The Multifaceted Topic of Free College

The Multifaceted Topic of Free College In a world where blue-collar jobs are considered unappealing by many, an increasing amount of individuals have begun to choose to attend college in the hopes of achieving prestigious positions in the white-collar industry. Unfortunately, however, ones decision to further their education at post-secondary school can have one rather drastic unforeseen consequence: thousands of dollars worth of debt. As a result of this growing epidemic plaguing college students around the nation, rallying cries for free higher education have begun to spring up throughout the country. But, for as many logical, thought-out arguments that exist in support of free college, there are just as many against it. In fact, as highlighted in Dissent Magazines special issue titled Arguments on the Left, in which three different authors share their differing viewpoints regarding free higher education, this debate is anything but simple and is more complex than individuals would both hope and imagine. As a result, on e can only conclude that the idea of free college, while idealistic and tempting, is not completely beneficial nor easily achieved, especially after taking these three articles and their varying arguments into consideration. The first of the three articles, Tressie McMillan Cottoms Why Free College is Necessary, takes a die-hard stance on the supportive side of the free college debate. Believing that higher education should be free regardless of what it can and cannot achieve, Cottom preaches the words and ideas that every college student that has ever faced debt wants to hear. However, while Cottoms argument surely makes sense from the humanitarian side of things, it fails to delve into where the funds are going to come from. Logically speaking, funds from either the state or government that would help students attend college for free would come from the taxpayers own wallets. In a country that is already in a large amount of debt, with public institutions and services often taking the brunt of cutbacks, increasing the amount taxpayers have to contribute in order to provide students with a free college education shouldnt necessarily be a top priority. Additionally, Cottom states, An educational justice policy must include institutions of higher education but cannot only include institutions of higher education (Cottom). Unfortunately, this adds even more burden to an already overwhelming financial undertaking. According to this logic, this notion of free education must expand beyond the boundaries of college and into the realm of trade schools as well, which only increases the cost that cannot easily be paid. Furthermore, Cottom also points out that, à ¢Ã¢â€š ¬Ã‚ ¦free college would likely benefit only an outlying group of students who are currently shut out of higher education because of cost (Cottom). While I wholeheartedly believe that everyone who wants to learn should, regardless of their economic standing, looking at the situation from this point of view can cause one to question the validity of the whole endeavor. That is, what way does it make sense to undertake such a huge financial burden if free college wont necessarily benefit everyone? Much like Cottoms argument, Mike Konczals article titled, Generation Debt, also approaches the topic of free higher education from a rather positive stance. Konczal proclaims that education is a right that every human should have access to, and insists that the government be the ones responsible for providing the service. However, instead of insinuating that higher education be provided for free, Konczal points out that part of the root of the problem regarding student debt in particular is the fact that there has been large-scale disinvestment from and privatization of post-secondary education. Arguing that, Higher educationà ¢Ã¢â€š ¬Ã‚ ¦shouldnt be left to a handful of private schools, where administrators pursue their own objectives independent of public need, or to the market, which is only interested in how much it can profit at any given time (Konczal), he exposes the fact that colleges and universities around the nation are run more like businesses than anything else. In doin g this, students are placed at a disadvantage because they are merely pawns, often attending schools that exist not for the betterment of our nations citizens, but to exploit as much money as possible from the unsuspecting and undeserving. Only worsening the situation is the fact that, à ¢Ã¢â€š ¬Ã‚ ¦public disinvestment in the states has been paired with generous tax cuts for rich individuals and corporations (Konczal). Combined with the money-making machine that is higher education, the fact that states have chosen to side with the rich and powerful instead of standing with their own constituents only ensures that the rich will get richer and the poor, poorer. Furthermore, as stated by Konczal, National conversations on higher education are often dominated by a few elite schools, so they ignore the promise of mobility offered by the state system (Konczal). As a result of this, community college is often frowned upon and deemed obscure, despite the fact that attending a two year sc hool can save students thousands of dollars. In addition to falling into the trap of capitalist-oriented colleges, many students also choose not to attend community college simply because it is not prestigious, thus further sentencing themselves into debt. The final article, Matt Bruenigs The Case against Free College, takes a rather different approach than the previous two articles when it comes to the free college debate. Overall, Bruenig argues that students already receive various forms of assistance for college in the form of grants, loans, and subsidies, which, in his opinion, is already giving more than what students should expect. In addition to this, Bruenig also articulates that providing even more than what is currently offered, or even making college free, would simply bring more inequality than social justice. Specifically, this is due to the fact that, à ¢Ã¢â€š ¬Ã‚ ¦only around 20 percent of children from the poorest 2 percent of families in the country attend college. For the richest 2 percent of families, the same number is around 90 percent (Bruenig). So, providing a free college education to current college students would only continue to put those who are lower in the economic ranks at a disadvantage. Much like how Tressie McMillan Cottom admitted that free college would only benefit those who are currently excluded from higher education due to their economic standing, providing a free college education would only keep more money in the pockets of the rich. As a result, Bruenig states that, à ¢Ã¢â€š ¬Ã‚ ¦making college free for everyone would almost certainly mean giving far more money to students from richer families than from poorer ones (Bruenig). Sure, providing free college education would give deprived students an opportunity to continue their education, but would do little in the long run when it comes to trying to reach a more egalitarian society. Once again, what are the benefits of free college education if it has the potential to only worsen the inequalities within American society and benefits only a small percentage of individuals? As a current college student, I could only hope and dream that a plan may arise in the near future that would eliminate or drastically cut college expenses, namely tuition. However, after reviewing the three articles in Dissent Magazines special issue titled Arguments on the Left, it has become clear that free college is not as beneficial or easily obtained as one would hope. While this notion of free college is tempting to say the least, it is certainly not feasible without a redesigned tax system, complete overhaul of higher education institutions and their intentions, and careful consideration regarding just who would be benefitting the most from free higher education. As it currently stands, free college will only benefit a small percentage of individuals, failing to address the capitalist nature of universities nationwide, while also acting as yet another way for the rich to keep hold of their wealth. However, it also must be stated that we must not give up hope and abandon the idea altogether. Although the cons currently outweigh the pros, there will one day be a way to implement a free college education system that benefits everyone without continuing to make the rich richer. As a nation, we must work towards that day together, implementing a foolproof plan to become a more egalitarian society without continuing to put thousands of young individuals into debt with the help of our current college system. Works Cited Bruenig, Matt. The Case against Free College. Dissent Magazine, Fall 2015, dissentmagazine.org/article/matt-bruenig-left-case-against-free-college. Accessed 28 Feb. 2017. Cottom, Tressie McMillan. Why Free College is Necessary. Dissent Magazine, Fall 2015, dissentmagazine.org/article/tressie-mcmillan-cottom-why-free-college-necessary. Accessed 28 Feb. 2017. Konczal, Mike. Generation Debt. Dissent Magazine, Fall 2015, dissentmagazine.org/article/mike-konczal-generation-debt-free-college-argument. Accessed 28 Feb. 2017.

Business Analysis of Gulf States Metals Inc. Essay -- Papers Business

Business Analysis of Gulf States Metals Inc. Gulf States Metals Inc. (GSM) is a large nickel refinery plant that has suffered poor financial performance and is under the threat of being shut down by its parent company International Metals Inc. This paper aims to, firstly, analyse the issues that are contributing to the low performance, secondly, to provide some options for moving forward and thirdly, to present a set of substantiated recommendations. The analysis will be tackled through a multi-frame approach, incorporating a structural frame, human resource frame, political frame and symbolic frame as proposed by Bolman and Deal (1997). Structural Frame Analysis ========================= The structural frame asserts that organisations exist to achieve goals and objectives, and that they must be designed to fit the circumstances according to goals, technology and the environment. Organisations are thought to increase efficiency and enhance performance through specialisation and division of labour. To ensure that the divisions work together, appropriate forms of coordination and control are essential to ensure that individuals and units work together in service of organisational goals. The structural frame also assumes that problems, and performance gaps, arise from structural defects and can be remedied through restructuring (Bolman and Deal, 1997; Burnes, 1996). GSM's overall structure is hierarchical... ...ty based management. Harvard Business Review, March- April, 64-73 Sadler, P (1995) Managing Change. Kogan Page: London. Schneider, T. (2001) in H. Vines. HR Thinking: Industrial Design. HR Monthly, September, 14 Stace, D. and Dunphy, D. (2001) (2nd Edition) Beyond the Boundaries. McGraw-Hill: Roseville Tyson, S. and Fell, A (1995) A focus on skills not organizations. People Management, 43. Warrick, D.D. (2002) The illusion of doing well while the organization is regressing. Organization Development Journal, 20(1), 56-61 Waterman, R. H.Jr (1994) What Americadoes right: Learning from companies that put people first. Norton: New York. Weissman, V.L. (2000) The impact of facilitative leadership: Multi-rater measurement of behavioural outcomes of managerial-leaders. Dissertation Abstract, 95001,136

The Vygotskian Socio Cultural Theory Education Essay

Lev Vygotsky was a psychologist that revolutionised the universe with his theory on socio-cultural development. His theory of socio-cultural development centred on the impression that a kid learns through grownups or equals. In other words a kid ‘s cognitive development is engaged through the kid ‘s environment, this means that a kid develops through interaction with other persons. Vygotsky ‘s theory differed from other theoreticians theories ; one of them was Piaget, a Swiss psychologist. His theory was that kids learn from the interior out, this means that a kid takes their ain cognition to the universe ( as discussed in category ) . Piaget ‘s theory focused on two constructs, one was the construct of assimilation, which is a cognitive procedure whereby new experiences and information are placed in the cognitive construction of the kid. The other construct is adjustment ; this is a cognitive procedure which refers to the ensuing Reconstruction that takes top ographic point when new information is taken in. Vygotsky on the other manus believe that a kid ‘s acquisition takes topographic point from the exterior in, which merely means that a kid ‘s environment determines what s/he learns. In Vygotsky ‘s socio-cultural acquisition theory one must familiarize oneself with the constructs before we can get down to hold on the thought of theory and utilize it right. The most of import characteristic to hold on is the zone of proximal development. The zone of proximal development is defined as the difference between what a scholar can make without aid and what he or she can make with aid ( Wikipedia ; the zone of proximal development ) . In footings of one ‘s apprehension, the ZPD is the distance between the existent development degree of a kid as determined by independent job resolution and the degree of possible development of a kid as determined through job work outing through equal or grownup interaction. The existent development of a kid is the maps that have already matured and the scholar understands. The possible degree of development is the maps still in ripening, the apprehension has non developed. The ZPD allows scholars to intercede through societal interaction. ( Maths method: 1 ; Goba, B ) Vygotsky believed in three of import facets that form his theory, this is the societal context, linguistic communication and mediation. These three facets are of import in the sense that ; the societal context is the context in which scholars are coming signifier. So they may come into the universe with some sort of cognition already instilled in them, this cognition may non needfully be right. Some scholar ‘s societal context may implement some sort of racism this may do the kid racialist. In other words kids gain their cognition through societal contexts, from birth the kid ‘s societal interaction depicts the sort of cognition s/he will convey to society. Because the environment is of all time altering, cognition is of all time altering. So cognition is ne'er inactive. The following facet is linguistic communication being the frontal line for the footing of this theory. If a scholar can non understand linguistic communication be it mathematical, mark or the linguistic communication medium, the scholars knowledge can non turn and spread out because of a barrier with does non allow the development of the scholars cognitive construction. Language is a manner to pass on, and if linguistic communication is non understood than the communicating nexus is broken. And the last facet is the function of mediation. In order for effectual communicating to take topographic point at that place must be some signifier of mediation to help the communicating. This is where the ZPD comes into drama. The scholar may non understand a peculiar construct by manner of mediation, something or person that aids the apprehension so the kid goes from what they do n't understand to what they can hold on. Harmonizing to Vygotsky, â€Å" Every map in the kid ‘s cultural development appears twice: first, on the societal degree, and subsequently, on the single degree ; foremost, between people ( interpsychological ) and so inside the kid ( intrapsychological ) . This applies every bit to voluntary attending, to logical memory, and to the formation of constructs. All the higher maps originate as existent relationships between persons. â€Å" The socio cultural theory is so defined as a theory of larning that looks at the part society as made in an person ‘s development ( psycology.about.com ) . It does non merely concentrate on the scholar as an person but as the scholar and cultural context on a whole. Vygotsky explained this theory in footings of linguistic communication. He argued that societal interaction signifiers this new larning through the ZPD where scholars gain new linguistic communication through societal interaction. It outlines of a linguistic communication as uniting both the traditional behavioral and lingual place of linguistic communication. This theory of linguistic communication can propose that the function of the environment can bring forth differences in understanding. The socio-cultural theory was adopted by Jerome Bruner and made westernized, now it ‘s used all over the universe.Case survey:My name is Triona Pillay and I ‘m 19 old ages old. I live in an Indian township. This twelvemonth I did my instruction pattern 220 at an Indian school which many non American indians besides attend. After learning pattern 120 and all the different fac ets we covered with the fluctuations of school types we could travel to, I thought I ‘d be good equipped to manage any schoolroom state of affairs with the manner in which learning pattern 120 had instructed us to. However the schoolroom situations we encountered was different to the 1s we were told to conceive of. Traveling into Teach at a school where the medium of linguistic communication is English was what I perceive to be easy because that my place linguistic communication and that ‘s the linguistic communication that scholars should be familiar with. But that was merely the beginning of my job during my instruction pattern. Bing a mathematics pedagogue was more hard as scholars could n't hold on specific constructs. My first error was that scholars had prior knowledge to the subjects being taught, in the instance of my class: 10 category, the subject was analytical geometry. They did n't understand that when a negative is squared the figure because positive. The scholars taught prep was a gag and category clip was for socializing. And so I had the instructor ‘s position who said that the scholars know the work and they complain for nil that they do n't understand. Society has deemed that it ‘s by and large that black scholars that do n't understand English and wo n't be able to understand what is being asked, but in this school the Indian scholars got confused with the English. Simple operations like 3x=9, hence ten =3 the scholars did n't understand how the reply 3 is obtained. Another thing that I found dismaying was that the schoolrooms were obviously n simple with no existent postings to do the schoolroom a topographic point where scholars want to come. All in all my instruction pattern was a existent experience on how scholars and grownups and their environment act upon their behavior and public presentation. Something that I found rather absorbing was during a staff meeting and they were discoursing why a peculiar scholar behaves so horrid at school and one of the suggestions was because of the manner his male parent treats him. Apparently the male parent really hit the kid in forepart of the instructor and walked off and a twosome of other times the male parent sent the kid with burst lips. This is non the lone ground I believed for the jobs I ‘ve encountered. I believed at that school it ‘s a popularity competition were everyone wants to suit in so the brilliant people stick to the smart people and the blue 1s maintain to their kin. And one time you come to rate: 8 u get initiated into one of those tonss. This is my personal positions on the state of affairss that occurred during my instruction pattern and some of the grounds why I believe the state of affairss occurred.Problem work outing utilizing Vygotskian socio-cultural theory:The major job I identified during learning pattern was the deficiency of both mathematical linguistic communication and cognition and the ability of the scholar to show their thoughts or sentiments in category due to the linguistic communication barrier of practical English words. First I ‘d wish to indicate out that job can non be solved over dark. It requires gradual input from both the instructors and the scholars. My first program of action in my category is to promote reading in my category. Possibly I can propose that the school put in topographic point 30 proceedingss of rea dings in the forenoon. The section of instruction does direct schools educational newspapers that they can give to scholars to read. The more the scholars read the more the scholars build up their vocabulary. My co-workers and I can present 10 new, interesting and exciting words that the scholars can utilize during the hebdomad, at school to replace the mundane words that they use all the clip. Using Vygotsky ‘s rules will take some patients from both the scholars and the instructors particularly for instructors who have been learning for 20 plus old ages, many people are non subjected to alter. The following measure as a maths instructor is to construct on anterior mathematical cognition and actuate the scholars, so that if they understand the rudimentss the remainder will follow. I could besides promote the scholars with higher Markss to assist those who are missing behind. We can besides hold excess categories during the interruption to heighten their mathematics accomplishments. This is a great thought as scholars can remain out of problem and acquire work done. The scholars need proper staging and we as instructors need to supply the necessary counsel. Vygotsky introduced that a kid learns through his or her environment so if the kid is taught in an environment conducive to larning the kid may bask coming to that schoolroom and larn something. I could propose to scholars that they join equals who traveling to better their instead than act upon them negatively. The following thought is a slippery one because from the clip I was in school I noticed instructors who tried to make out to scholars whose environment at place is unstable, changeable down by parents who think they know it all and believe that the instructor is interfering and should mind their ain concern. To hold a parent meeting is sometimes ineffectual because the good scholars parents merely end up coming and the parents you need to see do n't. Harmonizing to Vygotsky in a schoolroom state of affairs we the instructors are the go-between, we should hence be care how we give off information because scholars are immature and can sometimes misinterpret what we say. So when instruction, as a hereafter instructor I need to do certain I ‘m clear and precise. Concepts need to be to the point and one should non crush around the shrub. I could besides present the construct of motive in my category. If I aid the scholars in their acquisition and even in their efforts in larning I will be able to take them from the known to the unknown. Using motive scholars will desire to â€Å" seek † and work harder and by this get a better usage of both the medium of linguistic communication and the mathematical linguistic communication as a whole. The schoolroom environment is another are that I can promote scholars development. If I make the schoolroom environment a merriment manner to larn and scholars wo n't acquire laughed at and hit down for seeking. Children learn from their errors so if I encourage them and they give the incorrect reply and we correct it, they wo n't bury. In decision my belief is that Lev Vygotsky was a psychologist whose theory greatly influenced the universe. His socio-cultural theory if understood decently can help both instructors and scholars efficaciously to accomplish top consequences. I besides believe that parents should seek their best to give their kids the best societal contexts and maintain them off from negative influences. As a hereafter instructor I ‘ve learnt a batch from Vygotsky ‘s theory and will utilize this theory productively when I start learning.

Principles of Managerial Finance - 4870 Words

Principles of Managerial Finance The Prentice Hall Series in Finance Adelman/Marks Entrepreneurial Finance Andersen Global Derivatives: A Strategic Risk Management Perspective Bekaert/Hodrick International Financial Management Berk/DeMarzo Corporate Finance* Berk/DeMarzo Corporate Finance: The Core* Berk/DeMarzo/Harford Fundamentals of Corporate Finance* Boakes Reading and Understanding the Financial Times Brooks Financial Management: Core Concepts* Copeland/Weston/Shastri Financial Theory and Corporate Policy Dorfman/Cather Introduction to Risk Management and Insurance Eiteman/Stonehill/Moffett Multinational Business Finance Fabozzi Bond Markets: Analysis and Strategies Fabozzi/Modigliani Capital†¦show more content†¦Microsoft ® and Windows ® are registered trademarks of the Microsoft Corporation in the U.S.A. and other countries. Screen shots and icons reprinted with permission from the Microsoft Corporation. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation. Copyright  © 2012, 2009, 2006, 2003 by Lawrence J. Gitman. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Rights and Contracts Department, 501 Boylston Street, Suite 900, Boston, MA 02116, fax your request to 617 671-3447, or e-mail at http://www.pearsoned.com/legal/permission.htm. Many of the designations by manufactures and sellers to distinguish their products are claimed as trademarks. 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