Colleges and universities should require all faculty to spend time working outside the academic world in professions relevant to the courses they teach.
Write a response in which you discuss your views on the policy and explain your reasoning for the position you take. In developing and supporting your position, you should consider the possible consequences of implementing the policy and explain how these consequences shape your position.
Application in real-life situations is the main essence of learning and developing, whereby one without the other can be considered a waste of resources and time. Various courses as crafted by academia respond to a need in society. We come across courses in the University, such as Reservoir Engineering, Gynaecology, and in secondary schools, subjects such as Mathematics, Physics, and Biology. It is important to note that the courses learnt in secondary school find expression in the University and are built upon there, as well as those learnt in the University are applied in the field and sharpened there. A teacher with field experience is able to more effectively pass complex knowledge to students than their counterparts, and from what I have seen as being a student, students appreciate this perspective better and are able to see the end result clearer. Thus, faculty working in the field is highly recommended, most especially in the area wherein they teach.
This view was corroborated by a study carried out by Time Review. In this study, teachers teaching Reservoir Engineering without field experience and those with field experience were compared. It was discovered that the knowledge and skill of those without field application experience quickly became obsolete and ineffective, especially in simulating solutions to crises often experienced on the rig; an their teaching more theoretical and boring are involved to their audience; whereas those teachers who have gone ahead to apply this practically, apply pragmatic methodologies, and hence produce a more balanced student. But just staying in one's field can be restrictive in exposure.
However, working outside a particular field, that is not directly in the line of the course of teaching, provides its own unique importance. Real life is more complex and diverse than what is first assumed. It takes a different talent and skill to make a business successful or not. Take the Oil and Gas Industry, for instance, to produce crude and make a profit legally, there is a need for Doctors to cater for the health of the staff, Lawyers to handle the legal matters, beyond the Reservoir Engineers that deal directly with the crude and the subsurface. What then is the paradox? Working in fields that are seemingly outside one's field of teaching avails one the opportunity to work with diverse specialty, recognize new applications of one’s skills, and, like in the modern world, gain and apply transferable skills.
Some school of thought however say and maintain that venturing into unrecognized zones is wasted effort; they fail to see the beauty and applicativeness of this combination. From this, we see new job opportunity arising across the globe.
What then is the way forward? There should be no restriction to how and where knowledge gained is applied and finds expression; rather, a platform should be created to maximize
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Grammar and spelling errors:
Line 1, column 747, Rule ID: EN_GB_SIMPLE_REPLACE
Message: I is a common American expression, in British English it is more common to use: I
Suggestion: I
... than their counterparts, and from what I have seen as being a student, students ...
^
Line 3, column 403, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...to crises often experienced on the rig; an their teaching more theoretical and bor...
^^
Line 3, column 645, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...e balanced student. But just staying in ones field can be restrictive in exposure. ...
^^^^
Transition Words or Phrases used:
but, first, hence, however, if, second, so, then, thus, well, whereas, for instance, such as, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 6.0 12.4196629213 48% => OK
Conjunction : 25.0 14.8657303371 168% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 28.0 33.0505617978 85% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2447.0 2235.4752809 109% => OK
No of words: 469.0 442.535393258 106% => OK
Chars per words: 5.21748400853 5.05705443957 103% => OK
Fourth root words length: 4.65364457471 4.55969084622 102% => OK
Word Length SD: 2.91098583715 2.79657885939 104% => OK
Unique words: 257.0 215.323595506 119% => OK
Unique words percentage: 0.547974413646 0.4932671777 111% => OK
syllable_count: 762.3 704.065955056 108% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 98.0428477759 60.3974514979 162% => OK
Chars per sentence: 122.35 118.986275619 103% => OK
Words per sentence: 23.45 23.4991977007 100% => OK
Discourse Markers: 5.2 5.21951772744 100% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 7.0 4.83258426966 145% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.104658483305 0.243740707755 43% => OK
Sentence topic coherence: 0.0306515659521 0.0831039109588 37% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0326032851198 0.0758088955206 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.0530649188982 0.150359130593 35% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0305741880908 0.0667264976115 46% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.9 14.1392134831 105% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.29 12.1639044944 109% => OK
dale_chall_readability_score: 9.05 8.38706741573 108% => OK
difficult_words: 127.0 100.480337079 126% => OK
linsear_write_formula: 15.5 11.8971910112 130% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.