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EDUCATION TAKING SIDES
EDUCATION TAKING SIDES
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COURSE:
TUTOR:
DATE
EDUCATION TAKING SIDES
This has been an issue in question whether or whether not the American schools need a common curriculum. America being a democratic state, various individuals have taken sides in this with each having their reasons and explanations.
The Albert Shanker Institute (2011) argues that the United States needs to create a body that will link student standards and curriculum guidance to teacher preparation and development. According to me, this would be of great importance to the state’s current and future education. The existence of such a body would leadto higher expectation for achievement. This system has succeeded in countries such as Singapore who rank highest in terms of education standards and therefore would succeed in the states. The existence of this body will lead to creation of a follow up team that will move around the schools monitoring whether the set standards are being met. However, such a system would require teachers to have better training. I would support the idea of the government establishing of such a body and funding it well. To the advantage, the system would ensure that matching resources such as technology and teacher materials as well as field trips are offered to all the students.
Greene, et al., (2011) suggest that education expectation for all children should be similar regardless of their state of origin. They also suggest that a curriculum should be designed before assessments are made. I agree with there being a common core of standards in the education system. A common core standard ensures that all students are equalized and they all work towards pre-set requirements. A well-designed curriculum connects culture, appreciates the diversity of students and their experiences and therefore will serve to maintain culture. (Abbeduto, 2000).This will ensure that equality is maintained between students for the development of a competitive system of education. Having different curriculums in different states leads to a limitation of the student not having the qualities to work in different state.A common core of standards will ensure that a well-designed syllabus is developed to serve international requirements. This will open more opportunities for all the students after school or on their next level in education. Before any assessments are developed,a curriculum must be designed to ensure that the assessment is standard. (Kendall, 2011). This will ensure that the teachers are well conversant with what they should teach and therefore will be able to know what to test in their assessments. Preparation of assessments before a curriculum is made may lead to the test being below standards and should be highly discouraged.
Common core standards would be of great importance in class. They would ensure that at the beginning of every secession, we havein mind what is expected by the end of the study. They will ensure that the students can study prior to the teacher and hence bring about better understanding. This will also give chance to the students researching more thereby acquiring a wider scope of knowledge that will help them in their next level of education or in the job market. A common core standard will act like a plan for success of the students.
References
Abbeduto, L. (2000). Taking sides: Clashing views on controversial issues in educational psychology. Guilford, Conn: Dushkin/McGraw-Hill.
Greene, J. et al. (2011, May).Closing the door on innovation.In J. W. Noll (Ed.) New York: Viking Press.
Kendall, J. S. (2011). Understanding common core state standards. Alexandria, VA: ASCD.
Education Spending and Positive Externalities
Education Spending and Positive Externalities
The state of Wyoming incurs an expenditure of about $300 million each year on the sector of higher education. The state provides generous Hathaway Scholarships as situation that could be termed as positive externality from the high level of education spending. This paper looks at the positive externalities in education spending in the state of Wyoming in the United States of America. Positive externalities consist of the benefits that are entirely infeasible for the producers to charge. The higher education sector can be said to provide adequate positive externalities for the subsidy in the state to make economic sense. The higher education sector pays grants to public institutions in the Wyoming state to offer education to the public. The market forces of demand and supply for education services may not be allowed to take charge since this may create problems economically. Negative externalities may arise if the subsidies provided in education may be terminate given the higher priority given to private institutions of higher learning in the United States.
Several positive externalities that the state of Wyoming could initiate through its provision for education subsidies on higher education exist. College education is termed as critical for the development of individual economic status as well as personal mental abilities. The positive externalities are said to be suboptimal given the case of the entire United States as a country. Education subsidies have led to the attraction of college graduates from other states. The ambiguity in this case of externalities resulting from state subsidy provision is the amount of subsidies that should be added to strengthen the positive externalities (Shields, 13). The subsidies are lower to a point of not being in a position to achieve the optimum level of positive externalities. The aspect of positive externalities from education subsidies is influenced by the US practice of free riding on the investment of other countries in higher education according to Shields (13). Shields (13) asserts that immigrations could have an impact on the positive externalities resulting from state subsidies on higher education. The external benefits from the state’s higher education can as well be affected by the trade or government policies that are in place. The state mainly aims at increasing the human capital within the state but the institutions of higher learning in the state benefit in other ways that the state may hardly predict. Some of the external benefits include getting enough workers with adequate skills and stop the reliance of immigrants for human capital. Students receiving the subsidized services also gain power financially and economically.
The main aim of the state is to boost the level of literacy in the state but other benefits come about. The state can get worker from other states or other countries by importing human capital. It comes out that the provision of subsidies in higher education would attract more people from within the state to acquire higher education skills that would in turn be useful in developing the state. Given that the locals are highly educated, they would become better off economically. This aspect would ease the government of the state from the obligation of dealing with issues related to unemployment including social crime, illiteracy, and other issue in human development. The external benefits from the education subsidies cannot be compared to a situation whereby the state government leaves the market forces of supply and demand to take chance (Alturas, 10). The forces of demand and supply would involve the private sector whose operation is associated with inefficiencies and high cost. Subsidies mainly benefit the local students but a situation in which the market takes charge, the public sector would be affected negatively. The willingness to pay for public services that are equated in price to those of the private sector would defiantly fall.
In terms of the labor market, the private sector may not be large enough to accommodate all students migrating from the public sector. Given a situation whereby this happens, the quality of human capital produced by the private institutions would be lowered greatly. This problem would be associated with an increased ratio of teacher to student in the private institutions. The subsidies provided to public institution are also used to better the teachers’ compensations whose absence would mean that these teachers or instructors would now migrate to other states or countries to look for better salaries. At the same time, the cost of learning would increase in the private sector due to the increased demand for their education services (Shields, 9). The net effect would then be a decreased quality in education, poor quality human capital throughout the state, decreased productivity, and poor economic development as part of the many negative externalities that may arise.
The issue of positive externalities as brought about by increased state subsidies can be illustrated graphically as shown in the following diagram.
From the diagram, the market forces of demand and supply of education can only produce education of quality q0 when there are no subsidies indicate by s0. The quality of education provided by the public institution would be q1 when the state is providing subsidies s1. Any taxes imposed on the public institutions as indicated by negative subsidies s2 would lower the quality of education to q2. The positive externalities from the subsidies s1-s0 is represented by q1-q0.
Bibliography
Alturas, Dr. Economic Contribution of Wyoming’s Community Colleges. Web. Mar 2011. 16 Apr 2013 <http://www.caspercollege.edu/impact/downloads/2011_statewide_full_report.pdf>.
Shields, Michael P. Why Should State Government Invest in College Education? An Equilibrium Approach for the US in 2000. Web. Jun 2008. 16 Apr 2013 <http://ftp.iza.org/dp3569.pdf>.
Education Specialist. Prioritization of patients in a hospital setting
Education Specialist
Name
Professor
Institution
Course
Date
Education Specialist. Prioritization of patients in a hospital setting
According to Ackerman, (2009), the hospital is an extremely complex environment characterised by rapid changes and cases requirements, this makes it difficult for the hospital to have a fixed schedule or priority plan. However, the hospitals need clinical decision-making on which cases to handle as a matter of urgency and which should be put on hold. However, Lake, Cheryle & Duke (2009), argue that due to the urgency of some cases it is imperative for doctors to make clinical judgement in the light of a number of factors such as the severity of the case, the nature of the case, availability of resources, and above all the skill of the hospital staff to handle the cases adequately.
Lamond, & Thompson, (2006) enthuses that nurses have to realize emergent orders in the clinical situations through an advanced nursing prioritization of the general need for care by the patients. It is upon this purpose that we set out to develop a prioritization plan for the hospital settings. The simulator can be used to simulate a nursing framework to assist them in making the decisions when going about their clinical rounds. While working on emergency cases is a priority, there has been an argument in the medical circles that nursing prioritization is just a fad, however, unlike other practices where cases are handled on first come fist served basis, nursing is quite complex and dynamic, this means it is always valuable to expected the unexpected. However, without the use of a prioritization simulator, sometimes it becomes difficult for nurses to determine which cases are unstable even with oxygen saturation of approximately 86%, as either moderate or intermediate. Nurses are required to multitask even in view of falling hospital system (Littlejohn, 2003).
Learning outcomes
When the student engages in the simulation, it is advisable to assess the following:
How the student attaint the concept through experiential practice and learning
The degree of engagement of the student in the activity
Does the student understand the subtlety of the nursing prioritization
Storyboard of the simulation
The patient arrives at the reception, and is directed to the doctor’s office, where the nurse takes the personal information and the vitals of the case as shown below:
The diagnosis and prescription is followed by shift assessments to determine the condition of the patient at the beginning and the end of every shift.
Instruction
In these simulators, the student is required to understand the nature of the nursing situation and take note of the various patient care needs of each patient such as the vitals, history of the disease, Pathophysiology and diagnosis (Marsden, 1999).
The student then makes a list of the medical care requirement of each patient, and grades them according to the urgency. In the meantime, the student anticipates emergency cases in the course patient care delivery (McArthur, & Dickinson, 2003).
The student then reports to the RN or clinical officer in charge. However, in the absence of a clinical officer, the student has to prioritize the cases in the hospital based on the severity and the urgency of the case. He can make use of the matrix system inbuilt within the simulator to determine the case with the highest weight (Young, & Burke, 2010). It is imperative to note that the students also know the hospital’s policy on delegation of duties, and management of clinical responsibilities.
The student communicates the summary of the priorities of the people in charge for implementation diagnosis, and intervention, prescription, or treatment.
Clinical follow-ups.
Reference
Lake S, Cheryle M, and Duke J. (2009). Nursing prioritization of the patient need for care: tacit knowledge embedded in the clinical decision-making literature. The International Journall of Nursing Practice Volume 15, Issue 5, pages 376–388,
Marsden, J. (1999). Expert nurse decision-making: telephone triage in an ophthalmic accident and emergency department. NT-Research, 4(1), 44-54
McArthur, J., & Dickinson, A. (2003). Decision making the explicit evidence based way: comparing benefits, harms and costs. Nursing Praxis in New Zealand, 14(1), 33-42
Littlejohn, C. (2003). Critical realism and psychiatric nursing: a philosophical inquiry. Journal of Advanced Nursing, 43(5), 449-456.
Ackerman, A. (2009). Investigation of learning outcomes for the acquisition and retention of CPR knowledge and skills learned with the use of high-fidelity simulation. Clinical Simulation in Nursing. 5(6): e213-e222.
Young, P., and Burke, J.( 2010). Evaluation of a multidisciplinary, simulation-based hospital residency program. Clinical Simulation in Nursing., 6(2): e45-e52.