ( 1987 ) DOING SOCIOLOGY OF EDUCATION ; London: The Falmer Press Watson, K. ( 1983 ) Youth Education and Employment: International Perspectives. London: CROOM HELM