Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
In addition to teaching the subject they have expertise on, one of the most challenging tasks of an educational institution is to prepare its students to life. Sometimes by helping them to overcome obstacles, other by providing inputs so its pupills are able to see that some decisions may no be the most appropriated to them. For that reason, I cannot completely agree with the assumption that institutions have a responsability to dissuade students from pursuing fields of study in which they are unlikely to succeed.
First of all, the unlikeliness of the success achieved by any student in a field of study is not something easy to figure out. Actually, it is a probability, so one can never be sure that the assumption he or she made about the student’s possible failure is correct. It is necessary a detailed approach in order to evaluate this likelyhood of unsuccess, based not only on the student’s imediate skills, but also on his or her preferences and beliefs.
For example, a student may have been pursuing a career that he or she is not really fond of because his or her parents are urging him or her to do so. Sometimes families carry, along with their traditions, professional careers that are somehow going to be forced into the generations to come. Considering for example a family of preeminets doctors, it is quite possible that a child feels the obligation to study medicine. By perceiving this problem, an educational institution has to provide to this student all the information he or she needs to decide if the field chosen is really the one he or she is more likely to succeed.
On the other hand, students may strive to learn some subjects in their fields of study, but such hardships must not be used as a metric to evaluate the likelyhood of their future success in the area. History is full of examples of people who were not accepted on a college, who had papers refused or who were judged by ther possible inabilities in some theme. After, they showed great potential in their fields of study. One classical example is the rejection of Einstein’s paper submited and refused by a renowned journal in 60th decade. They claimed that gravitational waves could not exist. Thus, discrediting the central part of Einstein’s work.
Therefore, intitutions have the responsability to orient their students to make the best choices considering not only their aptitudes for some subjects, but also their personal reasons for pursuing the carrer they chose. This orientation should not be biased. Conversely, they should serve solely as input to the students final decision.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-28 | Kiho Park | 50 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
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- The following appeared in a letter to the editor of the Balmer Island Gazette."On Balmer Island, where mopeds serve as a popular form of transportation, the population increases to 100,000 during the summer months. To reduce the number of accidents involv 89
Grammar and spelling errors:
Line 1, column 291, Rule ID: NOW[3]
Message: Did you mean 'now' (=at this moment) instead of 'no' (negation)?
Suggestion: now
...are able to see that some decisions may no be the most appropriated to them. For t...
^^
Line 6, column 361, Rule ID: SENTENCE_FRAGMENT[1]
Message: “After” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...her possible inabilities in some theme. After, they showed great potential in their f...
^^^^^
Transition Words or Phrases used:
actually, also, but, conversely, first, if, may, really, so, therefore, thus, as to, for example, in addition, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 47.0 33.0505617978 142% => Less pronouns wanted
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2185.0 2235.4752809 98% => OK
No of words: 440.0 442.535393258 99% => OK
Chars per words: 4.96590909091 5.05705443957 98% => OK
Fourth root words length: 4.57997565096 4.55969084622 100% => OK
Word Length SD: 2.96372612106 2.79657885939 106% => OK
Unique words: 231.0 215.323595506 107% => OK
Unique words percentage: 0.525 0.4932671777 106% => OK
syllable_count: 702.9 704.065955056 100% => 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: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 54.1499405954 60.3974514979 90% => OK
Chars per sentence: 115.0 118.986275619 97% => OK
Words per sentence: 23.1578947368 23.4991977007 99% => OK
Discourse Markers: 7.47368421053 5.21951772744 143% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.336739868 0.243740707755 138% => OK
Sentence topic coherence: 0.0924509642874 0.0831039109588 111% => OK
Sentence topic coherence SD: 0.142869293188 0.0758088955206 188% => OK
Paragraph topic coherence: 0.180893454634 0.150359130593 120% => OK
Paragraph topic coherence SD: 0.133517744439 0.0667264976115 200% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.6 14.1392134831 96% => 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: 11.84 12.1639044944 97% => OK
dale_chall_readability_score: 8.83 8.38706741573 105% => OK
difficult_words: 113.0 100.480337079 112% => OK
linsear_write_formula: 15.0 11.8971910112 126% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.