Educational institutions should actively encourage their students to choose fields of study that will prepare them for lucrative careers.
Educational institutions are instrumental in shaping the students' views, but also adults they will be, along the curriculum. The chosen field of study is however all too often determined by familial expectations, apocryphal prestige or the tendency to look at the wage after graduating. In this regard, I dissent from the author's stance and strongly believe that it is the teaching profession's role to guide pupils toward a career in consistence with their wills, permitting one to burgeon.
As most professors have opted to take a path that best suited them by imparting a determined field's knowledge to students, they should replicate this pattern and urge them to choose a field that make them feel living. Educational institutions, through pedagogues, have the same responsibility and role to play as Anne Sullivan did in the development of Helen Keller. Transparent informations and keys for students to flourish as professionals and well-educated citizens are the nature of their assignments. Thus, the idea of prosperous professional fields should not creep over people's passions and predispositions, for money is at best a consequence and not a stimulus dictating the common path to a whole generation. This is also evidenced by wealthy entrepreneurs and professionals, who became so because of arduous work in a field that appealed to them.
This exposure implies ludicrously that some careers are boxed into one category, labeled as non lucrative. The affluence of the individual isn't contingent upon the chosen field of study, but have its genesis in how one divert his skills into a business. An art student with a proclivity of making deals might have a far more lucrative career than those who have been encouraged by their professors to attend mechanical engineering classes while they wouldn't to, or for the mere reason of being touted as financially sumptuous. This arguing could apply to myriad scenarios.
It is also crucial to note that the so called lucrative careers are imponderable, especially since post-agrarian societies. For instance, American students who were spurred to studies of finance by their surroundings back in early 2000s, for these were synonymous to substantial incomes, have found themselves stuck in a crisis that left them without job at all. Thousands of Leman Brothers' employees have indeed been fired in 2008. National and international laws being sometimes enacted at the expense of certain professions are also testament to the fact one should always be driven and helped by instructors based on his predispositions. It would also be easier for students to rebound after such vicissitudes, and would prevent them from depression.
To conclude, educational institutions are custodians of the core of a society i.e culture. While there is no reason for them to discourage students to undertake determined studies for lucrative careers, areas like economics or private equity shouldn't impinge upon the arts, literature or philosophy. Otherwise, a nation would be soulless, the theoretical subjects ignored, and its citizens mesmerized by the only goal of gaining money.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-10-18 | MistyRabbit | 50 | view |
- We learn our most valuable lessons in life from struggling with our limitations rather than from enjoying our successes 83
- Competition for high grades seriously limits the quality of learning at all levels of education 83
- Claim Governments must ensure that their major cities receive the financial support they need in order to thrive Reason It is primarily in cities that a nation s cultural traditions are preserved and generated 83
- Young people should be encouraged to pursue long term realistic goals rather than immediate fame and recognition 83
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed 79
Grammar and spelling errors:
Line 1, column 137, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...ll be, along the curriculum. The chosen field of study is however all too often deter...
^^^^^
Line 1, column 323, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'authors'' or 'author's'?
Suggestion: authors'; author's
...ing. In this regard, I dissent from the authors stance and strongly believe that it is ...
^^^^^^^
Line 3, column 94, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'fields'' or 'field's'?
Suggestion: fields'; field's
...t suited them by imparting a determined fields knowledge to students, they should repl...
^^^^^^
Line 5, column 140, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: isn't
...rative. The affluence of the individual isnt contingent upon the chosen field of stu...
^^^^
Line 5, column 172, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...ividual isnt contingent upon the chosen field of study, but have its genesis in how o...
^^^^^
Line 5, column 451, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...chanical engineering classes while they wouldnt to, or for the mere reason of being tou...
^^^^^^^
Line 9, column 243, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: shouldn't
... areas like economics or private equity shouldnt impinge upon the arts, literature or ph...
^^^^^^^^
Transition Words or Phrases used:
also, but, however, look, so, thus, well, while, for instance
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2637.0 2235.4752809 118% => OK
No of words: 492.0 442.535393258 111% => OK
Chars per words: 5.35975609756 5.05705443957 106% => OK
Fourth root words length: 4.70967865282 4.55969084622 103% => OK
Word Length SD: 3.1177159142 2.79657885939 111% => OK
Unique words: 289.0 215.323595506 134% => OK
Unique words percentage: 0.587398373984 0.4932671777 119% => OK
syllable_count: 827.1 704.065955056 117% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 57.6821246141 60.3974514979 96% => OK
Chars per sentence: 131.85 118.986275619 111% => OK
Words per sentence: 24.6 23.4991977007 105% => OK
Discourse Markers: 3.05 5.21951772744 58% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => 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: 0.349870486822 0.243740707755 144% => OK
Sentence topic coherence: 0.0830047152027 0.0831039109588 100% => OK
Sentence topic coherence SD: 0.0600038645369 0.0758088955206 79% => OK
Paragraph topic coherence: 0.174304051876 0.150359130593 116% => OK
Paragraph topic coherence SD: 0.035904451752 0.0667264976115 54% => OK
Essay readability:
automated_readability_index: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.1 12.1639044944 116% => OK
dale_chall_readability_score: 9.8 8.38706741573 117% => OK
difficult_words: 155.0 100.480337079 154% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 11.6 11.2143820225 103% => 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.