School

Every day seems never-ending. It feels like if we were at school a thousand hours instead of eight. Routine is heavy, always doing the same, waking up at 7 am then going to school at 8 am. After that, we have to survive boring teachers and useless subjects for the next seven or eight hours with only a few breaks between them. Once we arrive home all we want to do is sleep. But no, we can ‘t, we got to do our homework. Teachers think we do not have enough at school so they give us work to do at home. It seems like a Joke. We have no time for our interests or hobbies such as arts like learning how to play an instrument, learning to paint or draw or whatever we want to do. Our schedule is full of things. Most of them have to do with school. All that I have said is what a student would say if I call him right now, but if he took some seconds to think, he would realize school gives us lots of possibilities.

Thanks to school are that we’ve got friends. Students often said things such as “Hey teachers, you know we have a social life, don ‘t you? ” that ‘s very rough, they (school) gave us the possibility of having a social life. Of course, we got one outside of school! Personally, I think that we must stay positive and see the great things school life offers. Yes, it’s kind of tough but also it will be our work life. That ‘s school life porpoise, to prepare us for what is coming next. Yes, I will not discuss sometimes It is boring, but remember all the time you laugh at school, with your friends and why not with your teachers too. School life Is hard, but it’s a good thing. Nelson Mandela once said: “Education Is the most powerful weapon which you can use to change the world. ” And he Is correct. Education is the key to success, and by “success” I do not only mean being a great doctor or businessman but also to reach happiness.

Science, what does this word mean when you’re a teacher or more importantly learning to be a teacher. Is it a dirty word? Or Just unfamiliar! Are we scared or Just unsure how to teach it? I will be looking at these thinking by current pre service teachers and graduate teachers. How do we gain confidence, belief and a good attitude towards teaching science in schools? Is it really that hard and daunting to teach 5 year olds and then again to 12 year olds. Is there any difference?

Is there a way to help in making science a subject that is as important to a pre service teacher s Health & Physical Education or Art? “Science in Australian primary school is thus in a state of crisis” (Department of Employment & Training, 1989). Attitude towards teaching science at school is a major problem. Previous research has shown that elementary education majors often dislike science and lack confidence in their ability to teach it. This is an important problem because students who hold these attitudes are likely to avoid teaching science, or teach it poorly, when they become teachers.

It is therefore necessary to identify pre service elementary teachers who hold negative attitudes towards science, and attempt to convert these attitudes to positive before they become teachers. (David H. Palmer, 2001). Why is our attitude so dish-Jointed when it comes to science and to some extent mathematics too? Personally I can’t remember much about doing science in primary school as it was too long ago. I feel that it was casual and fun but what I do remember doing was some exciting stuff in and around the school boundaries.

Finding bugs, doing experiments and making erupting volcano’s in year 6. But high school to me it started to be boring, not fun and an attitude “why do I have to go to Physics and Chemistry? Over the last two decades, a considerable amount of research attention has focused on the science attitudes of pre service elementary teachers. It has been found that many of them hold negative attitudes which appear to have arisen from their past experiences in science, particularly at secondary level (Babel & Smith, 1994; Unloading & Wallace, 1996; Scamp, 1991; Westerners, 1982).

The only good thing about science was Chemistry when you could play with chemicals and the Bunsen burners and melt things. I believe most pre service teachers think of this time in High School and make a Judgment. Within 3 seeks my attitude has started to change. With what I have seen and learnt, I am optimistic, a little excited on teaching science at primary school. What can change the attitude of the pre service teachers? There were three main reasons: personal attributes of the tutor, specific teaching strategies, and external validation.

It was proposed that many of the individual factors were effective because they represented either “performance accomplishments” or “vicarious experience” as defined by Bandeau (Psychological Review, 84, 1977, 191-215). Do we as pre service teachers have enough knowledge and belief about science to infidelity teach it at school? Teaching practices are often considered as one of the reasons why American students are not currently demonstrating top achievement in science and mathematics. Both theory and common sense suggest that teachers ‘knowledge of subject matter necessarily influences their classroom practices.

Linkages between teachers’ personal knowledge, beliefs, and instructional activity have proven elusive despite the considerable level of concern expressed regarding low levels of mathematics and science knowledge possessed by pre and in service elementary teachers Leningrad, Putnam, Stein, & Baxter, 1991). Elementary teachers have been found to possess generally low level conceptual and factual knowledge as well as inadequate skills in the content area of science (Victor, 1962; Blower & Howe, 1969; Winner, 1993).

General agreement exists that lack of such a background in science knowledge significantly contributes to hesitancy and possible inability to deliver effective science instruction in classroom settings. Indeed, previous research in this area found that teachers gravitate toward performing those tasks in which they feel confident and competent (Cunningham & Blankness’s. 979; Hone. 1976). Do I feel I have that belief and knowledge? I certainly don’t have a full knowledge of what I need to be a competent science teacher, but be assured I’m excited to teach and be taught over the next couple of years.

I certainly believe I can teach but gaining more knowledge would be an advantage. Maybe if science and mathematics subjects are more prevalent in undergraduate courses, than what it currently is around the country, it may be a subject that teachers will like to teach. As there continues to be a need for pre service teachers to bolster their understanding in these areas, this might well indicate a need for collaborative efforts between departments of science and mathematics and departments of education in devising ways in which higher education might better serve the needs of these entry- level teachers.

Are we being taught enough in undergraduate teaching courses in the science subjects? Is more needed to alleviate the growing concern in this matter. A lot of studies have been conducted throughout the world, especially in western society. Not only pre service and graduate teachers had trouble teaching science but so did hose teaching for example grade 6. From what I have read many teachers believe that they need a more clear direction, a lack of materials and more information on suitable topics to be taught is needed. The general feeling was that teaching science involved considerable effort.

This effort involved preparing a suitable topic and organizing the materials necessary to teach that topic. As well there seemed to be a lack of direction in the area of science. The feeling was that many teachers do not consider science to be a high priority and hence were not willing to expend energy in organizing for it. A comparison was made between teaching science and social studies. The teachers suggested social studies was much easier to teach because the curriculum was well organized, the information was all together in one book and there were few materials needed.

Science on the other hand required gathering ideas from a variety of books as well as a lot of materials for activities. Many of these materials were consumable and had to be replaced each year. One teacher suggested that ;there are some teachers who love science and are willing to put in the effort but the majority do not. There is no doubt that the use of a quality traduced program with supporting equipment and appropriate in servicing can help the primary teacher initiate worthwhile, sequenced science lessons on a regular basis.

A study of 139 pre service teachers from the University college of Central Queensland by Ken Appleton concluded that there are general points about teaching science discipline knowledge in pre service and, by extrapolation, in service courses which can be learned from this study. Firstly, science discipline knowledge needs to be taught in a way which will give students a more positive self -image of themselves as teachers of science and technology.

Teaching discipline knowledge without taking this goal into consideration may do more harm than good: ; students’ self – perceptions may well remain largely negative, and may even become more negative. Secondly, the teaching strategies which have proved effective in generating positive changes in self-perception tend to be time consuming, and need to be conducted in small group settings rather than large lectures. This means that the amount of content “covered” would usually be less than; that delivered in large group lectures.

That is, what is gained in students’ self-confidence, is paid for by covering less intent. The small group teaching also means more expensive teaching compared to traditional lecture and laboratory methods. Thirdly, once students’ self-confidence is improved, many could be expected to access science and technology content for themselves through individual research and/or normal science courses-? while not proven, this is a reasonable hypothesis given the changes documented in this study and others (Kirkwood, Berlin & Hardy, 1989).

Ideally, a pre service course should there- fore contain at least two compulsory science and technology education units: he first based on strategies such as those outlined here, and the second a more specific focus on discipline knowledge. However, restrictions on the number of compulsory science education units able to be included in a pre-service course may make independent study the only viable means for many students to gain further science and technology discipline knowledge.

I personally know that when I first ventured into being a teacher 7 years ago, I studied to be a secondary PEE teacher. It was very science based, because you specialize in these subjects to teach at secondary. But primary school teaching is different you need a range of knowledge in al teaching disciplines from art, religion, JOSE, English, mathematics, IT and science to name a few. You never know when you need that knowledge even if you’re a specialist teacher.

If there is still such a lack of concern for competency in teaching science in primary education, maybe there should be extra training for graduate teachers either through a tertiary institution or during their first years as a teacher or even in the summer before they start teaching at a school and let’s not forget about the current teachers either. Studies have shown that they still need updated knowledge in science subjects. Keeping this in mind the more extra-curricular learning a teacher can get the more confident they will be to teach science.

This in turn will change their attitude and belief to teaching it and influence other pre service teachers wanting to move into the primary school teaching. Unfortunately teaching science at primary school level is still daunting to many pre service teachers. Having had bad experiences while at school themselves, this has contributed to pre service teachers not having enough practical and theory based knowledge, having little or no belief and confidence being low. Will science ever be a object that pre service teachers want to teach? Will it change over time?

It has been known that a problem exists for decades but no one seems to have the answer to alleviate the problem. Many studies, surveys have been performed and implemented without success. What will the government of Australia do to fix this problem? With the change to a national curriculum, let’s hope something will finally be done.

EDUCATION in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. In pre-literate societies this was achieved orally and through imitation and story-telling etc . Oral language developed into written symbols and letters.

Schooling in this sense was already in place in Egypt between 3000 and 500BC The gurukula system was the ancient system of education. A gurukula is a type of school in India, residential in nature, with shishyas living in proximity to the guru, often within the same house. In a gurukul, shishyas reside together as equals, irrespective of their social standing, learn from the guru and help the guru in his day-to-day life. They did not accept fees ONLY ASMALL GURUDAKSHINA WHICH MAY NOT BE MONETARY. INDIA S ANCIENT GURUKUL SYSTEM IS WORTH EMULATING BY ALL INTERESTED IN IMPARTING EDUCATION.

THE GURUKUL SYSTEMBRINGS A SENSE OF RESPECT AND COMMITMENT FROM THE TEACHERS AND THE STUDENTS Nalanda and Takshishila universities were the oldest university-system of education in the world. Indian education suffered a huge blow as Western education became ingrained into Indian society with the establishment of the British empire. the British so cleverly played their cards that even after fifty years of independence we still continue to exist in a state of stupor, unable unwilling to extricate ourselves from one of the greatest hypnoses woven over a whole nation.

Indian curriculum is criticized for being based on rote learning. Our present day education system gives no chance to creativity. It is marks , grades and competition all the way . It should inculcate good values in the minds of students. Emphasis should also be given on physical and vocational training. Teaching of ethics should be incorporated in the curriculum right from kindergarden through high school. Children should be allowed to choose their own subjects acc. to their interests. They must be made to interact with each other in groups and express their views on various topics.

Instead of taking notes from voluminous books , teachers etc they must be made to get information by themselves and share it with the class. This will help them to develop good analytical skills and reading habits . Children must have practical experience . They can be taken on trips to museums, labs, etc where they can learn by interacting with experienced people. Education is to gain and share knowledge. Sharing without communication is impossible. English should not be banned at the primary level as it remains the global language. Learning hindi, the national language and the state language helps in internal communication.

The system of Education in India should focus on learning and not exams. Unfortunately Education has become a lucrative business destroying the real purpose of itself. The bad quality of education in govt schools have given a thrust to the the rise of commercial coaching classes all over India. Students today hardly think of being a teacher due to less perk… many who are hardly passionate about engineering and medicine are studying just for the sake of getting a fat salary and package along with it. Middle class parents pay what is demanded by the coaching classes, this has alarmingly turned out to b an industry in our nation.

Statistically 25% of the Indian population is illiterate, only 7% of the population that goes to school manage to graduate and 15% manage to make it to high school. 80% of schools are managed by the Govt. , private schools are expensive and out of reach for the poor Another reason for poor quality of education is the poor quality of teachers in government schools . Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. To improve the quality of education , the government needs to spend more money from its coffers on education.

The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention. Conclusion School teachers SHOULD BE PAID high SALARIES and, every care is to be taken that these teachers keep on upgrading. The government should realize that these are the people who shape their future generations.

All over India the syllabus must be same, because partiality occurs between students. . Frankly it would be foolhardy to believe that a syllabus consisting a bit of maths bit of science, arts and literature is a foolproof way to educate whole of India. Our present day system of education can be revamped and changes incorporated by getting a group of experienced teachers from various parts of our country. The task is best done by them and not by a bunch of politicians who do not have any training in education. Hope to see the Indian system of education reach its zenith like it did in ancient times!

The independent institute Frankfurt School was founded by Jewish intellectuals, Theodor Adorno, Max Horkheimer and Herbert Macuse within a Nazi empowered Germany in 1923. After relocating to various parts of America, gaining exposure from Los Angeles and Hollywood lifestyle, the school returned. They took a great concern in the analysis of popular culture and the Culture Industry that had affected Germany in the 1940s. Although these changes reshaped a nation over 70 years ago, Frankfurt School’s interpretation of popular culture still relates to our own understanding today.

The question is why, Adorno in particular, criticised this new behaviour in Germany’s society. The Enlightenment was introduced, which expressed individualism instead of tradition but ultimately led the way to modern capitalism and the culture industry. “Frankfurt School perspective is an obvious variant of Marxism. ” (Strinati, 2004) Despite disagreeing with the Enlightenment, Adorno and Frankfurt School agreed on the Marxist theory. According to Dominic Strinati, to understand Frankfurt’s views “the school can be seen as trying to fill in a part of the picture of capitalism Marx did not deal with. (2004, 48) This provides a reappraisal of popular culture which Marx did not comment on, which we will acknowledge and see how far that it is understood by society today. Interestingly, the school focuses on the culture, not the economy or political aspects of society. However Adorno has also been criticised for his unclear and inaccurate analysis of the topic, which will also be discussed and questioned upon. To begin, we will establish how Capitalism is the foundations of the development of popular culture. Capitalism is the political and economic system which is controlled by the individual, and not by state.

Frankfurt School considered Capitalism as their opposition due to their left-wing beliefs. Though it is noticeable that the Frankfurt School believed Capitalism was more stable than what it really is. Adorno fails to mention that capitalism also has it’s faults and popular culture was not formed on this system alone. Despite this, it certainly aided it effectively. Adorno declares that the working class accept this system unforced is because businesses, advertisers and other consumers make the product that is being retailed more appealing.

It doesn’t take much effort from the consumer to submit to these influences and purchase the product. This makes them feel better about themselves because they now own said product and are part of the majority that does. He introduces the term “commodity fetishism” which “is the basis… of how cultural forms such as popular music can secure the continuing economic, political and ideological domination of capitalism. ” (Strinati, 2004) He shows us that consumers in the capitalist society value money more than appreciating what was purchased.

This “defines and dominates social relations” (Strinati, 2004, 50) The same is true today – many of us would much prefer to spend a colossal amount of money on an well-known brand commodity, say a new car or handbag, than an affordable and sensible priced one. This presents ourselves to others as a much wealthier individual, which essentially makes us feel better about ourselves. Adorno quotes this well “the real secret of success… is the mere reflection of what one pays in the market for the product. (Strinati, 2004, 49) This superficial attitude expressed most of us can relate to today because we all live in a capitalist society and have experienced this need for a certain commodity. Therefore Frankfurt School has successfully helped us be aware of the root of popular culture. According to the Frankfurt school, “the culture industry reflects the consolidation of commodity fetishism. ” (Strinati, 2004, 54) When the public are satisfied, capitalism will continue to work and therefore other political systems will be unsuccessful.

It’s only when a system does not work does the mass culture look for new power. With the simplicity and effectiveness of the Culture Industry, the Working Class will remain content consuming. “It is so effective in doing this that the working class is no longer likely to pose a threat to the stability and continuity of capitalism. ” (Strinati, 2004, 55) The industry successfully moulds and alters the tastes of the masses to suit the industry’s needs. However, the Frankfurt School do not consider that the notion of popular culture has any radical potential at this time.

Instead, Adorno found that popular culture was ‘imposed’ on the people, and warned that they should only welcome it insofar as they do not get imposed. (Strinati, 2004, 55) Of course, this working class at the time was not going to take notice of the school’s negative response when they find something so welcoming and appealing. Perhaps Frankfurt did not appreciate how diverse and hybrid popular culture was. One way of looking at this would be to see Adorno’s criticism as a warning to us about the effects of the powerful culture industry, something the masses of 1940s would not understand.

We are able to understand and relate to this because we all know from experience of this captivating affect that popular culture has on our lives. The school’s theory discusses that by capitalism and the culture industry working together produces ‘false needs’ for the masses, which means “people can be reconciled to capitalism, guaranteeing its stability and continuity. ” (Strinati, 2004, 52) In the pursuit of profit, the industry will be ruthless to promote consumerism – to make consumers buy things they essentially do not need.

These goods are advertised so effectively to the mass culture, they are tricked to believe that they genuinely need it. Think of the example from earlier with the expensive car or handbag. These false needs are created and sustained through advertisements in magazines, television, the media and from other consumers’ opinions. Therefore the consumer purchases the item: increasing the success of the industry and fulfilling the false need. The customer buys what they think they need, however remain unsatisfied and wants more. Strinati puts it very well: The customer is not king, as the culture industry would have us to believe, but its object. ” This is a disturbing truth that needs to be dealt with, but it appears that nobody is bothered by it, so why should it be changed? The school successfully makes it clear to us how this lifestyle is influencing us so powerfully. We are aware of this feeling of ‘false needs‘ from time to time, yet we share the same attitude as the society in the 20th century and continue in bad habit. In particular, the school criticises the culture industry’s popular music, accusing it of two processes: standardisation and pseudo-individualisation.

The customer is being fooled through the use of standardisation “popular songs are becoming more alike” (Strinati, 2004, 58) Traditional music at such as Beethoven or Mozart requires an attentive listen and expression of the imagination to hear every detail that has been put into the musical piece. Meanwhile, popular music, as described by Storey: “operates in a kind of blurred dialectic: to consume it demands inattention and distraction” (2009) which means that it requires little attention – which suits perfectly for customers with busy lives, who after a stressful day prefer to listen to something which requires less concentration.

Popular music is ideal here and “satisfies the craving. ” The pseudo-individualisation element of the song disguises it making it appear more unique and distinctive, often by adding a catchy chorus or beat. Frankfurt School makes us aware of this process, which still is regular in many pop songs today. Adorno compares the characteristics of both music styles and criticises the simplicity of the one dimension popular music. Here it is felt that he must be condemned for criticising with a lack of evidence or experience to prove his theory.

This makes it extremely difficult for us to relate to the school because they fail to relate with us. On the other hand, it could be argued that he was writing in 1941, a time were popular music would be very different to listen to. The music industry has changed drastically in the past 70 years and the sound of ‘pop’ has been reshaped too. It has to be acknowledged that despite Adorno’s criticisms of the culture industry’s popular music, it indisputably proves to us that if we reflect on the music we listen to today we will see evidence of standardisation and pseudo-individualisation used.

To conclude, it must be asked why the mass culture both then and now continues to gives into the power of capitalism and the culture industry. Adorno’s idea is “that most capitalist societies live limited, impoverished and unhappy lives” (Strinati, 2004, 61) and the reason for this is the submission from the power of commodity fetishism, escape from the real world and tragically, laziness. Strinati presses that “popular culture does not necessarily hide reality from people” but that it’s realised how difficult it is to change the world from this mindset so it becomes a matter of acceptance.

It is surely “killing the desire that might let us imagine a better world. ” (Storey, 2009) The Frankfurt brings to us an interesting outlook of how we could change our lives and prevent the power of capitalism and the culture industry from absolute control. Bibliography Strinati, Dominic (2004) An Introduction to Theories of Popular Culture London: Routedge Storey, John (2009) Cultural Theory and Popular Culture: An Introduction Harlow, England

Wednesday on the final week of senior year and the only thing happening in my classes was the exchanging of yearbooks. I had already gotten signatures from all of my closest friends, except one who hadn’t been at school the past two days; his name was Frank Gritty. He was a childhood friend who was always known for being a trouble maker, so it wasn’t unusual for him to ditch. After not having seen him In any of the classes we had together, I decided to pay him a visit after school, since he TLD live very far.

As I was approaching his house, I noticed a police car parked outside with someone sitting In the back. It was Frank and he had Just been arrested for taking a Joyride in a stolen car with some guys who were “cool,” very much Like the characters In Gondolas Brook’s poem, ‘We Real Cool,” which tells the story of seven rebellious dropouts who play pool at a bar and live a fast lifestyle full of crime. Brooks’ poem Is an attempt to teach readers the Importance of education, and the consequences that people who choose a life of crime must ultimately face: death.

Brooks explores these themes through his use of rime, symbolism, imagery, and tone. In the first stanza of the poem alone, Me real cool. We Left school. ” Brooks exercises the uses of both rime and irony. As each word is a single syllable, it gives the poem faster rhythm, much like the fast life of someone who chooses a lifestyle of crime over education. He is suggesting that people who choose to leave school are living too fast for their own good.

The first line is used to show reader’s the narrator’s ego, while the second quickly provides us with us with realization that these “cool” pool players are actually dropouts. Brooks is using irony to illustrate the idea that rebellion, and the desire to abandon education is commonly seen as a desirable and “cool” thing to do mongo the youth, when people who choose to drop out are actually harming themselves and not allowing themselves to live up to their full potential.

Brooks then goes on to list the crimes that the narrator his gang commit and makes use of sound in attempt to make the read a pleasurable experience while still delivering a powerful message. An example of this can be seen in lines such as “Lurk late” and “Strike straight. ” This use of alliteration gives the poem an essence of sound, almost like a song, which gives much more emphasis to the idea that the speaker believes he Is “cool” for the foul acts they commit. The line “Strike straight” suggests that the gang commits perfect crimes and is therefore proud of getting away with them.

Assonance can also be seen in each stanza of the poem with words such as “sin/glen” and “June/ soon. ” After painting a “cool” picture of the speaker’s actions through a rhythmic sound, Brooks goes on to illustrate the ultimate consequences that one must face for such a lifestyle. Though the musical aspect of the poem creates a somewhat cheerful vibe, the poem ends with the two words “Del soon. ” Brooks Is attempting to Imply that those who choose to live a carefree life of crime, such as the pool players, over a life f education Is sure to live a short one.

In short, while It may seem a long tedious task to go to school and receive and education, the long term benefits far outweigh the short-lived sensation of being “cool. ” This style of this poem was written strategically to make an underlying message an enjoyable and interesting read. It is important for becomes educated and reaches his/her full potential. Works Cited Brook, Gondolas. “We Real Cool. ” Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Deed. X. J. Kennedy and Dana Tioga. 12th deed. New York: Pearson, 2013. 1948. Print.

AP English Charity Many people donate to charity in their everyday lives, while others do it as an assignment. Individuals even give to charity just to receive money, gifts, or bonuses in return. Giving to charity portrays an act that certain people want to do for others, by the goodness of their hearts. However, then why do high schools ask their students who perform these tasks for a reward, such as extra credit and the ability to graduate? High schools that offer incentives for charitable acts become unethical since it takes away from the true meaning of giving.

Teachers who offer students bonus points to those who bring in money, food, etc. don’t realize other people’s socioeconomic status. Although, by offering a reward will result in more students participating, those who live less fortunately may not obtain the food or clothing to donate. Families may be low on money; therefore enabling their children to donate to the cause and resulting in their child not receive bonus points since they need such items for themselves. High schools who offer incentives do not fairly give each student an equal opportunity.

Donating for grades appears as unjust and irrational since not everyone may be able to afford it, while donating without expecting anything in return remains reasonable to everyone in society. At Wahlert Catholic High School we do not exchange donations for grades. It appears required of us to perform acts of giving to those of the community who reach out in need of it, without anything in return and enabling us to graduate. We do, however, arrange collections to help those in need.

For example, when Japan experienced a tsunami, the whole school came together and raised a great deal of money to send over and help out. We donated from our hearts since we didn’t get anything in return. We remain left with the satisfaction of helping those in dire need of it. Therefore, the ways of the high schools such as Wahlert Catholic, happen to exist as ethical and portrays the truth behind giving to others in need. At Mazzuchelli Catholic Middle School, we did the very opposite and exchanged money for the right to come out of dress code.

Yes, by doing this a lot of students got to wear whatever they wanted and the school raised a good chunk of money to give to nearby charities. However, the students gave their (or their parents) money not by thinking about the charities, but the clothes they became capable of wearing. This defeats the purpose of giving and carrying out the true Christian ways. Schools, such as Mazzuchelli, mean well by giving the opportunity to its children to do something new, in this case, no uniforms for the day.

However, they should teach the kids the real reason to donated money, without the incentives they may receive. As Catholics, we should act in the way Jesus would and for the right purpose. We often ask ourselves, “What would Jesus do? ” and wonder if giving to charity for a grade exists as the right thing? High schools need to encourage students to go out of their ways for others. Those who give to charity carry out their Christian morals by following in Jesus’ footsteps and doing what he would want his followers to do.

On the other hand, by gaining extra credit or carrying through with charitable acts just to graduate exposes the wrong message. High schools that pursue these sorts of encouragements exist fair-minded, although others may argue it undermines the true value of charity. Students who give their time and possessions to charity act as true Christians and seem right minded. However, those who complete charitable deeds just to obtain objects in return portray immoral and wicked actions.

High schools that offer its students the choice of donating for improving their grades usually mean well, but by doing this, it does not teach the kids the reason why they serve. High school students know to do what appears right and live out Jesus’ laws. Pursuing the act of donation affects many people and families, as well as influencing others to give. Therefore, carrying through the act of donation within high schools without any rewards reveals individuals as altruistic and leaves them with the knowledge of the true meaning of giving.

This is the entrance season. Don’t miss the important exams… Whether your interest is in Engineering, medicine, Law or Hotel management, the period between march and may, at times even June is meant for writing a series of entrance exams. Careerists helps you prioritize… Asking endless rounds of post ices and banks is so tiring, cribs Dry Manhandling, a harried father of a 17-year-old. His daughter is appearing for 10+2 and aspires to be an engineer.

He has so far ailed in 11 application forms for efferent state and national-level entrances and a few are to follow. What is making matters worse is the indifference of most of the test-conducting agencies, especially the state-led ones like CBS or NITS. None of them respond, and their phone lines are perpetually busy, laments Manhandling. To help thousands of parents like him, we have put together detailed information on over 50 entrances across the four major disciplines: Medicine, Engineering, Law and Hotel Management.

For each of the entrances, we have provided detailed information on the process of form ailing, syllabus, test pattern, counseling process and seats availability. Continuing our tradition, we will also publish advisories on how to crack them. During the course of next three months, in case you have any queries with respect to any of these examinations you are most welcome to call up our helpline number: 011- 40 360 360. Entrance examinations in the country vary in their objective and scale widely. The biggest of course is the JEEZ (Main) which sees over 1. 5 million aspirants.

Other private and deemed universities that conduct their own examinations for different programmers get between 5000-30,000 aspirants. It would make sense to appear for good private university entrances because, quite a few of them offer good scholarships for toppers in their respective examinations. Do not miss out on applying to your preferred institutions. Good Luck! ENTRANCE EXAMS MEDICINE iris step that one takes to become a doctor or rather a professional adept in the ‘led of medicine is to opt for subjects in Life Sciences, particularly Biology while in high school.

The next step is to prepare for medical entrance examinations, during or after the year of passing class 12, that are held mostly in the month of April, May and June every year. Clearing the exam successfully helps you secure admission in a medical school to undertake an undergraduate medical degree, primarily MOBS or BEDS (Dental). There are slight variations in eligibility norms for various entrances. Usually candidates must be of 17 years of age and must have passed 10+2 from a recognized board with 50/45 percent in the aggregate (40 percent for SC/ SST).

The candidates appearing for their board exam in 2014 are also eligible to apply. The candidates must have studied Physics, Chemistry, Math or Biology. Cracking the exam A career in medicine, especially in India with roughly 50,000-odd seats at the undergraduate level is based on your ability to qualify national or state-level tests. You need to test your ability in Physics, Chemistry, Botany and Zoology. In these exams, apart from being accurate, you also need to be alert and very quick.

In most of the exams for which we are listing out key information (nature, application procedure, fees, important dates, intake, selection), the answers have to be given in less than a minute per question. The assessment in a way relates to the profession that demands an enquiring mind, the capacity to acquire high levels of knowledge which has to be constantly up-dated, and he ability to relate to people as individuals, each with their own health needs. DRY CUSHMAN BATHWATER Addle.

Proof & Head, palliative care, Alms Alms has a tradition of research excellence & in addition to being world class, provide care and cure. Some of top researchers in the country populate the campus BOCCE Briar Combined Entrance Competitive Examination (BOCCE) is a state-level exam conducted by the Briar Combined Competitive Exam Board for admissions to MOBS, BEDS, Barbara courses in various colleges across the state. Exam type: State-level Selection process: The candidates will be called for counseling on the basis f the result.

Application Form/procedure The candidates can acquire the application form from select colleges across Briar or select Canard Bank branches, details of which can be CAREERS FEBRUARY 2014 found on the social website The candidates can also acquire the form through post by sending the AD to the BOCCE Board. I The facility for online submission of applications might be available for BOCCE on the social website (http://baseboard. Com/Home. PH).

Counseling procedure The counseling for BOCCE candidates will be held as per the roll numbers given in the schedule, merit-wise. I Candidates will have to attend the unsealing and go through document verification process at: The BOCCE Board, I. A. S. Association Building, Near Patina Airport,Patina-800014 TRAINING IN specialties help surgeons to keep themselves updated Students have to carry originals of all qualifying exams along with one set of attested copies of the same.

Exam pattern: The paper comprises two stages: First stage There are four sections: Physics, Chemistry, Mathematics and Biology. I Candidates have to attempt Physics and Chemistry compulsorily I Candidates opting for MOBS/BEDS should attempt Biology. I The total marks for PC candidates ill be 150 with each subject carrying 50 marks. Second Stage I There are four sections: Physics, Each paper will be for the duration of one-and-a-half hours. And Chemistry compulsorily.

I Total marks for each subject will be I There will be a total of 100 questions in each subject I Four marks will be awarded for each correct answer and one mark deducted for every wrong answer Syllabus: The syllabus will be available on the social website of BOCCE and will basically be the same as that of the HAS-level examination. 31 Selection Process: The process begins after both the phases of the examination have been conducted. Then the BOCCE Board declares shortlist students based on the results. It then invites students for counseling and college/course preference.

Important dates Commencement of sale of Application Form: January 17, 2014 I Last date of sale of Application Form: February 17, 2014 I Last date of receipt of application form: February 25, 2014 I Date of Examination (First Phase): 13 April, 2014 I Date of Examination (Second Phase): 18 May, 2014 Entrance Exams SEAM Kraal Engineering Agriculture Medical Entrance Examinations (SEAM) is conducted by Choice of the Commissioner for Entrance Examinations, Kraal for admissions to undergraduate professional courses. Selection process: Candidates will be called for counseling based on results of the entrance.

Application form/procedure Candidates need to apply online in prescribed SEAM 2014 application form available on the social website (http:// www. CE-kraal. Org/). They need to remit an examination fee of RSI. 800. Counseling procedure: The counseling will be as per the schedule drawn on the merit list rankings. It involves document verification, allotment of seats, payment of admission fees and other formalities. Students must be physically present during counseling and original comments have to be submitted. Exam pattern It is a paper-pencil exam of 2 hours and 30 minutes duration having 120 Multiple Choice Questions (Macs) of 480 marks.

Each correct response to the question will be awarded four marks and one mark will be deducted for each incorrect response under negative marking scheme. I Online Application Form: January 10, 2014 – February 5, 2014 I Admit Card: March 24, 2014 I Exam: April 23 and April 24, 2014 (lo:o a. M – 12:30 p. M. ) I Result Declaration: May 20, 2014 WEBBED Medical Conducted by West Bengal Joint Entrance Examination Board, the West Bengal Joint Entrance Examination WEBBED) allows admissions to undergraduate medical and dental courses. Selection Process: The candidates will be called for counseling on the basis of the result.

I The interested candidates need to ill in WEBBED Online Application Form through the social website (http:// www. Webb. In/). I The WEBBED application form fees of RSI. 500 can be deposited either online or Allahabad E-Bank Callahan or selected Post Choice. The WEBBED merit rank will be announced soon after the declaration of the results. The counseling for WEBBED will be conducted in three phases. The phases of counseling depend on the umber of meritorious students and the availability of the seats. A fourth round may be conducted if seats are available after the deemed three rounds of WEBBED counseling are concluded.

The exam comprises multiple-choice questions with 80% of the total marks and short answer type questions with 20% of the total marks. The total marks allotted for WEBBED 2014 Exam is 200. There shall be a system of negative marking of 33. 33% for every wrong response. Online WEBBED 2014 Application form available from: December 18 to January 25, 2014 I Last date for receipt of confirmation page: February 4, 2014 I -rest date: April 20, 2014. All India Pre Medical/Pre Dental Examination Exam type: National-level I All India pre Medical -rest (MITT) is conducted by CBS for admission to MOBS and BEDS courses.

The exam allows ailing 15 percent seats in government colleges. 32 be called for counseling on the basis of Log on to MITT website (http:// mitt. Nice. In/mitt/Welcome. Asps), ill the application form and note down the registration number generated by the system. I Payment of RSI. 1000 can be made through Credit Card/Debit Card or through E-Callahan. I Confirmation page will be generated after payment of fees. Take print -outs f the confirmation page at Part IV of application format and the address slip.

Paste photograph on the confirmation and send it to the following address along with E-Callahan Copy (in case payment is made through E-Callahan) by registered/speed post: The Deputy Secretary, MITT unit, Central Board of Secondary Education, Sheikhs Kenned, 2, Community Center, prêt Viral, Delhi- 110 301 All original documents are required during counseling – Counseling call letter; Rank Card/Hall Ticket score card; Mark sheets/consolidated mark statement of the qualifying examination; Original degree/provisional certificate; High school (Class X) certificate as proof of date of birth: Community certificate (issued by the competent authority); Demand draft for amount towards part of tuition fee or full tuition fee, whichever is less.