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PDF Editor FAQ
If you could change anything about your school, what would it be?
Schedule. Students should NOT have 3 months off in the summer. Students lose a lot of knowledge and understanding when they are gone that long. Students should have frequent breaks, though - all work and no play really is detrimental. My proposal would be a 6-weeks on (with weekends), 10 days off system. This gives us 52-day chunks, and 7 of them make a full year. Some chunks would be a day shorter or a day longer, based on leap year and regional variations. This would be a headache for parents, though, so my school will of course have…Childcare. Schools should be the anchor point of a community. Schools should include free childcare for everyone in the community, from infancy through the end of high school. The childcare aspect of the school would be available, even on “vacation days”, allowing parents to work when they needed to without the fear or financial worries of dealing with daycare. While we’re on the topic of finances…Funding. Schools would not be funded equally. Schools in areas with lower test scores would receive more funding and more staffing. Test scores may not be a great measure of student performance, but they’re not totally useless. You can tell some things about a community by looking at the test scores of its schools. In most cases, schools with low test scores are in communities with poverty, crime, or other factors that drive affluence and parental education levels down. Speaking of community problems, schools would have far more staff to do:Community outreach. We all know what causes poor educational performance, and very little of it happens at school. Poverty, poor parental education, dangerous communities - these things make education much harder for young people. So schools should have an army of employees who are tasked with going into the community and helping students, parents, and neighborhoods raise better-educated young people. Social workers, psychologists, adult educators, tutors, and teachers would go out into the field, work in homes, churches, and community centers. If we really want to get serious about lifting everyone up, we have to go to where they are. And where they are varies so much that we need to seriously rethink our approach.Curriculum. Right now, all students in the state of Michigan are required to take and pass chemistry in order to graduate. This is a terrible idea. I have students who don’t speak a word of English, students who cannot read well, and students who cannot subtract. Should those students have science? Of course. But what they really need is a science course tailored to where they are across the board, and designed to lift them as much as possible in the time we have. When you put a child who isn’t ready into a chemistry class, the class makes that child feel stupid and unprepared. That student regularly gives up because it all feels impossible. This helps no one. Students need an individualized curriculum, and for that we’ll need…Computers. To this day, most of my paperwork is done on paper. That’s ridiculous. Automation would make things so much easier for everyone, but so much of that isn’t being done because it’s expensive or difficult to implement. In a perfect school, students would be tested (occasionally - too much testing is a waste and makes students feel frustrated) and the results of those tests would be used to create a curriculum for that student. The curriculum would be generated automatically from quality work created by actual people. The curriculum would be taught by actual people. But those people wouldn’t have to make it up on the fly, as they do in so many districts. You’ll notice I left something out…Grading. Schools should stop doing this. It’s dumb, it doesn’t work, and it demoralizes students. What exactly does 88% in Chemistry mean? Which 88% do you understand? Which 12% don’t you understand? No one knows. The reality is that a thing is either understood or it is not. So grades should simply be “mastered” or “not mastered yet”. Students should continue to work on a concept until it is mastered, regardless of age or the amount of time spent on it. In the end, which is better: A student who truly understands arithmetic, or a student who understands some arithmetic and some algebra? I can tell you, it’s the former - you’re going to need to divide as an adult, but graphing parabolas isn’t so useful for most people. And that leads to the last topic:Post-secondary education. What’s the difference between a high school graduate and a college dropout?Debt.We’ve convinced everyone that all students should go to college. This is a terrible idea, promulgated by colleges that profit off of students who have very little chance of earning a degree. Right now, something like 48% of students earn a degree within 6 years of starting at a college. Colleges know this, but gladly take that sweet tuition money anyway. In a better system, post-secondary education would have a variety of options, including certificate programs, trade schools, traditional colleges, and on-the-job training. Students would be given real information like, “85% of students with your test scores earn a college degree within 6 years, and 88% of them get a job within 12 months of graduation” or “19% of students with your test scores earn a college degree within 6 years, but 61% of students with your test scores complete a training program and get a job in that field within 1 year. Here are the most popular options, and some options that will likely have the best job prospects…” We throw 18-year-olds to the winds and expect them to succeed. Some do, but many don’t. It’s criminal.Could we do all of these things? Of course we could! Like so many things in this world, it takes only the will to make it happen, and the determination to see it through. Sadly, our current government sees public education as an anachronism, something to be shredded rather than nurtured. The reality is that this position is thinly-veiled racism and classism, not the sound policy of a nation that wants to grow and thrive in the future.
What is the scope, after a BA in social science and humanities?
Unless you have majored with at least one applied social science and humanities major, you have little or no scope than anyone else out there applying for a job not requiring a degree qualification.I say “little” scope, as a Bachelor of Arts and/or Humanities is a great liberal tertiary education, as it will open the doors to further or more advanced studies and qualifications. However, it seldom opens the doors to a career or job prospects - unless a recruiter or prospective employer is simply looking for someone who had the initiative to study beyond his or her secondary schooling, and who is potentially studious enough, and therefore immanently more trainable the many non-degree persons.Hence, a BA degree in social science and humanities in most cases will only serve as stepping stone to further studies or to more advanced training opportunities, rather than to a specific career.By “applied” social science or humanities, I mean subject majors like social work, industrial psychology, or education. Very few social science and humanities courses or even majors can be regarded as being “applied”. This severely limits one’s scope in life and the world of work.On top of this, very few jobs are advertised or available for those who may have qualified with one or more applied social science and humanities majors.
What is the difference between studying at a US university and an Australian one?
Having earned an undergraduate degree at the University of Sydney and having two kids presently at a large state flagship university in the U.S., I can speak to a number of differences in the tertiary education systems of these two countries.The biggest difference is that schools in the U.S. generally offer a "liberal" education, whereas Australian universities generally offer course-specific instruction. What this means is that, in the U.S., students must satisfy broad "distribution" or "general education" requirements in addition to satisfying the requirements for their major. These extra requirements vary by institution, but typically include such subjects as English, foreign language, science, social science, and sometimes areas such as "culture" and "diversity," and can amount to close to half of the coursework required towards a U.S. undergraduate degree. In Australia, on the other hand, students study more narrowly but delve more deeply into one subject area. Some Australian undergraduate degrees are normally completed in just three years, versus a four years in the U.S. for an equivalent degree.A corollary is that the same philosophy of depth vs breadth applies at the high school level in the two countries. As a result, Australians arriving at university are typically well ahead of their American counterparts, because they have already studied their area of interest in much more depth.For example, during my last two years of high school in Australia, I studied only English, Math, Physics, Chemistry and Biology, including two math courses right through both 11th and 12th grades. That would have been impossible in an American high school, where there are requirements for history, foreign language, physical education, health, and so on.I went on to complete a double major in computer science and math at the University of Sydney in a standard three years, and studied not one English, foreign language, or social science course. In fact, as I recall, the only subjects I studied were chemistry, physics, math and computer science, with nothing but math and CS classes the last two years!Another difference is that university (or "college" as it's often called in the states) is more widely attended in the U.S. than in Australia. Well over 50% of the population in the U.S. attends at least some college after high school, whereas, at the time I attended university in the early 80s, only about 6% of Australian high school graduates attended university. Attendance rates have risen quite a bit since then (to about 25% in 2011 per the Australian Bureau of Statistics), but still far less than in the U.S.. So while it appears to be changing, there is a different culture about tertiary education in the two countries -- in the U.S., college is the "new high school," whereas in Australia, only the most talented students attend university.In my experience, the above factors mean that the quality of education in most Australian universities is more comparable to the better colleges in the U.S.. This is in part because without the liberal education requirements, Australian schools provide more opportunity (and indeed require) more depth in one's major, and in part because with a stronger secondary education system and a smaller proportion of high schoolers going on to university, the overall "quality" of the student body is higher in Australia than in an average U.S. college, and more comparable to a highly selective U.S. university.
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