Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
The educational institutions' purpose is to instruct, provide knowledge, and offer exposure of different fields of study to students so that they are able to choose a specific career with discernment. It is not the responsibility of the educational system, be it instructors or institutions, to discourage students regardless of their choices. Guidance and persuasion, in this case dissuasion, are very distinct actions. The former opens up possibilities, exposing students to the many potential paths, and giving them feedback without pressure, while the latter inputs pressure, convincing, and judgement to influence the students' decision making process. The educational institutions are not to have responsibility nor to dissuade students on their choices. It's the student's responsibility and freedom to make their career path decisions.
First, human predictions about one's success in the future are unreliable. In the same way, both teachers and educational institutions do not have the capacity to predict and foresee accurately any student's future, therefore they do not have responsibility to discourage students on their choices. Stories such as of Albert Einstein who during childhood did not perform well in math courses and during early adulthood was not able to secure a high-skilled job after graduation are evidence that human potential is not easily identifiable when not fully developed.
Furthermore, teachers and professors are not to dissuade, but to offer guidance and share their experiences with students in order to shed light on the advantages and challenges of different fields of study, so students are aware and more prepared for what awaits for them in their future career paths. Instructors can help students to navigate the various fields of interest, but teachers are not to discourage nor prevent students from their interests and choices whether they seem to have a potential for success or not.
Lastly, educational institutions play an important role in students' career choices by offering opportunities and tools to explore different areas of study. Internships, for instance, are valuable opportunities for students to delve into certain fields of interest, to acquire relevant experiences, and to gain feedback on their abilities. Through these personal lessons, rather than external dissuasion, students will be able to choose their careers reasonably. The educational institutions are to provide opportunities and room for students to experiment rather than judgement and discouragement about their choices.
Deciding a career path can be a complicated and long journey, yet it's an internal journey of oneself to discover one's interest, abilities, and mission. Educational institutions and teachers play a supporting role providing guidance, information, and opportunities to explore fields of study. The ultimate responsibility of choosing an area of interest and dealing with the consequences of that decision, whether be it success or not, falls under the student and not the educational institution.
| 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 |
- Nature's Way, a chain of stores selling health food and other health-related products, is opening its next franchise in the town of Plainsville. The store should prove to be very successful: Nature's Way franchises tend to be most profitable in 23
- Governments should offer college and university education free of charge to all students. 83
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. 66
Grammar and spelling errors:
Line 1, column 760, Rule ID: IT_IS[6]
Message: Did you mean 'it's' (='it is') instead of 'its' (possessive pronoun)?
Suggestion: It's; It is
... to dissuade students on their choices. Its the students responsibility and freedom...
^^^
Line 5, column 32, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...ns. First, human predictions about ones success in the future are unreliable. I...
^^^^
Line 17, column 114, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...internal journey of oneself to discover ones interest, abilities, and mission. Educa...
^^^^
Transition Words or Phrases used:
but, first, furthermore, if, lastly, so, therefore, well, while, for instance, such as, in the same way
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 3.0 12.4196629213 24% => OK
Conjunction : 31.0 14.8657303371 209% => Less conjunction wanted
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 26.0 33.0505617978 79% => OK
Preposition: 68.0 58.6224719101 116% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2606.0 2235.4752809 117% => OK
No of words: 458.0 442.535393258 103% => OK
Chars per words: 5.68995633188 5.05705443957 113% => OK
Fourth root words length: 4.62611441266 4.55969084622 101% => OK
Word Length SD: 3.21766211378 2.79657885939 115% => OK
Unique words: 221.0 215.323595506 103% => OK
Unique words percentage: 0.482532751092 0.4932671777 98% => OK
syllable_count: 811.8 704.065955056 115% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 63.9599604691 60.3974514979 106% => OK
Chars per sentence: 144.777777778 118.986275619 122% => OK
Words per sentence: 25.4444444444 23.4991977007 108% => OK
Discourse Markers: 5.72222222222 5.21951772744 110% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.292044538194 0.243740707755 120% => OK
Sentence topic coherence: 0.107452741908 0.0831039109588 129% => OK
Sentence topic coherence SD: 0.0964290911825 0.0758088955206 127% => OK
Paragraph topic coherence: 0.170316239792 0.150359130593 113% => OK
Paragraph topic coherence SD: 0.0650139692185 0.0667264976115 97% => OK
Essay readability:
automated_readability_index: 18.1 14.1392134831 128% => OK
flesch_reading_ease: 29.18 48.8420337079 60% => Flesch_reading_ease is low.
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 15.4 12.1743820225 126% => OK
coleman_liau_index: 16.02 12.1639044944 132% => OK
dale_chall_readability_score: 9.19 8.38706741573 110% => OK
difficult_words: 125.0 100.480337079 124% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 66.0 out of 100
Scores by essay e-grader: 4 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.