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Chapter 5 developmental psychology
Developmental psychology mid term
Chapter 5 developmental psychology
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To Whom It May Concern, I am writing this letter to my advisor, Miss Justine Salgado and the Dean of the Health and Human Services College, --- in order to appeal my academic suspension for the spring semester of 2015 at Angelo State University. I have been enrolled at Angelo State University for 3 semesters. I was not surprised but very disgruntled when I received the email from the registrar informing me of my academic standing at ASU. I am regretfully informing you that the most recent semester I received all failing grades. The courses that I was enrolled in are College Algebra1302, Developmental Psychology 2304, Anatomy Lab, Anatomy Lecture, and BCIS. I have always enjoyed learning but this semester proved to be more astringent than I …show more content…
In October both my grandfather and dad were almost simultaneously diagnosed with prostate cancer. <Expound upon this> Because of the financial strain, I committed myself to working a part time job at Radio Shack as well as being enrolled in school. When I began the job I had a lenient work schedule, however 2 employees quit leaving only three staff members. After this, all of our schedules became very constricting. After some reflection I realize it would have been in my best interest to quit as soon as it became a burden. I have terminated my employment with Radio Shack. During a conversation with my parents, we were dissecting the reasons why I may have done poorly this past semester. My mom and dad both agreed that I am a giver. The two describe a giver as someone who will put anothers need before their …show more content…
If a student fails a test, he/she will have a chance to retake it. If a homework isn’t turned in on time, a student still has a chance to turn the assignment in for a passing grade. Post-secondary education scoffs at these extravagances. By no means am I blaming the public education system, however I will state that coming into college has given me a little bit of a culture shock. Throughout out my high school years I only had one math teacher I feel still sincerely cared about his students, Mr. Lautenschlager. My junior year for Geometry I knew in order to do well I needed to attend the voluntary weekly tutorial sessions and he brought me up ot speed in the areas I struggled. He also aided me in preparing for the classes to come. The intimate environment really helped me. I have visited the Math Lab at ASU and it helped, but in order to really benefit from tutoring I should try the same set-up and develop a relationship with my professors. Before taking history 1301 and 1302 with ASU’s own Professor Ostrofsky history was my poorest subject. I found very few units interesting which made reading and coursework a struggle. However, Professor Ostrofsky managed to push me and make the subject matter stimulating. History isn’t one of my stronger subjects yet, but I don’t have a strong dislike for it like I used to. Ostrofsky taught me a few really good studying techniques for history and it was much appreciated. I appreciate professors
My name is Kaha Salad and I am appealing my Satisfactory Academic Progress suspension. Autumn semester of 2013 was a difficult time for me, I was going through many different changes in my life and I just didn’t know how to adapt. I experienced a personal event in the summer of 2013 that made my life change forever. My Grandmother Khadija died, she was the light of my family’s lives. My mother was immensely affected by her death, she went into a state of depression and she then stopped working. I took it upon myself to help out my grieving mother and get a job to help pay with the bills that was piling up. I began working
I am elated to celebrate Texas Independence Day by preparing my response to your call for the Project Director who will help make your beautiful dream a tangible reality, here in the heart of Texas. With broad and deep experience in bringing visions to life through my unique ability to direct the path of projects, I am confident that my record of delivering award-winning results will be well worth your time to review. After spending the last year patiently watching for a visionary project to appear that matches my own discerning criteria, I believe it has finally appeared in the form of the Pecan Street Project.
We live in a society where we are surrounded by people telling us that school/education and being educated is the only way to succeed. However, the school system is not up to the standards we want it to uphold. There are three issues we discuss the most which are the government, the student, and the teacher. In John Taylor Gatto 's essay “Against School”, we see the inside perspective of the educational system from the view of a teacher. In “I Just Wanna Be Average”, an essay written by Mike Rose, we hear a student 's experience of being in a vocational class in the lower level class in the educational system when he was supposed to be in the higher class. Both Gatto and Rose give their opinions on how the educational system is falling apart. Today the government is only trying to get students to pass, making it hard for teachers to teach what they want. Students are affected everyday by the school system. They sit there - bored - and do not think that the teachers care, making the
The article “College Students Need to Toughen Up, Quit Their Grade Whining” is a persuasive piece written by college professor Robert Schlesinger. The article goes over the new expectations of college professors in respect to grading. No longer are the days of giving a C for someone doing the bare minimum, as students now expect to get B’s or above for just showing up and completing their homework or classwork with marginal effort. Most students these days attribute success to working hard, their justification being that they have worked hard, so they deserve a higher grade. Students desire that their effort put in should be reflected in the grade they receive. But, as Robert details in the article; effort is not a substitute for results. He then goes on to state that if
Our education system is failing and in his essay “What Our Education System Needs Is More F’s” Carl Singleton writes that nothing else will right the ship or fix this issue except for his proposed solution which is to simply fail more students. As a matter of fact “by the dozens, hundreds, thousands, even millions” (Singleton 1) is how he describes the failing grades should be distributed. He claims that illegitimately passing students has existed for the past two decades and even implies that it stems further back than that with many teachers in the school system today “who never should have been certified in the first place.”(Singleton 1).
Looking through a stranger's eyes you see the statistics of American Schooling Ranks sink to the bottom of the well. students are failing to keep up with good grades and high GPAs because they lack motivation, time management, and lastly thorough revision. Each day they go to school just because they have to, they don’t even feel the need to try anymore. In the article What Went Wrong: Why Did I Fail Rizwan Hashim states that “Factors leading to their failure and identified by students were: poor time management with regards to their studies: 81.6%, lack of revision time due to co-curricular activities: 73.7%, poor output in written assignments/assessments: 62.6%, knowledge overload of the failed in subject: 47.5%, poor motivation to make serious
However, putting that aside, there is a burning question that many people want to know about this broad characteristic: “What makes us want to give, and what is so good about giving?” Well, that’s two questions, but those two questions are very similar and so must both be assessed to thoroughly give an answer. Yes, everyone must be thinking, if someone gives something of his, doesn’t it just take away something from him, doing nothing but harming him? Well, believe it or not, there is a tremendous amount of equally tremendous benefits that come from being generous to all people alike. And when these benefits are presented, the first part of the question will be already, for the most part, answered.
One of the issues, which Boyer points out , is that teachers and students have different expectations from college education. She says that the teachers are mainly concerned about students’ comprehension of the material, their attendance and attention while students’ hopes are to get good grades and to be well prepared for exams. It seems that the system of grading pushes students to not care too much about what is being taught from an understanding perspective, but only promotes more concern about grades instead. Some students don't really pay attention unless the instructor mentions an exam or something that will be graded. Furthermore, be...
Students simply do not care about their results on standardized tests. Many students either “Christmas Tree” (pick random answers, named because people sometimes make shapes) or just select one answer and continue with the same answer the entire way down (Tests that count). Student’s only incentive is that they might move on to the next grade, or that they have to pass to graduate. There are a significant number of students who simply drop out of high school. They can either get a GED or find a job that will sustain ...
One time I heard a teacher at my old high school tell a new teacher that their job is to teach to the test and nothing else. I did not really know what she meant, but I knew something about what she said sounded very wrong. I thought why are they just teaching us how to pass the test instead of just teaching us what we need to know? Later I found out that whether or not I graduate depends on passing the test. The idea of standardized testing to say whether or not students graduate is a bad one. Not just bad for schools, principals, and teachers, but it can mean the end of a student’s future before it begins. That means not only does schools suffer, but everyone in our communities, states, and country suffers. It used to be that students had to take standardized tests every year. The results of these tests said what school districts would get more money or less money for the next school year. And it would also tell schools and teachers if some students needed to be put into higher level programs such as gifted and talented or advanced placement courses or if they were having problems and should be put in special education.
Giving students a grade that they have not earned hinders the youth’s future educational success. A number of schools are no longer giving a grade of zero on assignments, tests, and exams completed by students. While other school districts continue to give students the grade that is adequate for the work they have done or have not completed. Giving students the grade that equals their work is designed to show students where they need to improve. Many school boards want to stop giving out zeros for work that hasn’t been turned in and give a grade that rages around the “D” area keeping children from falling behind in their classes. By allowing student to pass through the school system the educational board is raising their graduation and success
Standardized tests, and student results in general, are viewed as a reflection of how well a teacher is able to educate their students. So when a student fails, it is the teacher that takes the blame. Perrin recalls being under similar circumstances, even being told that any failure in her room is her fault (53). During my senior year of high school, I had the opportunity to discuss these ideas with my senior english teacher, Mr. Sundling. Since he only teaches seniors, Mr. Sundling does not have to prepare students for any Keystones, but I found that he is still affected by the mentality that comes with these exams. When a student fails, he is still held accountable for their lack of success. Even teachers that are not a part of the standardized testing system are still pressured by schools to make sure students are producing high quality results. I remember how Mr. Sundling expressed his anger towards a system that makes him take the blame for a student’s failure. Perrin describes how frustrating this can be by comparing it to a scenario where a doctor is blamed for not being able to cure a teenager’s ailment, even though the doctor had done his job, and it was the teenager that had failed to listen (52). Students are able to escape failure by making the teacher look at fault. Mr. Sundling only wanted us to succeed, but when the occasional failure did slip through, he was the one being held
There is always something or someone to blame in our struggle for education reform. Sometimes it’s the “bad teachers” who get the blame. Other times it's standardized testing, insufficient funding, or slow-moving bureaucracy. I blame grades. Grading students, from A to F, has become synonymous with education itself.
Financial issues may require a student to get a job, leaving less time for homework. Mental health struggles may prevent a student from achieving his or her full potential. Other students may simply not understand the material, or the method with which it is taught. However, this does not give others--whether adults or fellow students--license to disrespect those who are not as high performing. Society’s problem lies in promoting a one-size-fits-all ideal of perfection--and in assuming that those who do not fit this ideal are not as valuable to
A statement from the Huffington Post states, “From a very young age, we are told the importance of getting good grades. Especially in high school, we are told time and time again that our grades affect what college we will get into. While grades are extremely important, people often forget about the importance of learning, not just getting good grades. There is a difference between the grade received in a course and the amount of learning that took place in the course.” Parents and institutions should teach the importance of learning. The society around the upbringing of students emphasizes getting good grades as apposed to getting every detail and aspect mastered. School priorities should be reevaluated and changed for future students