Soft Subjects Disadvantage University Applications

“Soft Subjects” Disadvantage University Applications The OE Blog For years there has been much debate over the best subjects to take to get into university. “What A-levels do I need to study law?” or “do I have to take three science A-levels to study medicine?” are some of the most common questions asked by sixth form students, and until recently there has been no clear answer. Some argued that business studies and IT courses were strong qualifications for a business or economics-based degree, but warned against art and design, media studies and other more creative A-levels. Others would have you believe that taking any ‘vocational’ course at A-level, whether it was photography, business, or even law, would be hugely detrimental to a university application, even if the course was in the same subject for which a candidate was applying. Students trying to make the right A-level choices to give them the best chance at gaining a university place under extremely competitive conditions have been faced with a bewildering array of ‘new-fangled’ A-level courses and a cacophony of mixed-messages about which to take. Now the Russell Group consisting of the UK’s 20 leading universities including Oxford and Cambridge has published a comprehensive leaflet entitled “Informed Choices”, containing guidance on issues just such as these. For the first time, prospective students have real, concrete guidance from the universities themselves to help them make astute A-level choices to aid their application for the university degree they hope to study. The guide contains few surprises, but reinforces the rumours and newspaper articles that have circulated for years suggesting that the top UK universities frown upon so called “soft subjects”. A box containing subjects such as English, maths, separate sciences and languages is labelled “facilitating subjects”, with students being advised they should take at least two of these to maximise their chances of getting into a top university. The pamphlet also quite openly uses the phrase “soft” subjects to describe A-levels such as media studies, business studies, art and design and photography, warning that “some caution may be needed” when applying to university courses with these A-levels. Experts and politicians alike have welcomed the guide as a great help for students, with Peter Lampl, chairman of the Sutton Trust education charity, heralding it as an equaliser for bright non-privileged students in particular, who all too often do not receive the support and guidance they need at this key juncture in their lives. The importance of such a positive step cannot be underestimated as a means of communicating key information about applications to those who may not be in a position to receive such advice from friends, family, or even teachers, and it will be an excellent result if the private school bias we see in university place allocation is redressed as a result. But one also wonders what impact this will have on those “soft” vocational courses students are so strongly warned against. If such subjects are so poorly regarded by universities and so unhelpful in preparing students for university courses then why do they exist at all, and how will they survive if they are constantly condemned and criticised by academics and institutions at the highest levels? And is it fair for all A-level courses to be judged purely on the basis of their value for university admission? Surely there is something to be said for the passion and enjoyment a student can take from a particular course, regardless of the number of points it will help them score when filling in their UCAS form? There is a danger in leaning even further towards academic obsession in an education system already geared so strongly towards jumping through hoops, hitting targets and climbing grade boundaries. Not all children are utterly academically focused, or desperately academically bright, and cutting out A-level courses such as art and design merely on the basis of their academic merit utterly ignores the vast creative and social function they may fulfil for such pupils. Not to mention the danger of assuming that all students should be able to state at the age of just 15 what degree course they plan to take, and ought to be steered into choosing their A-level subjects on that basis alone. The two years of sixth form are often hugely important in the academic, social and emotional development of young people, and it is important that they are given the creative freedom to pursue the subjects they are passionate about as they begin to discover a feel for what they might like to do in the fut ure. One supposes that some of the ‘soft’ courses described in the Russell Group leaflet are better suited for students aiming to go straight into employment after A-level; who are looking for practical, vocational training without the need for a degree. Yet the implicit sense of sneering condescension aimed at these courses by their description as “soft” subjects will surely also have an impact on the way they are seen by wider society in general, and employers in particular. One can quite imagine a school-leaver’s job application being disadvantaged by having media studies or business studies on their CV in the light of these new guidelines, yet they may in fact be the subjects that have best prepared them for the job. And if that is not the case â€" if these A-levels truly are ‘soft’ options that provide students with few real tools for practical application, then why are we continuing to offer them at all? Why do we have an education system where the growth of media and art and design departments over the past decade has been explosive, with a huge increase in the numbers of students taking business studies, law and psychology A-levels, if these qualifications are going to prove useless to them in the future, whether in the world of work or in a university application? Is it simply time to stop teaching these subjects altogether? Our education system should not be a disjointed two-tier experience where lofty elite universities simply dictate their expectations to senior schools and sixth form colleges. It simply isn’t functional to have a senior school network where media and creative subjects are some of the most popular and most commonly chosen, but a university system where these subjects are dismissed out of hand. Either universities need to realise that there is a higher demand for more emotive and creative courses, and adapt their admissions procedures and the courses they offer accordingly, or the courses offered at A-level need to be adapted to better equip students for the move to higher education. The two sides of the system ought to be working together to help students to follow their passions and pursue a university degree, not to feel trapped between the two. And that is without even starting to go into the much more complex artistic and ethical argument about the relative merits of classifying ‘hard’, academic subjects like maths and science as ‘more valuable’ than those that nourish art, creativity and personal development…

An Analysis Of Lawrence Reed s Great Myths Of The Great...

Historian Research Paper: Lawrence Reed Samuel Joyce 11 October, 2015 Period C 1-2Historian Lawrence Reed is an Austrian economist who holds a Master of Arts in history from Slippery Rock University of Pennsylvania. He served as a professor of economics at Northwood University in Michigan from 1977 to 1984, chairing the department for his last three years. He then moved into the world of think tanks, becoming president of the Mackinac Center for Public Policy. He stayed in that job for twenty years before assuming the presidency of the Foundation for Economic Education. He holds honorary doctorates from Central Michigan University and Northwood University. Theory Reed’s book, Great Myths of the Great Depression, attempts to argue that the stock market crash of 1929 was merely a normal economic occurrence. Instead, it was government policies enacted in response that exacerbated and prolonged the economic effects of the crash. In effect, Reed’s thesis flips the conventional view on its head: instead of being the cause, free-market capitalism would have naturally solved the issues that led to the Great Depression. Conversely, government intervention was a cause of, rather than a solution to, the economic hardships that resulted. Summary of Evidence Reed begins his argument by discussing the conditions immediately following the crash, noting that several previous recessions had occurred, but all lasted for four years orShow MoreRelatedCourse Article8941 Words   |  36 PagesParting at the Crossroads: The Development of Health Insurance in Canada and the United States, 1940-1965 Author(s): Antonia Maioni Source: Comparative Politics, Vol. 29, No. 4 (Jul., 1997), pp. 411-431 Published by: Ph.D. Program in Political Science of the City University of New York Stable URL: http://www.jstor.org/stable/422012 . 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Relational Table Relational Tables - 1733 Words

Relational Tables: The relation between numbers of tables in a database is called Relational tables. By using relational tables we can perform join operations on database tables and get optimized results which are required. Relational tables solve the joining of table’s problem by verifying the combination of primary and foreign key in the tables being joined. I used these relational tables in assignments like working with chinook database, where the queries are written for optimizing various results by joining tables. Joining of tables in SQL Databases we generally use these concepts. Data Retrieval form database by comparing different tables these concept is very helpful. These concept goes down where the joining is applied on very large†¦show more content†¦Using of Index values where the size of database increases for storing these values separately and separate handling should be there for these values when alter to a data occurs. Altering of data may be update, delete or change of the complete structure of table. Covering Index: A Covering Index contains possibly more, the columns you need for your query to perform faster. A covering index is that which contains all the data needed for a query and original table is never needed to be consulted. Covering index solve the problem of more tables in database and query search delays. These is achieved by creating a covering index, where tables are combined into one with common in between both and the new column is also given as index value. These concept I used when performing assignments of TODO. Good for reducing the size of Database that is optimization by reduction. Also bad thing is creation of another table for maintaining these index values. Foreign Key: Foreign key is a constraint that is used to enforce exists relationship between tables. These Foreign key is enforced on a table while creation itself where it simplify that it is creating an connection between two tables as its importing the data properties. Foreign key constraint has an exception if the table in which the key is primarily defined is NULL then the table corresponding to it should have entry. We used these concept in very

Using Simulation to Educate the Healthcare Professional Free Essays

Using Simulation to Educate the Healthcare Professional The purpose to the article was to give an overview of types, implementations and resources for human simulation in nursing education. â€Å"Gaba (2004) has defined simulation as a â€Å" †¦ technique, not a technology, to replace or amplify real experiences with guided experiences (as sited in Galloway, 2009). Aldrich (2005 ) stated â€Å"[t]he objective in creating any simulation experience is achieving fidelity, i. We will write a custom essay sample on Using Simulation to Educate the Healthcare Professional or any similar topic only for you Order Now e. , a close replication of the real-life, human situation† (as cited in Galloway, 2009). The fidelity created the environment for learning, when fidelity is high there is a greater potential for learning. There are six types of simulations role-playing, standardized patients, partial task trainers, complex task, integrated simulators or human patient stimulators, and full mission simulation (Galloway, 2009). The author showed how the use of simulation for learning was not limited to nursing students and that regardless of the limited numbers for studies, the results for simulation have been positive in many areas of high-risk training. The evidence base for the use of simulation in patient care is limited (Galloway, 2009). The sky is the limit in terms of how much it will cost to incorporate simulation into health professional education† (Galloway, 2009). The technology for educators is rapidly changing and they need to be keep up; a task many educators are unable and unwilling to do (Galloway, 2009). Kyle and Murray (2008) , authors of Clinical Simulation: Operations, Engineering and Management , offer tools to help educators determine what fits best for their specific learning objectives and settings (as cited in Galloway, 2009). The patient is trusting the health care professional to safely and skillfully care for them. Simulation techniques need to be implemented today and improved for tomorrow (Galloway, 2009) Quote â€Å"Simulation enables healthcare professionals to hone the clinical skills that are needed to provide safe care without harming patients as they develop these skills† (Galloway, 2009). Paraphrase In healthcare, simulation will facilitate professionals as they fine-tune their skills to improve patient safety without putting them at risk. Evaluation Commander Susan Galloway is a doctoral student at the Uniformed Services University of Health Sciences in Bethesda, Maryland. Her MSN concentration was nursing education. She works currently as the Chief of Health Professions Education for the Joint Task Force National Capital Region. She has worked with Washington Hospital Center and Uniformed Services University of Health Sciences to improve education with simulation. Commander Galloway is currently working on research focused â€Å"on the human factors related to the transfer of skill acquisition from simulation sites to the real world† (Galloway, 2009). Her background in the integration of simulation and her current research focus makes her qualified in the area of simulation in healthcare education. The article was published in May 2009 in The Online Journal of Issues in Nursing. Some technological changes may have occurred since the paper was published, but the simulation types and educational approaches are the same. The article was written to educators in all health professions. The author wanted to show educators from the OR setting to the nursing student, the importance of using simulated learning tools to increase skill competency. She also showed how simulations could improve interdisciplinary teamwork, one of the core competences. The objective data in the paper was distinguished by the use of quantitative data. The author uses the limited research data from other fields using simulation to assume that the benefits will transfer to the healthcare setting. She also used two specific rescue studies that were done on simulation. Subjective information was confined to the conclusion. There are twenty-three references listed, the majority of them are from 2009 and 2008. This was the most up-to-date information she could have used for the paper. The older references were used to show how implementations is a slow process with many components. The information is still useful for future reading. This article was found using the MSU database search engine with the key words simulation nursing education and a date range limited to 2006-2010. I chose this article because it not only addresses simulation for nursing students but also for nurses of all levels in all areas including interdisciplinary settings. This article a good resource because it is American Nurse Association peer reviewed. References Galloway, S. J. (2009) Simulation techniques to bridge the gap between novice and competent healthcare professionals. OJIN: The Online Journal of Issues in Nursing,Vol. 14, No. 2, Manuscript 3. doi:10. 3912/OJIN. Vol14No02Man03 How to cite Using Simulation to Educate the Healthcare Professional, Papers

Differences Between Realism And Romanticism Essay Example For Students

Differences Between Realism And Romanticism Essay At the end of the Baroque Period in the eighteenth and nineteenth century art was divided into two distinct categories, Romanticism and Realism. Romanticism, the passion-filled works illustrating stimulating accounts of specific events with symbolic gestures emerging from the scene, separated itself from the more politically correct stance taken by Realists. A fine example of Romanticism is Gricaults Raft of the Medusa. The brutal scene, set afloat on the wild seas, is emphasized by the chiaroscuro modeling of the lump of figures in the center of the raft. The X form of the composition draws your eye all around the composition. The eye starts at the top right with the Revolutionary figure holding on to a piece of cloth in the colors of the French Revolution and then is drawn down the diagonal. Gricault then depicts the striving, the dying, and the dead as they overlap each other in a fierce struggle to survive. The eye is then drawn up and down the dark opposing diagonal. This whole scene is then placed on the mighty ocean to delineate the fact that the raft is a metaphor for France being on a hostile ocean of depravity. The Grande Odalisque also typifies Romanticism. Ingres, using example such as the Mannerist Parmaganinos Madonna with a long neck, takes the artistic license to elongate the figure of this Turkish harem girl. Influenced by the neo-classical revival Ingres draws upon the Greek technique of flat linear forms and depicts his model in an impossible position allow us the view of both her shoulders and her breast; the figure is given an extra three vertebrae in order to maintain this position. Ingres endows a feeling of sensuality into the figure instead of the paint. The chromatic effect of the composition pulls the harem girl to the front as she is the only warm color in the piece. Ingres also gives her a very exotic feel with her accessories: the peacock fan, velvet drapes, and other exorbitant furniture. Ingres also uses Raphaels typical female head and a gaze that says, You have just interrupted me, but you dont know what you interrupted further intriguing the voyeur. In contrast to the almost mystical passion and intrigue of Grande Odalisque is Rue Transnonain. This lithograph by Daumier is realism in the truest sense. Daumier depict the social injustice of the innocent killing of all the workers in a housing block. Daumier draws in the viewer with the initial scene of a man in his pajamas lying dead against his bed. The viewer is then drawn to pay closer attention to the work. In careful examination of the piece the viewer sees a baby crushed under the man with just its head and arms coming out from under the weight of this man. There is a pool of blood forming from the baby which intends to play on the viewers sympathy eliciting violent emotions of hatred towards the butcher who took the lives of these innocent people who were obviously sleeping as indicated by the attire and disarray of the bed. The awful scene depicted in Rue Transnonain. elicits emotions and a need for social reform. The Third Day of May, by Goya is an example of a transitional piece which reflects both Realism and Romanticism. In this piece Goya depicts a specific incident in which a number a civilians in Madrid were rounded up in killed in retaliation for the deaths of French soldiers a few days before. Painted during Goyas Black Period the tenebroso conflict of the light fighting away at the dark sky is extremely dramatic and the chromatic effect from this adds to the suspense and drama of the situation at hand. Goya also puts the victim of this murderous rampage in a white shirt to symbolize innocence, strongly drawing on the Romantic style. But Goya also uses the harsh reality of the dead body and the pool of blood accumulating on the ground to make a social commentary on the death of these men, drawing on the school of Realism. .ub74d44f3c72445c03ce280e5bd7fbfc5 , .ub74d44f3c72445c03ce280e5bd7fbfc5 .postImageUrl , .ub74d44f3c72445c03ce280e5bd7fbfc5 .centered-text-area { min-height: 80px; position: relative; } .ub74d44f3c72445c03ce280e5bd7fbfc5 , .ub74d44f3c72445c03ce280e5bd7fbfc5:hover , .ub74d44f3c72445c03ce280e5bd7fbfc5:visited , .ub74d44f3c72445c03ce280e5bd7fbfc5:active { border:0!important; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .clearfix:after { content: ""; display: table; clear: both; } .ub74d44f3c72445c03ce280e5bd7fbfc5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub74d44f3c72445c03ce280e5bd7fbfc5:active , .ub74d44f3c72445c03ce280e5bd7fbfc5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .centered-text-area { width: 100%; position: relative ; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub74d44f3c72445c03ce280e5bd7fbfc5:hover .ctaButton { background-color: #34495E!important; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub74d44f3c72445c03ce280e5bd7fbfc5 .ub74d44f3c72445c03ce280e5bd7fbfc5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub74d44f3c72445c03ce280e5bd7fbfc5:after { content: ""; display: block; clear: both; } READ: Mandatory Physical Education i EssayCourbet, considered by many the father of realism, also uses techniques of both schools. To illustrate, in Burials of Ornans, Courbet depicts a funeral scene with an intense feel for the emotions felt by the mourners. Unlike the superhuman or subhuman actors on the grand stage of the Romantic canvas, this Realist work move to the ordinary rhythms of contemporary life. (Gardners, p. 898) Courbet, though, also incorporates the romantic landscape into this piece with the broad sky at dusk composed of grays and the last yellows of the setting sun. The truly impassioned, yet somber, landscape draws out a heartfelt sympathy for loss that the m ourners are feeling independent of any expression that a figure may have. Romanticism and Realism played a major part in the development of art and had a direct influence on one another. The division of art during this period is definitely due to the enlightenment and the revolutionary times, in which heated debates between moralist of the Romantic school and the scientific naturalist of Realism and the combinations and the divisions of the two schools. The art of these times paralleled the economic divisions. The industrial revolution helped fuel the fire of the rivalry making the rich richer and the poor poorer; the art always reflecting the differences in the classes and their attitudes about the quality of life in their day and age.

THE RESUMPTION OF WHALING BY NORWAY A Paper By Bryan Togias Introducti

THE RESUMPTION OF WHALING BY NORWAY A paper by Bryan Togias Introduction The following paper is about the resumption of whaling by Norway with a focus on the American attitude towards whaling in general. Whaling is a very sensitive issue for many people, including myself. There are many people who feel that whales are highly intelligent mammals, akin to humanity in many ways. They cite the fact that whales mate for life, the size of the average whales brain, and the proof that whales communicate with one another ; all of these traits they share with us. The anti-whaling people feel that to kill whales for their meat or oil, would be like killing people for their meat or oil. The pro whaling people don't buy any of their reasoning. The pro whaling people feel that it is their right to use their resources any way that they want, and no one can tell them what to do. These people don't feel that whales are intelligent or that the s ize of their brains has any thing to do with it. The people of Norway don't see a problem with whaling because they were raised w ith it. The anti-whali An international study by Milton Freeman and Stephen Kellert, published in 1992, surveyed people in 6 major countries including Australia, Germany, Japan, Norway, The United Kingdom and The United States about their attitudes towards whales and whaling. 57% of the US respondents confirmed that they "opposed the hunting of whales under any circumstances" and 55% felt that "even regulated whaling must be abandoned" (Skare 1994). Although none of the respondent groups showed a high level of knowledge on the subject, all seemed to agree on the following points. 1. The protection of whale habitats from pollution and disturbance. 2. Maintaining an "ecosystem" perspective in whale management. 3. Basing harvest levels on the most sound scientific advice available. In Norway where whale hunting was once a big industry the proponents of whaling scoff at the prospect of a world without whaling. Norway claims that whaling in their country dates back more than ten thousand years (Skare 1994) and that history, they claim, gives them the right to exploit the resources that they have available to them; what they don't say is that those "resources" aren't really their own to exploit. Eric Doyle, a member of Greenpeace, an environmental watchdog group, explained to me (over the telephone) that the boundaries that countries draw up don't mean anything to whales or even to whaling boats in some instances. Doyle, explained that because Norway is one of the very few countries that have resumed whaling ,their boats aren't closely watched, and are often overlooked because there aren't many of them out there (Doyle 1995). Norwegians who are involved in whaling, hunt Minke whales in the northeast Atlantic, where the whale stock is estimated to consist of approximately eighty-six thousand seven hundred minke whales (Donovan 1994). In the late eighties Norway imposed a ban on itself that ended whaling, commercially, whaling for the purpose of scientific research, however continued with no end in sight. The History of The Regulated Whaling Industry... Whaling has always been a source of income and, whales an endless source of useful products. The meat for our diets, the oil to lubricate our cars and bicycles, the blubber to make shampoo, soap, and many other products too numerous to mention (Skare 1994). However with the invention of synthetic oils and the notion of healthy living on our minds; the average American has little interaction with whale products. This fact has constituted the main body of the anti-whaling argument, as if to say, if the Americans can live without whaling then everyone else can too. In nineteen-twenty six, the League of Nations created a subcommittee to oversee and regulate the growing whaling industry; but it was not until nineteen forty-six that a working regulatory committee was established. At the initiative of the United States, the International Convention for the Regulation of Whaling (ICRW) was adopted by the League of Nations. The ICRW called for such a working committee, and thus the International Whaling Commission (IWC) was created. ICRW was intended to safeguard and regulate

Critical Events in 1968

Critical Events in 1968 1968 is described by historians as a â€Å"watershed year.† This is because of the major socio-political events that happened during this year in both Europe and the United States. A commendable number of lives were lost and innocent blood shed during this year in the United States. This paper investigates the events that made the year 1968, be described by historians as the â€Å"watershed year.†Advertising We will write a custom essay sample on Critical Events in 1968 specifically for you for only $16.05 $11/page Learn More As stated above, the major historical events that happened in the year 1968 were ignited by the socio-political unrest that was prevailing at the time. The United States government had involved itself in the Vietnam War and there were a great number of people who were against the decision. This is because United States troops were being killed in increasing numbers in the war and the government had introduced a policy to b e forcing young boys to go to war after college to replace the troops. This was one of the main reasons why there were protests in the United States in this year (Trebay, 2004, p. 1). The protests were mainly conducted by students who were against the idea of going to war after college. These protests were countered by armed police who killed a number of innocent students. Although we had a couple of lessons to learn from these incidences of protests and innocent deaths, it is regrettable that innocent people had to die. Elsewhere in Germany, the students were not left behind (Fink, 1998, p. 51). They also protested the Vietnam War and extended their protests to reject their government. After attack by the police, the German students staged more protests against their government which led to the closure of universities in the country. In Britain, students also staged protests against the war and also against a speech made by a British politician about immigration. During the same ye ar, 1968, women in the United States began protests aimed at getting the same rights as men. This added to the already existing protesting masses of students in the streets. However, there were some positive things that happened during this year like the astronauts who circled the moon during the year (Fink, 1998, p. P. 43). Additionally, there was economic and political change brought about by major assassinations that were carried out in the year. Robert Kennedy and Martin Luther King, Jr. were both executed in this year. Kennedy was assassinated in California after the announcement of his win of the primary of the state. The win, which was an indication that he would be the president, caused the assassination.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Among the political changes that took place following RFK’s death was the nomination of Richard Nixon by the Republicans who ev entually won the elections to become the president of the United States. Martin Luther was assassinated in Memphis after he was involved in negotiations meant to strike a deal between employees and management of sanitation workers who had gone on strike (Trebay, 2004, p. 1). The death of Martin Luther King Jr. also led to a number of protests. As evidenced in this discussion, the year 1968 was filled with protests initiated by a number of problems. These protests led to a number of innocent deaths which made the year enter in history books as one of the most tumultuous years in the history of the United States and Europe. Although most of the events that took place in 1968 are undesirable, we should be happy that they took place since they taught us many important lessons. Bibliography Fink, Carole. (1998). 1968: The World Transformed. California. Barnes Noble. Trebay, Guy. (2004). Ideas Trends; 1968: That was the year that was. The New York Times.