College Costs How Much Essay Example for Free

College Costs How Much Essay Growing up, students were taught to get a higher education in order to make a comfortable living for them and their families. Now, those college graduates are crippled with large amounts of debilitating student loans and are unable to start a family of their own. According to the credit bureau TransUnion, the average student loan debt carried by each borrower has risen 30% to $23,829 in the past five years. These graduates should be stimulating the economy by buying cars and houses, but instead they are sending their paychecks to the bank to pay back their enormous loans. The aggregated amount of student debt has soared over the past several years due to so many people deciding to go back to college after being laid off from their jobs, a rapid rise in college tuition, and schools that give out worthless degrees. The New York Times states that in the 1970s, the median wage was 40% higher for college graduates than for those with just a high school diploma; today, the wage premium has risen to about 80%. Although there are options to get a degree quickly, it is not always the best idea. It is concerning that some schools promise a degree in less time, yet charge the same amount as a four year university. The Art Institute is one of the biggest offenders. They offer a three year culinary program that costs close to $100,000 while the graduates only average about $12 per hour after graduation. It is impossible to pay back those types of loans with basically a minimum wage job. Also, possible employers would much rather hire someone who has been studying the subject for four to six years rather than just a few months, so it can be very challenging for those students to find a job. The fact that our country’s student loan debt is currently valued at $1 trillion dollars, while the cost of tuition is rapidly increasing, is the most concerning effect of this crisis. Today, about half of college graduates are either underemployed or do not have a job at all. The tide is not going to turn until the job market improves. One of the problems in the job market is that jobs are not opening up as quickly as they should because people are pushing back retirement to help pay for their children’s loans. Students fresh out of college are putting off getting married and starting families because they do not have the secure job future they were promised would come with their college degree. Families have also decreased in size because parents are not able to afford as many children. Public schools are overflowing with students because the alternative private schools are just too expensive. This debilitating debt could cause the millennials, people aged 18 to 34, to be one of the first generations in America to not make a better living than their parents did. It is not ethical to force such a large amount of debt on an 18-year-old who has never even had a credit card before. Too many schools use students as pawns to make thousands of dollars than actually helping them succeed and become a member of a functioning society. The student loan debt problem is going to continue to rise dramatically unless we stop the problem where it started- the greedy universities and â€Å"for-profit† schools. Our government needs to make laws and restrictions based on how much a school can charge for tuition. Because filing for bankruptcy with student loans is impossible, the schools continue to raise the cost of tuition knowing that they will most likely get their money in the end. Now, we have schools charging ridiculous amounts for a mediocre degree while the average graduate makes about $12 an hour. There is no way in the world that graduate would be able to pay off those gargantuan student loans without having more than one job. Tuition should be a percentage of the average income of an employer with that degree so that it is possible to pay back in a reasonable amount of time. If schools went back to offering a great education for an affordable price our country would have a much easier time fixing our limping economy.

Ron Howard :: essays research papers

Ronald William Howard was born March 1st, 1954 in Duncan, Oklahoma. He is the older of two brothers. His parents, Rance Howard his father was an actor, director and writer, his mother Jean Howard was an actress, in 1959 his family relocated to Hollywood. Young Ron quickly joined the family business and his first television role was on an episode of "Playhouse 90" and was followed by an appearance on "The Red Skelton Show." He also was in four episodes of "Denis the Menace" and five shows of "The Many Loves of Dobie Gillis." (Encarta) Ron has the face that refused to age. No matter how much of his hair he looses, or how much of a beard he grows, he continues to have a boyish charm. For some viewers he is always remembered as Opie Taylor and to others as Richie Cunningham, while the more populated group of the confused he is know as Opie Cunningham. (sitcomsonline) The television producer Sheldon Leonard, who had seen Howard’s performance in Barnaby and Mr. O’Mally, cast the actor in the "Andy Griffith Show" which began its eight years on CBS on October 3, 1960. The gentle and subtle comedy of the show was set in the sleepy town of Mayberry, North Carolina, and was centered on the daily lives of sheriff Andy Taylor (Griffith), his young son, Opie (Howard), Aunt Bee (Frances Bavier), who was the live in housekeeper and Opei’s surrogate mother, and Barney Fife (Don Knotts), Andy’s deputy. The scenes between Andy and Opie were sensitively written by Ron’s father with similarities of their relationship, some of Opeis lines were also written by his father. Howard’s parents intervened in certain ways in his life since he was a child star like making sure certain aspects of contracts said didn’t say that he had to do promotional tours. When he was not working he was enrolled in public schools so he could interact with other kids his age. "In school I was a novelty at first," Howard told Edwin Miller. "People got very jazzed up about the idea of having a kid actor in class. That would blow over in a couple of weeks, and then I was able to blend right in." Howard later made the basketball team at Burroughs High School in Burbank; Howard then had to turn down acting assignments so he wouldn’t miss any basketball games.

Intructional Strategies for Ell Classrooms

There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here. Comprehensible Input There are six prominent areas to consider when creating lesson plans that will help to present the subject material in an organized, understandable manner. These are â€Å"modelling (sic), bridging, contextualisation (sic), building schema, re-presenting text and developing metacognition† (Walqui, 2003). Modeling is simply showing, demonstrating, or asking the student to perform an action or do a project. This hands-on approach is useful for all students but it is particularly helpful with those students who have a language barrier. Bridging, a common constructivist method, involves building on a learner’s previous experience (Gabler, 2003). When dealing with ELL learners, the teacher may have to delve deeper than with average students, into the student’s previous experiences because their country of origin may not have offered the experiences that the educator is accustomed to building on. If they are able to find an experience that the student can relate the new information to, then the student will much better be able to understand the instruction (Gabler, 2003). Contextualization is useful because it presents the same information that one would find in a textbook in a completely different format that can reach the student’s visual, tactile, or auditory modalities. If the student is able to see the information rather than a list of linear facts but instead in a picture, video, demonstration or activity, then the student make learn the concepts or information more quickly and sometimes effortlessly. Building schema gives the students an understanding of the big picture of the new subject or concept before giving them more details. This gives the student a structure that they can build on and relate to. This may help the new information seem less daunting to them and may help develop an anticipation in the student to explore further into the subject. Re-presenting text, is when the teacher asks the students to revisit a text with the intention of presenting it in an alternative way in which the students actively participate (Walqui, 2003). â€Å"This kind of language learning often engages students in the accomplishment of tasks that are interesting and meaningful for them, where the emphasis is placed on the communication that is being carried out rather than on its formal aspects, and where the resulting learning is powerful† (Walqui, 2003). The sixth area for the educator to keep in mind when laying out lesson plans is developing the student’s metacognition. This is defined as the â€Å"understanding of the strategies available for learning a task and the regulatory mechanisms needed to complete the task† (Hallahan, 1997). This particular aspect of ELL instruction can give these students the tools needed to deal with new difficulties, remedy old problems and identify specific needs or problems that they have in their own learning process. The student can even continue to use this knowledge and awareness in their educational endevours after they have achieved English language proficiency. This can also assist average students in their own educational efforts. Ongoing, Specific, and Immediate Feedback Effective teachers often engage in multiple methods of feedback. Ongoing feedback can be in the form of charts, or lists that the teacher, class, or each student creates as they continue learning about a subject. This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994). Grouping structures and techniques Grouping ELL students with â€Å"peer-buddies† or students appointed to assist the ELL student can give the ELL student more opportunities for using conversational English, allow them to receive minor assistance without interrupting the teacher, and give them the opportunity to have â€Å"teacher talk† re-explained to them (Wisconsin, n. . ) Building background and vocabulary development In most subjects, the teacher could develop a list of vocabulary words to help the students complete their understanding of the subjects. An ongoing list of vocabulary words could be a constant resource for students. The definitions would be written in their own words and more understandable to them. When teachers encourage vocabulary development in their students, they may produce better English improvement in the ELL student as a result (Fisher, 2007). Continuous vocabulary expression can encourage the students to learn to enjoy vocabulary expansion. The more comfortable a student is with a word the more frequently they may use it so it stands to reason that the more opportunities that the student has to learn and use new words, the more ingrained into their personal vocabulary the words will become. Presenting an ELL student new words to learn as well as providing opportunities to use the words are likely keys to helping an ELL student become more English language proficient. Classroom discussions, questions and answer sessions, and call and response are three commonly used methods for engaging students in language usage. Student engagement Nearly all of the learning strategies for assisting ELLs in the effort to learn the English language require student involvement. No matter which modality is being tapped into, the student who is involved or engaged will learn any subject more thoroughly and quickly. â€Å"Students usually agree that learning requires work† (Newman, 1992). This work, requires that the students become involved and engaged in their learning. Likely, if a student is willing to work and if the teacher encourages the engagement, then the student will find much better academic success in the end. Conclusion In the end, most instructional strategies that are used are most effective when tailored to each student’s needs. While time restraints may be problematic when attempting to meet individual needs, they may be very helpful for the student who is blessed to be under their tutelage. If teachers are capable of using these strategies to assist their students to help them achieve success in both their to attempt to learn English as well as their academic endeavors. Reference http://eric.ed.gov/PDFS/ED371047.pdf

Facts About Mexican Leader Pancho Villa