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Student Loans for College Students, 2006.
This paper argues the benefits of student loans for college students.
675 words (approx. 2.7 pages), 2 sources, $ 26.95
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Abstract
In this paper, the writer shows that the problems that weigh against students loans is greatly outdone by the positive affects of allowing an unfortunate student to attend college. The writer discusses that financial aid, in this manner, is by far the most important aspect of allowing a student to better him or herself, through a no money down student loan to pay for tuition and other costs. The writer notes that a student may be left with a large debt after college, due to failure to finish or succeed at their education. The writer concludes that in this manner, a student loan is a form of financial aid that allows poor or monetarily troubled students to gain the same education.
Outline:
Introduction
Financial Aid Benefits
Background History of Student Loans
Student Loan's Get the Underprivileged Student into School
Problems with Student Loans and Debt
Conclusion
From the Paper
"This argumentative essay persuades the reader to realize how financial aid for students is a positive and supportive financial solution to attend college. In this regard, the student who is unable to afford college tuition can get a student loan, which allows them to gain the education they need for a good job. Although, the debt from loans can be burdensome after college in some cases, the ability through an education to find a job nullifies the inability to the debt accrued."
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Effect of Studying on Students? Grades, 2005.
Argues that students who study will have higher grades than students who don't.
1,733 words (approx. 6.9 pages), 8 sources, APA, $ 56.95
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Abstract
The advent of companies like Sylvan and Kumon learning centers have advanced the idea that grades are not important. With colleges and universities becoming more and more competitive as far as their entry requirements, it is not possible for the average student who wishes to succeed and get into the career of their choice, to simply ride along and hope for the best. The paper shows that on top of the requirement for students to have extra-curricular activities and community involvement, SAT scores and excellent grades are essential for the motivated student to even hope to be accepted to the college of their choice. But what can the average student do to improve his or her grades. Is it necessary for these students to attend learning centers like Sylvan and Kumon? Or can a student, with the sufficient amount of study time, attain the grades he or she needs to succeed? This paper argues that students who spend more time studying will have higher grades than those students who spend only moderate or little amounts of time studying.
Paper Outline:
Overview Chapter
Review of Literature
Methodology
Limitations
Research Findings
Summary and Conclusions
Recommendations
References
From the Paper
"It would appear from this simple study that the students who spend the most time in study have the most impressive GPAs. There does not appear, in the study anyway, to be an association of improved grades based on whether the student studies in a group or on an individual basis, although this may be a good subject for further study. From the review of the literature it would appear that more important than hours spent in study is the issue that the students have adequate study skills and be able to use the study hours they do have as efficiently and effectively as possible."
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Gifted Underachieving Science Students, 2008.
The paper examines the effects of instructional processes on gifted underachieving science students.
7,775 words (approx. 31.1 pages), 19 sources, APA, $ 169.95
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Abstract
This paper examines the responsibility of educators to provide gifted students with special attention. However, the author also states that all students should be provided the opportunity to be educated in a community where their talents and potential can be recognized and nurtured. The paper provides research-based considerations which support an educational philosophy that fosters the innate curiosity of not only gifted middle-school science students but all students. The author contends that these considerations on the part of the teacher will help enable and inspire students to organize content knowledge, make observations, evaluate evidence, think critically, solve problems, apply knowledge within multiple contexts, work as team members and clearly communicate ideas.
Outline:
Abstract
Introduction
What Is Science?
How Scientists Do Science
No Child Left Behind And Gifted Students
Preparing Students For A World Of Change
Case Studies
Case #1 - Albert Einstein
The Pestalozzi Method Of Instruction - Its Impact On Einstein
Case #2 - Charles Darwin
Darwin's Mentor
Findings From The Case Studies Of Einstein And Darwin
The Gifted Student: Reconsidered
Science And Learning
Science Learning And Teachers
Conclusions/Implications
Bibliography
From the Paper
"As future doctors, geneticists, geologists, meteorologists, ecologists, and astronomers, young science students have the potential to improve their lives and gain personal satisfaction from a clear understanding of natural phenomena and its magnificence. Even those students who do not pursue scientific professions are in a position to make a great global difference by applying their scientific knowledge to voting practices and decisions as consumers. Therefore, science instructors should be responsible for ensuring that students gain a sufficient understanding of science necessary to make responsible decisions as voters and consumers and ultimately support innovative and analytical thought related to discovery. With this, it is the responsibility of teachers to recognize and address the talent that exists in their classrooms and to ensure that instruction fosters in students a desire to continue to learn and contribute to the world of science."
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Social Influences on Students' Occupational Choices, 2002.
An examination into the social factors that influence the professional choices made by "Upward Bound" students - a program designed to improve the academic performance of students who needed enrichment in their educational process.
2,514 words (approx. 10.1 pages), 18 sources, MLA, $ 76.95
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Abstract
This paper provides a definition of this program and explains that it was designed to improve current academic performance as well as set the stage for students to attend postsecondary institutions and succeed there. It explains that the research on the effectiveness of the program in general has shown mixed results. There are other influences operating on Upward Bound students and some of these are explored in terms of occupational choices. It looks at the background of the Upward Bound program, achievements of the program, and social influences on participants, along with research on occupational choice-making.
Introduction
Background
Upward-Bound Students
Achievements and Orientations
Social Influences and Occupational Choice-Making
References
From the Paper
"The story of Upward Bound begins with the War on Poverty and legislation signed by Lyndon Johnson in 1964. The Economic Opportunity Act established an office of Economic Opportunity and special Programs for Students from Disadvantaged Backgrounds (often known as the TRIO programs). The first TRIO program was actually Upward Bound, followed by Talent Search. These were followed by Student Support Services program and Educational Opportunity Centers. Following that, The Ronald E. McNair Post-Baccalaureate Achievement Program was established in 1986, with the final piece of the program being the Upward Bound Math/Science Program, administered with the rest of the Upward Bound programs (McElroy and Armesto, 1998). Eligibility for participation in these programs was established firmly by the reauthorization of the HEA in 1980 and emphasized two concepts. First, students were anticipated to be the first in their families to pursue higher education. Second, the student's previous performance was considered in allowing for admission. Wolanin (1996) noted that the first-generation-college criterion was particularly important because it included non-financial barriers to college access. In other words, it was not an eligibility criteria based solely on financial qualifications, but on the status of the individual's family and the history of that family, which could have been impacted by many factors."
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?Caring Teachers?: Impact on Students, 2002.
This paper evaluates ?caring teachers? and their impacts on students and the learning experience.
1,745 words (approx. 7.0 pages), 4 sources, MLA, $ 56.95
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Abstract
This paper presents a study conducted by the Center of Adolescent Studies that looked at "caring teachers" by interviewing sixth, seventh and eighth grade students. The author reports students defined a ?caring teacher? as a teacher who listens and helps them with personal problems and as a teacher who helps with homework, gives students individual attention, sets goals for students and talks to students about their behavior. The paper concludes that students learn better with a ?caring teacher? and develop skills that allow them to continue to learn effectively once they are out of the classroom.
Table of Contents
Impact of a Caring Teacher
Teaching Styles Used by Caring Teachers
Attitudes of Teachers
Success of Students
From the Paper
"The focus is on how the student can be helped. This is also important as it shows how the student is able to avoid ridicule and embarrassment. This would be important in maintaining a students interest and self-esteem. The fourth response shows us how caring teachers are attentive to their students, which is important in making the student feel they are supported and noticed. The fourth response shows how a caring teacher also provides encouragement and praises students for good work. The final response shows how being caring actually creates a better environment where learning is interesting to students."
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Down Syndrome Students, 2000.
An examination of the legalities of special education related to DS students, policy of inclusion in public education and the needs and treatment of special students in general.
2,250 words (approx. 9.0 pages), 8 sources, $ 79.95
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Abstract
An examination of the legalities of special education related to DS students, policy of inclusion in public education and the needs and treatment of special students in general.
From the Paper
"Special Education: Down Syndrome Students in Public Education: Inclusion Settings
If one pictures the Down syndrome child or adolescent as the stereotypical "drooling idiot", one will more than likely have difficulty picturing such a child mainstreamed in a public school classroom. If, however, one pictures a person like Chris Burke, the young actor on a popular television series and current editor of News and Views, a magazine written by and for young adults with Down syndrome (DS), one may come to the conclusion that full inclusion could be beneficial to all concerned, students, teachers, parents and society alike.
Inclusion differs from mainstreaming in that the DS student is fully included in the classroom, as opposed to being a visitor. In traditional mainstreaming a DS student might..."
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Successful Disadvantaged Students, 2000.
A proposed research to determine why some at-risk students (poor, parental divorce, etc.) achieve educational success, focusing on the "resilient" students' perceptions about themselves and their success.
8,325 words (approx. 33.3 pages), 24 sources, $ 135.95
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Abstract
In the last two decades, there has been a good deal of research that has focused on "resilient students." This research has defined these students as those who academically succeed despite their experiencing various strong stressors (e.g., poverty, parental divorce, etc.) that place them at risk of school failure (Christiansen, Christiansen & Howard, 1997)
From the Paper
"Chapter I
Introduction
Background of the Study
In the last two decades, there has been a good deal of research that has focused on "resilient students." This research has defined these students as those who academically succeed despite their experiencing various strong stressors (e.g., poverty, parental divorce, etc.) that place them at risk of school failure (Christiansen, Christiansen & Howard, 1997). In each of these studies, researchers have found some characteristics which they identify as contributive to the success of these disadvantaged students.
For example, Dutrow and Houston (1981) observed that resilient students are: self-accepting, responsible, tolerant,..."
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Sleeping Habits of College Students, 2006.
This paper is a complete undergraduate research study of the sleeping patterns and habits of College of Arts and Sciences students of Central Philippine University.
9,155 words (approx. 36.6 pages), 16 sources, APA, $ 189.95
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Abstract
This paper explains that the objectives of the study were to describe the general sleeping habits of College of Arts and Sciences students and to evaluate if the student's course is a factor in his or her sleeping habits (defined as the number of hours of sleep and sleep quality). The author points out that the methodology of the study was a descriptive survey of college students using a stratified random sampling design with the sample size set at a 90% confidence level. The paper concludes that, although statistically the students' courses do not have bearing on what time and how long the students sleep, the respondents themselves believe that their courses affect their sleep. The paper includes several tables, figures and the survey used in the study.
Table of Contents:
Introduction
Statement of the Problem and Objectives of the Study
Definition of Terms
Hypotheses
Theoretical and Conceptual Framework
Variables Used
Scope and Limitation
Significance of the Study
Review of Related Literature
Related Literature on Sleep
Related Studies on Sleep
Methodology
Research Design
Sampling Method
Data Collection
Data Analysis Method
Data Analysis
Profile of the Respondents
Data and Analysis
Relationship of Independent Variable (Course) to Dependent Variables
Course vs. Number of Hours of Sleep/Total Sleep Time
Course vs. Sleep Satisfaction
Relationship of Independent Variable (Course) to Intervening Variables
Course vs. Bedtime
Course vs. Schoolwork
Course vs. Entertainment Activities
Relationship of Intervening Variables to Dependent Variables
Bedtime vs. Number of Hours of Sleep/Total Sleep Time
Bedtime vs. Sleep Satisfaction.
Schoolwork vs. Number of Hours of Sleep/Total Sleep Time
Schoolwork vs. Sleep Satisfaction
Entertainment Activities vs. Number of Hours of Sleep/Total Sleep Time
Entertainment Activities vs. Sleep Satisfaction
Results of Students' Reactions to Statements, "My being in this course affects my sleeping (habits, quality of sleep, etc.)"
Interrelationships Between Bedtime, Total Sleep Time, and Sleep Satisfaction
Summary, Conclusions, and Recommendations
Questionnaire
From the Paper
"Sleep deprivation causes emotional disturbances in people. It may also lead to aggressiveness, apathy; result in fluctuations between euphoria and depression and vice versa. One can also experience pain in joints, hallucinations and visions. People also lose their ability to think straight and act quickly. Those who have been sleep deprived for long, usually find it hard to finish a sentence or find an appropriate word to describe something. One's short-term memory also tends to fail. Therefore, one should never economize additional time for sleep. A sleep-deprived individual does everything twice as slow."
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Learning Disabled Students and Reading, 2002.
A study of teaching strategies to enable learning disabled students to read.
5,247 words (approx. 21.0 pages), 18 sources, MLA, $ 130.95
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Abstract
This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with reading disabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with reading disabilities and stimulating students? desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.
From the Paper
"In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning?a series of rhyming patterns to trigger the sounds of similar words ("Why kids can?t read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."
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Students' Expectations and Achievement, 2007.
This paper discusses whether the expectations students have affect their academic performance.
724 words (approx. 2.9 pages), 3 sources, APA, $ 25.95
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Abstract
This paper explores how students' expectations affect their grades and performance. The paper reveals that students who have high expectations do better than students who have low expectations. The paper shows how, while many educators are concerned about test scores of African-Americans, there are several factors that affect the test scores. The paper emphasizes how students who perceive themselves as doing well will do better than students who fail to believe in themselves.
From the Paper
"Jennifer entered college directly from high school. She has poor expectations for herself due to the fact that she was the first member in her family to go to college. Will the expectations that she has for herself affect her performance? Nancy has high expectations for herself concerning college because she had a 3.8 grade point average in college. Do the expectations students have about specific college classes affect their performance? How do different variables affect students' performances and should these be considered when students begin taking college courses? If students have positive attitudes about classes affect performance? How do negative attitudes affect students' performance?"
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Deaf Students, 2006.
This paper discusses the historical and socio-cultural effects of the Individuals with Disabilities Act (IDEA) and the subsequent least restrictive environment (LRE) provision on deaf students.
2,965 words (approx. 11.9 pages), 6 sources, APA, $ 87.95
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Abstract
This paper first explains the historical and legal background of the Individuals with Disabilities Act (IDEA) and the least restrictive environment (LRE) provision, as they apply to the general population. The author stresses the problems created when, by mandate, deaf students are put into mainstream classes, which most often results in more socio-cultural damage than good to the deaf community because it separates the deaf individuals from each other through language. The paper states that, if IDEA is properly implemented, deaf students and all special needs students could afford the opportunity to be placed in special education situations based on the fact that the conventional classroom cannot adequately meet their needs. The paper includes examples of court cases and personal experiences of students.
Table of Contents
Introduction
Historical Framework of Least Restrictive Environment (LRE)
Early Court Interpretations of the LRE Mandate
Recent Court Interpretations of the LRE Mandate
Socio-cultural Framework of LRE
Are Deaf Students Suffering in Silence?
Conclusion
From the Paper
"Cost arguments against specialized education for deaf students in favor of LRE also fail to make a valid point. Ostensibly, proponents of LRE claim that the provision of special education is cost prohibitive in an era of restrictive school budgets and an aging population that generates lower tax revenues which are needed to finance public education. However, when the cost of special education is weighed against the cost of institutionalizing, imprisoning, hospitalizing or keeping a special needs individual on the rolls of the welfare system because they cannot support themselves after high school, the investment in special education is a far better value from a multitude of points of view."
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Hong Kong Students in Toronto, 2008.
A discussion of the challenges facing Hong Kong students studying in Toronto.
1,695 words (approx. 6.8 pages), 13 sources, MLA, $ 54.95
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Abstract
This paper examines the challenges facing Hong Kong students studying in Toronto. The paper explains that these students face social and cultural problems because Chinese people have experienced a great deal of discrimination in Canada and this has resulted in a high degree of isolation from mainstream Canadian culture for many of these students.
The paper further points out that in order to examine the experiences of international students from Hong Kong in Toronto it is necessary to look at these experiences from a social and cultural perspective, as well as an educational perspective. The paper shows that differences between Hong Kong and Canada cause challenges for Hong Kong students studying in Toronto because they come from a very mixed system and then have to learn a totally new way of doing things that is very different from either of the systems with which they are familiar.
Outline:
Introduction
Hong Kong: A Special Case In China
Hong Kong Students In Toronto Universities
Social and Cultural Challenges
Educational Difficulties
Conclusions
From the Paper
"The number of students from Hong Kong in Toronto Universities is extremely difficult to determine. This is mainly due to the fact that statistics are largely deal with the national level. There are very few statistics available for individual cities. However, universities obtain data on how many students they obtain for given countries. York University had approximately 115 students from Hong Kong in 2002. The University of Toronto had approximately 280 students from Hong Kong is 2007. There are also approximately 80 students from Hong Kong at Ryerson. These figures indicate that there are approximately 475 students from Hong Kong studying in Toronto.
"Chinese people in Canada seem to experience a wide range of social and cultural challenges. Probably one of the largest challenges faced by most Chinese students in Toronto is the difficulty that many English speaking Canadians have with certain aspects of Chinese culture. Many Chinese students use English names so that English speaking Canadians will not struggle with their Chinese names. "
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College Students and Personal Finance Education, 2004.
A discussion on whether college students' personal finance (credit cards) or student loans should be limited.
1,345 words (approx. 5.4 pages), 9 sources, MLA, $ 45.95
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Abstract
This paper looks at how commerce on the Internet is conducted almost entirely with credit cards or with Internet accounts established with credit cards and how, for many, particularly young people for whom cash has never been a necessity, it is easy to give in to the urge for instant gratification, even when there are no funds available to support this gratification. It shows how, in particular, college students may fall victim to this trap, since they may not see a credit card purchase as spending with ?real money, they have little or no experience with credit cards or loans, and they are new to living independently from parents who have advised them not to buy things in the past. It examines the how, increasingly, student debt upon graduation is a crippling burden upon the student. It explores how the potential solution is to educate college students how to use their credit cards wisely and how to structure student loans and career plans with an eye toward the future, both of which can be accomplished by attending personal finance classes and by beginning with smaller credit card lines.
From the Paper
"The problem of student debt is twofold, and therefore, managing student debt should employ a double-barreled approach. Credit card/consumer debt is only one facet of the student debt issue, but students need to be able to distinguish between their necessary federally-funded student loan debt and their self-imposed credit card debt. In recent years, it has become common practice for credit card vendors to set up shop on college and university campuses, usually near the school bookstore (Fisher). Once established on campus, credit card companies attempt to lure students into signing up for credit cards by offering free incentives such as tee shirts or water bottles (Fisher). It is all too easy for students to succumb to the temptation for and the ease of obtaining credit cards when these credit lines are pushed so forcefully toward the often na?ve college student cohort."
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Educational Programs for Students with Autism, 2003.
An analysis how autistic students can achieve academic success through effective programs.
1,375 words (approx. 5.5 pages), 5 sources, APA, $ 45.95
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Abstract
Students who suffer from the condition of autism present educators and policymakers at all levels with a complex set of questions about how to best help these students achieve the best possible academic outcome, while balancing the needs of other students in the school systems. ?Mainstreaming? such learning disabled students has become a popular approach and has proven to be an effective alternative to many special education settings, but the fact remains that students who suffer from autism, like all other people, have highly individualized needs that, in some cases, cannot be adequately addressed in a typical classroom setting. This paper shows that understanding when and why and for how long to include students with autism in a mainstream classroom has become an extremely important issue for educators today. This paper examines the scholarly literature to develop answers to these questions, followed by a summary of the research in the conclusion.
From the Paper
"Today, approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). According to Horn and Tynan (2001), prior to the 1950s, the federal government was not routinely involved in the education of children with special needs. ?A few federal laws had been passed to provide direct educational benefits to persons with disabilities, mostly in the form of grants to states for residential asylums for the ?deaf and dumb, and to promote education of the blind.? These laws, however, were in the tradition of providing residential arrangements for persons with serious disabilities, services that had existed since colonial times? (Horn & Tynan, 2001, p. 36). These researchers point out that absent federal law, how -- and even whether -- children with disabilities were to be educated within the public schools was left to the discretion of the states and their local school districts. This state of affairs changed dramatically in 1975, though, with the passage of the Education of All Handicapped Children Act (PL 94-142)."
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