Recent orders
Students Who Did Not Attend Residential
Students Who Did Not Attend Residential
Student’s Name
Class
Professor’s Name
Institution
Students who did not attend residential
Students who attend residential are those who stay in the school throughout their school days. They live within the school compound together with their fellow students and possibly their tutor or the administrators (Braxton, Hirschy, & Mcclendon 2004). The students who attend residential are also the borders. The students who do attend residential allude to their own personal experiences on how the residential play a vital role in supporting their learning experience. However, there are those students who do not attend the residential due to various personal reasons. These students miss the opportunities and experiences that their counterparts who attend the residential have (Colby 2003). This paper researches on teamwork and presentation skills that the students who do not attend the residential miss.
It is evident that most institutions of higher learning organize their study on an individual basis. This is do so to ensure that the tutors and the lecturers award degree grades to an own individual work (Bonk, & Graham 2006). However, the job market requires an opposite individual. The employers value people skills more than individual skills. For this reason, most universities are launching programmes that require more teamwork and group projects as opposed to the earlier individual work (Kuh 2005). Teamwork and group projects help to develop the interpersonal skills of the students. The students who did not attend the residential do not know how to build a good rapport with the others, they lack listening skills; they cannot communicate to different audiences, and they are not good team members (Braxton, Hirschy, & Mcclendon 2004). These aspects are significant; however, the students who did not attend the residential are unable to apply them in the job market. It is important for a student to attend the residential to equip oneself with these vital aspects.
In addition, students who did not attend the residential lack presentation skills. For instance, one may be asked to lead a seminar on his own or to lead together with his fellow students. This enables the individual to develop and equip himself with a wide range of presentation skills (Colby 2003). There are those who are perfect in oral presentations while others are good in written presentations. These skills are important in the work place for giving talks or also for the daily life public encounters. Although most people are nervous at making oral presentations, residential schools help to reduce and eliminate this (Gavin 2008). Therefore, students who did not attend residential encounter difficulties in presentations. Nonetheless, those who attended the residential have knowledge of presentation and are not nervous since they are used to living with the others (Tsai 2011).
Finally, it is important for students to attend residential since those who attend residential are better off than those who fail to attend residential. Of significant concern are teamwork and presentation skills that students who do not attend residential miss. Teamwork helps develop the interpersonal skills of an individual (Bonk, & Graham 2006). Moreover, it helps in building rapport and communication skills of the student. Presentation skills are significant in the life of a student and even to his future job. The students who did not attend residential lack the aspects of good presentation skills. It is of concern that the students who did not attend residential lack the skills of teamwork and presentation. There should be changes to ensure that the students who do not attend residential also acquire teamwork and presentation skills.
References
Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: global perspectives, local designs. San Francisco, Pfeiffer.
Braxton, J. M., Hirschy, A. S., & Mcclendon, S. A. (2004). Understanding and reducing college student departure. San Francisco, Calif, Jossey-Bass.
Colby, A. (2003). Educating citizens: preparing America’s undergraduates for lives of moral and civic responsibility. San Francisco, CA, Jossey-Bass.
Garvin, A. M. (2008). A census of the directors of residential center schools for the deaf: perceptions of the impact on residential schools of the provision of outreach services. West Hartford, CT, University of Hartford.
Kuh, G. D. (2005). Student success in college: creating conditions that matter. San Francisco, Jossey-Bass.
Tsai, L.-J. (2011). Study of at-risk students’ experiences in a residential alternative girls’. [S.l.], Bibliobazaar, Llc.
Students Smoking Behavior
Students Smoking Behavior
The rates of campus students smoking have fluctuated over a period of the last twenty years. Most of the lifelong smokers’ start their smoking habit before they reach the gae of 24 years. This therefore meansthose campus years are a very crucial time when it comes to any study of cigarette smoking.Cigar rete smoking in campus has now become a very serious issue in public health issue. This has led to an increase in campus wide bans in smoking alongside other preventive programs in place to reduce students smoking rates. There are several economic, social and environmental factors that have been associated with the increase of smoking around campus students. Some of these factors are low socioeconomic status, students who have parents, close friends and relatives who smoke the acceptance as well as positive views of peers who smoke the exposure and high availability of tobacco products and so on.
There are several assumptions that can be made when t comes to this smoking behavior among campus students.one of the assumption is that about a third of students in campus smoke. Another assumption is campus students’ view smoking as a social habit. Another assumption is women use smoking as a tool for loosing weight.There are also some perceived gender disparities when it comes to smoking.
Despite the existence of campaigns that encourage young people not to smoke third of the students in campus are actually using tobacco related products. From a research that was conducted by Harvard School of public health who carried a survey on 1400 students from 119 colleges showed that a third of the students accepted that they had used tobaccoproducts. This includes cigarettes and chewing tobacco. Between 1993 and 1997 the number of U.S students who smoke increased from 22%-28%.researchers have laid the blame on cigarette industry marketing push for the increase in the number of students who smoke in campus (Schorr,2009).
Studies show that there exist some social differences when it comes to the behavior of smoking of female and male campus students. The campus students themselves have some perceptions when it comes to smoking by their opposite sex. From the perspective of both female and male students there were some negative feelings towards the behavior of women smoking which they both consider as being “unlady like”. However, there is a general positive perspective when it comes to smoking among men as they are taken to be cool and tough. Though there exist negative perceptions when it comes to smoking by female students the behavior of smoking in parties is considered to be a female behavior and not a male behavior.
Research shows that women use smoking as a tool for loosing and managing weight. Afact about nicotine found in cigarettes is that it is a very successful appetite suppressant. For this reason cigarette is being used as a tool for dieting. Young women in campus are driven by pressure to be thin and having the need to be approved socially into smoking. Ladies who are quite conscious about their bodies have shown a high risk of continuing with the behavior of smoking. Ladies in campus who stop using nicotine as a suppressant for appetite tend to gain weight at the initial stages of stopping and therefore those who are particular about their body weight will find a reason to continue smoking.
Students in campus view smoking as a way they can socialize and take breaks in between their study. Smoking also has a correlation with alcohol smoking among campus students. This is quite significant due to the fact that alcohol is quite prevalent among campus students. Campus students perceive smoking as an aid to their social interactions especially when it comes to finding their potential mates meaning those of the opposite sex. This is a concept that tobacco companies use when they are advertising their products. They produce ads that depict sexual images of women and men. Campus students view the habit of smoking after taking alcohol as a practice that is more acceptable as opposed to one smoking when they are sober. Studies have also shown that campus students who smoke when they are inebriated feel as though their peers judge them less.
Smoking bands have become quite a common affair in university campuses. A question that comes up is if these bans really work. The smoking ban in campus led to a significant reduction in the number of students that smoke as well as changing theirattitudes. Though it the specific element of smoking free air policy that led to a positive change in the rates of students smoking has been pinpointed, having this type of policy in place has not had such a big influence the smoking related norms that students have created. Study by IU tobacco control published a report showing that the rates of students smoking dropped after the campus wide smoking bans were put in place and that those who continued smoking reduced their levels of cigarette consumption (Coster, 2013).
References
Indiana University (2011), September 14). Campus smoking ban reduced students’ smoking, changed attitudes. ScienceDaily. Retrieved September 11,2013 from http://www.sciencedaily.com/releases/2011/09/110914122700.htmSchorr,M.(2009).A Third of college students smoke. Retrieved September 11,2013 fromhttp://abcnews.go.com/Health/story?id=118065&page=1Coster,D.(2013). Campus smokings ban a drag for some students. Retrieved September 11,2013 fromhttp://www.stuff.co.nz/taranaki-daily-news/news/9122346/Campus-smoking-ban-a-drag-for-some-students
VIC3400—Visual
Student’s Name
VIC3400—Visual Design for Globalized Media
Assignment 5—Infographics Analysis Essay
Module 9, Assigned Week of _______ (starting date for Module 9)
In this article, I choose an infographic about the benefits of cycling. I plan to discuss about the benefits of cycling to the society. I am also going to compare cycling with driving a car in terms of environmental impact. Cycling is one of the best forms of exercise one can do, and can even offer some health benefits not found in other exercises. It reduces the risk for heart disease, improves cardiovascular function, increases muscle strength and enhances balance and coordination. Cycling also offers environmental benefits that are not available to a person who drives a car to their destination. The cycle uses zero fossil fuels and produces no emissions while reducing the air pollution by 10–20% when compared to cars.
The symbols that appear on the infographic chosen, clearly illustrates the benefits of cycling to the society. The symbols are relevant, appropriate and meaningful. A bicycle is an image of cycling, walking instead of driving and a car. These symbols clearly illustrate the main benefits of cycling to the society in terms of money savings, health benefits, environmental benefits and safety. The infographic uses color in a creative way with all of the benefits related to cycling being green and money saving using blue color. However, I have noticed that there is not any negative side or risks associated with cycling that are also colored red.
Therefore, with the use of an infographic it is easy to pass information about a particular aspect. An infographic is one of the easiest and efficient ways to spread information. It can be used both in print medium as well as on television. If you have an infographic that has been used or inspired by another person, I would like to see that too. I would also like to know how you think an infographic can be used effectively in a particular situation or context.