The main purpose of school is to educate individuals in society to school is an essential tool of transformation for students. Education plays a significant role in influencing a students overall perspective of life and their ability to perform. The increase in population and cultural change continue to place huge expectation on the school. The schools responsibility is not only to teach basic arithmetic, reading and writing skills, but also influence the students to have an influence on society in general.
The role of schools in contemporary society
Schools have the mandate to provide educational programs, which are important to develop integrated systems. These should model service delivery where these systems come together; community organizations, judiciary and other social services. Instead of the school system duplicating effort, it would ensure a smooth transition from school to work place and from youth to adulthood. Most importantly, school experience should influence a positive relationship between school and the entire community.
Important factors in the education of students
There are several significant factors in the education of students; to ensure the acquisition of skills, knowledge and attitude to develop personal meaning relevant to their personal experiences (Case 1). In the formulation of programs and policies that are inclusive, it is important for educators to understand that every student is unique.
The curriculum creation should therefore involve creation of an enabling environment and appropriate teaching techniques. These have to respond to changes in society that include cultural and technological advancement. Education should be able to relate to personal growth, attitude, behavior and general awareness of important aspects of life.
The relevance of teaching techniques should keep up with the pace of technological advancement. Teaching methods perhaps, have not kept pace with our fast-paced technical society and cultural changes. They should be contextual regarding students ability, education resources and relevance of the curriculum.
In the illustration to the gifted students, the teacher attempts to show how birds learn to fly. These open ended questions do not tap into the students initiative, to provide innovative ideas, therefore unsuccessful (Case 1). On the contrary, the use of how to weigh a giraffe illustration allows students to be creative. Therefore, it is important for the teacher to switch from a teacher-centered to a student centered classroom.
It is important for all stakeholders to get involved. The parents should evaluate their value of expectations on schools to teach their children life lessons. Identify this and play their respective roles without necessarily blaming educators, education polices or funding by the government.
The environment at home has an impact on the students achievement at school. Without excessive expectations exacted on them by parents and educators, students tend to move from fear of making mistakes and criticism to the ability of making sound decisions (Case 1). Both gifted and low achievers need not only the text book experience but also problem solving skills which encourage innovation and entrepreneurship.
School experience in forming responsible citizens
It is common for many people to acknowledge that their school experience has been relevant in making them respectful and responsible citizens. Although, one cannot be entirely dependent on experience to prepare them for life, education plays a key role to this effect.
The importance of education should be rooted in relevance, technology and inspirational to further learning (Case 1). The emphases in learning should be based on organizational skills, problem solving, creativity and decision making.
Appropriate training better equips students to meet both their immediate and future needs. Activities in school prepare students to be better citizens; leadership roles assigned in school, equip students to be responsible future leaders. Hence, classroom experience is relevant to making unique, analytical and informed citizens.
Conclusion
In essence, school functions as a preparation for the future and success in different aspects of life. The school experience that acknowledges students unique abilities, develops individual students to become productive and responsible, as well as professional at their places of work. Roles assigned in school develop students to become responsible citizens.
Works Cited
Case 1: The Gifted Cant Weigh That Giraffe . 2011. Film
The article found in the Economic rubric of the New York Times was posted by Patricia Cohen. The article is called Closing Education Gap Will Lift Economy, a Study Finds explores the current position of the United States on the world arena in reference to the level and quality of education on the national level.
The author of the article provides research-based information concerning the contemporary level of education in the United States and explains the interdependence between the level of education and literacy of the population and the economical development of the country. The calculations provided in the article point out that the United States currently ranks twenty fourth in the list of thirty three of highly developed industrialized countries of the world according to the average education level of the nation (Cohen par. 3).
The researches established that if the country took some effort and managed do move at least five positions up, this could result in the addition of 1.7 per cent to the countrys gross domestic product (Cohen par. 4). Consequently, 1.7 per cent addition to the current gross domestic product comprises approximately nine hundred million dollars of government revenue and would be a massive leap forward for the country.
The author also emphasizes that if only the United States reached the position on the education level scale Canada occupies today, its gross domestic product would increase by 7.6 per cent, which represents ten trillion dollars revenue addition by 2050 (Cohen par. 5).
Canada ranks seventh is the list, which makes its position impossible to reach for the United States, yet this comparison has been made to demonstrate that a neighboring country with a very similar lifestyle and culture could make it, so the achievement can barely be considered extraordinary.
The article also elaborates on the connections of the current socio-economic tendencies and their connections with the level of education in the country. The average income of middle class families that has been growing for the previous generations now is rapidly decreasing.
As a result, the size of the American middle class is shrinking because more and more citizens lose funds and stop qualifying as middle class representatives. This tendency is shown in contrast with the tendency of previous years when the cause of the shrinking middle class was exactly the opposite more and more individuals were gaining profits and becoming upper class representatives.
Over the last several years a number of researches have been focused on the determination of the conditions that have to be improved in order to raise the national level of education in the United States. The education professionals and politicians responsible for the education reforms are aware that preschool and early childhood education should be one of the primary focuses.
Education studies have already suggested a variety of techniques and ways to provide better approach to the modern learners of all ages. This way, sound and strong basis has been created for the further improvement; and now the government only needs to put the reforms into practice.
The United States of America has been known as one of the least educated nations among the industrialized and highly developed countries of the world. The article by Cohen does not only suggest to change this tendency, but also provides quantitative data that is meant to stimulate the modern American leaders and inspire them to address the issue quickly and thoroughly.
With the recent shifts in the educational sphere, the marketisation of higher education receives growing recognition. Due to the fact that the higher education is not compulsory, applicants receive much freedom in their educational choices and according to the results of the latest studies, need to be treated as customers.
The popularity of every university in Great Britain depends upon not only its educational models and historical reputation, but also marketing strategies and branding of the institution. Cambridge, Oxford, Imperial College London, Durham and London School of Economics as the recognized top universities in Great Britain must have implied the most effective marketing strategies for establishing their status and preserving it for such a long time.
The universities of Great Britain are known all over the world and attract students from all the corners of the globe. The high quality of education and the potential employment after graduating from these institutions are the influential factors affecting the popularity of these universities.
However, with the variety of newly arising educational institutions and the intense competition in the sector, even the most prestigious universities need to impose measures for preserving their status and attracting the potential applicants. This study will explore the students perception of the most popular universities in Great Britain and determine the major influential factors affecting the perceived market value of these institutions.
Literature review
Within the recent decades, the market architecture and the main driving forces of the UK higher education have undergone significant changes. The enhanced marketisation of the UK higher education was the direct consequence of the highly competitive environment, which predetermined the shift towards treating students as consumers and implementing the marketing strategies for drawing and sustaining the applicants attention.
Taking into account the fact that universities belong to the sector of non-compulsory education, it can be stated that the decisions of potential applicants can be manipulated through the implementation of various marketing techniques.
There is evidence that the students education choices are traditionally limited with the specific market arenas which can be predetermined geographically but more often are the consequence of the brand and the perceived market value of a particular institution.1
It means that the rankings of a particular university and the overall picture of the most popular universities in the UK will to certain extent depend upon not only the educational models and previous achievements but also the marketing strategies used by educational managers.
Regarding the students satisfaction with their higher education experience, there is evidence that it depends upon a number of variables, including the individuals overall experience during the student life.2 Taking into account the fact that sharing their opinions, students contribute to the image of their institution greatly, it should be noted that the organization of the students life is another influential factor affecting the universities rating.
Moreover, there is evidence that it is essential to differentiate between the students satisfaction with the quality of educational programs and the acquired knowledge, discipline and the level of the university in general.3
Thus, the students views concerning the most popular universities in Great Britain depend upon the variety of factors, including not only the educational models but also the marketing strategies and branding of the institution, which need to be taken into consideration for evaluating the results of the students survey adequately.
Methodology
The questionnaire survey was conducted among fifty last year undergraduate students. The participants were provided with a list of the UK institutions and were offered to select five of them which in their opinion are the most popular and most desirable, labeling each of the university with a number from 1 to 5 from the most popular to the least popular institution in their opinion.
Them comparing the achieved results with the results of the National Student Survey, it will be possible to estimate the role of the geographical limitations upon the formation of the students; attitudes and perception.
The sample included 25 girls and 25 boys, with the equal proportion of the top and underachieving students. The 10 participants (5 boys and 5 girls) were combining their studies and a part-time job. The 10 participants (5 boys and 5 girls) were international students enrolled into the exchange educational programs.
The study design was aimed at exploring the students perception of the market value of specific universities all over Great Britain. The choice of the participants was aimed to represent the demographical situation so that to minimize the possible biases, which can however be caused by the geographical limitations of the study design.
Ethics
Ethical considerations were essential for exploring the students specific education choices and rakings of the market value of the most popular universities in Great Britain.
First, the written consent for answering the questionnaires was received from every participant. Focusing on personal preferences in education, this survey is related to a number of ethical issues. To begin with, the answers of undergraduate students will reflect their attitudes towards the institution they are attending.
Moreover, this issue will correspond with their satisfaction with the educational processes in their institution. To prevent possible biases caused by the students fear of possible consequences of participating in the survey and expressing negative views concerning their institution, the students need to be certain that the results of the survey will be used for the research purposes only and will not be disclosed to any third parties, including the administration and the teaching staff of their university.
It is significant that the rankings should be used for determining the most influential factors affecting the students perception, preferences and choices, thus, defining the underlying causes of their possible dissatisfaction instead of penalizing them for the expressed opinions.
The ethical practices need to be taken into consideration not only for designing the research in a proper way but also for ensuring the participants safety and minimizing the impact of possible unfair answers. A letter covering the issues of the ethical considerations in analyzing and estimating the research results need to be attached to the consent form provided to all the participants.
Results and discussion
Analyzing the results retrieved from the questionnaires, it can be stated that there were no significant deviations between the university choices and their corresponding perceived market value in the participants and the results of the National Survey.
According to the results of the survey, Cambridge, Oxford, Imperial College London, Durham and London School of Economics were recognized as the most popular higher education institutions in Great Britain (placed from the most popular to the least popular one).
As compared to the results of the National Survey, the only difference was that the London School of Economics was ranked as 4th in the National Survey and as 5th in this local survey. Consequently, Durham was on the 5th place in the National Survey list and on the 4th place in the list of the local research. This slight deviation can be explained with the geographical limitations of the local education markets.
Taking into account the fact that there were only insignificant differences between the results of the surveys, it can be stated that the impact of the geographical boundaries is less significant than the marketing efforts for the perceived value of particular institutions. Oxford and Cambridge as the two top institutions in both lists are the recognized leaders with established reputation of high-quality education services.
The high level of these universities is doubtless and is recognized by not only education professionals, but also its graduates and all those students who ranked it as the number one in the UK education market. It should be noted that these institutions obviously use the marketing strategies for preserving their reputation and complying with the demands of the highly competitive environment.
Taking into account that the present-day potential applicants should be treated as customers, it can be stated that their interests are considered by the top institutions, which allows them preserving their status of educational leaders.
Regardless of the fact that the study design was intended to minimize the impact of possible biases and unfair answers, this research still can be characterized with a number of limitations. First, the convenience sampling was used for this study.
In other words, all the participants of the survey study in one university, and this design was chosen for convenience. It is possible that common educational background could affect the students perception of the top universities popularity. However, taking into account the fact that defining the impact of the geographical boundaries was one of the purposes in this survey, this approach can be regarded as appropriate for testing the hypothesis.
Conclusion
In general, it can be concluded that a variety of underlying factors can affect the perceived market value of a particular educational institution. According to the results of this research corresponding with the results of the National Survey, Cambridge, Oxford, Imperial College London, Durham and London School of Economics are the recognized top universities in Great Britain.
These results clearly demonstrate not only the quality of education models applied in these institutions but also the effectiveness of the market research and further measures imposed by these universities.
Reference List
J Douglas, The development of a conceptual model of student satisfaction with their experience in higher education, Quality Assurance in Education, vol 16, iss. 1: p. 19 35.
H Marsh & J Cheng, National student survey of teaching in UK universities: Dimensionality, multilevel structure, and differentiation at the level of university and discipline: preliminary results, Higher Education Academy, Nottingham, 2008.
M Molesworth, R Scullion, & L Nixon, The marketisation of higher education and the student as consumer. Routledge, New York, 2011.
Footnotes
1 M Molesworth, R Scullion, & L Nixon, The marketisation of higher education and the student as consumer. Routledge, New York, 2011, 35.
2 J Douglas, The development of a conceptual model of student satisfaction with their experience in higher education, Quality Assurance in Education, vol 16, iss. 1: p. 19.
3 H Marsh & J Cheng, National student survey of teaching in UK universities: Dimensionality, multilevel structure, and differentiation at the level of university and discipline: preliminary results, Higher Education Academy, Nottingham, 2008, 33.
Bangor University is a reputable and a world-class university located in North Wales. The university is home to local students within the U.K and many international students who come from diverse nations.
Quality education is an important part of todays society and hence leading lecturers from the university and other like-minded universities and education institutions have been in the forefront of ensuring that the quality of Education within the country and in their respective institutions is up to standards with the current demands of the global market.
If the quality of education offered in tertiary institutions is high and appropriate for the market then the quality of graduates from universities such as B.U. will be very high and appropriate for the market.
In achieving quality standards, course work is an important part of B.U.s curriculum and every term/semester is usually strategically preplanned and scheduled in order to ensure that the academic and practical needs of the student body are well catered for.
Having the students needs in mind, lecturers strive to achieve a balanced syllabi that will assist students attain both practical and theoretical expertise by developing programs that involve both writing and presentations on relevant course units/subjects (Noddings 1995, 13).
Purpose of the research
This report intends to look at the quality of education within B.U and therefore will critically gather data from students of B.U. with the sole intention of taking a look at how lecturers achieve academic goals through setting the appropriate course work syllabus and the various techniques such as exams that are used to evaluate how well students within the Bangor University have learnt throughout the term/semesters.
Also course work is important because it can be used to evaluate both students performance and lecturers input by ranking student performance. Additionally, this research intends to investigate how familiar and effective presentation and writing techniques help students to achieve the objectives of their course work (Kothari 1985, 10).
Necessity
The research is important because the data gathered from this process can be used by the faculty of B.U. and also the students to improve and carry out any needed changes that may be necessary in the curriculum and syllabus of B.U.
The aim of any tertiary institution is to impart knowledge and develop highly competent individuals and therefore this research will shed some light into whether the university curriculum is appropriate for the students studying within B.U.
Methodology
The research is a scientific research with a clearly defined problem. It is to take a look into the effectiveness the course work and curriculum that is used by the faculty to impart knowledge among the students of B.U. (Kumar, 2005, p. 122).
The researcher intends to use a non probabilistic method to gather his data. Data will be gathered by the interviewer form every faculty within the campus, the researcher will use a convenient sampling technique where based on a predetermined quota the researcher will predetermine the number of 1st, 2nd, 3rd, and 4th year students who need to be to be interviewed and strive to ensure that he collects data from all the faculties within B.U.
Data gathering technique
The researcher will gather data from various faculties of students who study in B.U. using semi structured questionnaires. The advantage of using a semi structured questionnaire is that the researcher gathers both qualitative and quantitative data which will enable the users of the research conducts a more in-depth analysis during the process of Data analysis (Kothari 1985, 65-67; Beeby 1966, 81).
The source of information
The data of this research will be primary data that will directly be collected from the respondents who are current students within various faculties of B.U. the sample size of the number of respondents is 100 students from diverse faculties of B.U.
Data Analysis
Once the 100 questionnaires are filled the researcher intends to arrange and analyze the data using both qualitative and quantitative techniques (Dawson, 2002, p.34).
The use of qualitative techniques will enable the researcher attach percentages to the data while the qualitative data analysis techniques will enable the researcher co0nduct some content analysis that will enable the researcher give a description of the various implication (Whyte 1989, 29; Dawson 2002, 53).
Results
40% of all respondents were from the College of Business, 10% from the Social Sciences and Law while 5% were from the College of Lifelong Learning, 20% were College of Natural Sciences while 10% were from the College of Health and Behavioral Sciences and the last 15% were form the College of Physical and Applied Sciences.
20% of all respondents were foreigners while 80% were citizens of Wales. 50% of all students in the College of Arts Education and Humanities were taking education while 10% were taking music, 20% were taking theology while the rest 30% were taking modern languages.
Out of all the respondents from the college of Business social science and law 60% were taking business courses while the remaining 34% were taking law. The entire respondents from the College of Lifelong Learning were taking the same course. 5% of the respondents from the College of Health and Behavioral Sciences were taking medicine while the rest were in school of sports and exercise science.
All the respondents from the College of Physical and Applied Sciences were taking electronics (Kumar, R., 2005, 102; Brandt 2000, 96).
Most of the students within B.U. claim to do well when asked if they have ever failed exams, 85% of them responded by saying they attain their pass mark while the remaining 15% have previously failed to attain their pass mark.
74% All the respondents claimed they have at least one presentation as part of their course work while the remaining 26% said that their curriculum doesnt involve making presentation as part of the course work. 80% of all the respondents claimed that the main reason of their failure was either wo0rk overload or unfair lecturers; the remaining 15% of those who failed claimed that is their lack of preparedness that leads to failure.
Out of all the 100 respondents 80% of them have never missed exams before while the rest who have earlier missed exams were forced to take substitute exams only if they had given authorities prior notice and sufficient reason those who never gave prior reason are forced to repeat the subject (Pashler, McDonald & Bjork 2009, 77).
60% of all the respondents fell that presentations are a very important part of their curriculum while the remaining 40% see it as a waste of time.55% of all respondents stated that they at least have one presentation per term while 25% of them stated that they have more that in presentation per term the remaining 20% have no presentations.
The respondents stated that 50% of all presentation per tem were given as part of group work while the rest were individual assignments.
60% of all respondents believed that essay writing was very important for first years while 30% believed that report writing was important for first years the remaining 20% stated that email were essential for first years. 70% of respondents stated that essays were between 1-5 pages in first year while the rest stated that essays were more that 5 pages in first year.
55% of all students stated that they only contact tutors only when they have homework while 40 % said they make sure that they contact tutors at least once a week 5% said that they contact their tutors through email daily or frequently.
30% of respondents especially those taking health sciences and arts stated that they write an essay weekly. The remaining 70% stated that their lecturers ensure that they give them an essay at least once in 3 months.
90% of those students who are given essays weekly stated that they ensure they finish their essays within seven days because if they dont they risk loosing marks.
50% Student who are required to do one essay in 3 months said that they ensure that by the end of the second month they finish their essays, 20% of them said that they finish their essay by the end of the first month while the rest said they ensure that they finish the essays by the end of the third month.
Discussion
It is thus clear that the faculty and lecturers at B.U use practices that encourage their students to be highly proactive especially when it comes to learning. Students taking medical sciences, applied sciences and Arts are exposed to more essays and report writing activities due to the nature of their courses.
The facultys policy is effective in the fact that it has ensured that there is a high turnout rate especially during exams and that those who miss exams with no reason face the consequences.
As far as first years are concerned it is good to ensure most of them (60%) are involved in rigorous writing activities so that they can nature their writing ability skills while still at the early stages of university so that they can be experienced writers in later years.
Recommendations
The University should ensure that the curriculum of every faculty is well balanced and that the course work has a balanced approach that allows the students to enhance both their writing and presentation skills through having both report and essay writing together with presentation assignments every term/semester.
In faculties where the volume of materials to study is very large especially in the College of health Sciences it is important that the faculty of B.U ensures that the students are not overworked or excessively given assignments because this can affect their performance and course work.
Due to the low level of communication between the tutors and the students it is necessary that the faculty comes up with awareness campaigns that will encourage students to communicate more frequently with tutors with the aim of improving their academic performance.
The campus administration should open a clear and more open communication system in regard to exams so that students who fail their exams can communicate their reasons in due time and avoid their chances of repeating the whole course over again (Bangor University, 2011).
Reference List
Bangor University, 2011. Bangor University. Web.
Beeby, C., 1966. The quality of education in developing countries. Cambridge, Massachusetts: Harvard University Press.
Brandt, R., 2000. Education in a new era: ASCD Yearbook 2000. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Dawson, C., 2002. Practical Research Methods. New Delhi: UBS Publishers Distributors.
Kothari, C. R., 1985. Research Methodology- Methods and Techniques. New Delhi: Wiley Eastern Limited.
Kumar, R., 2005. Research Methodology-A Step-by-Step Guide for Beginners, 2nd ed. Singapore: Pearson Education.
Noddings, N., 1995. Philosophy of Education. Boulder, CO: Westview Press.
Pashler, H., McDonald, M. & Bjork, R., 2009. Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest 9 (3): 105119.
Whyte, C., 1989. Student Affairs-The Future. Journal of College Student Development, v30 n (1) p. 86-89.
The adolescence is one of the most important stages of development that comes with a number of challenges and personal needs. This research focused on analysing the needs of a 14-year old girl who is a younger sister to the researcher. Physical, intellectual, psychological, social, and emotional needs were analysed by observing her behaviour at home and in school. A direct interview with the young adolescent, the parents and her teachers was also conducted to help validate the observable characteristics. Moral and ethical characteristics of these needs were also analysed.
Introduction
The adolescents have a number of needs that should be understood by the parents and teachers in order to help them pass this developmental stage successfully. According to Rose (2007), early adolescents are always unaware of how to deal with the physical and psychological changes that take place within their bodies. The adolescent boys start developing deep voices that they are not comfortable with. Girls start the menstrual cycle that forces them to take the responsibility of managing it. Both girls and boys at this stage start experiencing other developmental changes in the body that may be confusing.
The aim of this research is to determine some of the needs of the early adolescent girls and how they can be met. The context of the study was defined in order to create a clear understanding of how the data was gathered (Balen, 2004). The research was focused on a 14-year old girl who is a family member of the researcher.
It was easier to conduct a research on her than other adolescents outside the family because the researcher could easily gather some of the information about her without necessarily asking her questions. The guiding question that was used in the research was to determine some of the needs that are unique to the early adolescents from various perspectives. The researcher also used the secondary sources of information in order to support the findings made from the primary data.
Context
According to Balen (2004), defining the context of a research is very important in a case study because it enables the readers to develop a picture of what is being investigated. The researcher based the study on three main settings. The first setting was at home where this girl spends most of her time after school, especially in the evenings, holidays, or weekends (Blake, 2008).
The school was the second setting where the girl spends most of her days, while the community was the third setting. The community included the friends that the girl interacted with outside school or home setting. This was necessary to ensure that all the factors that affect the adolescents are captured. Choosing a 14-year old adolescent was perfect because it is at this stage that they start experiencing drastic physical and psychological changes that may redefine their needs in life.
Literature Review
Adolescence is one of the most important stages of development that has attracted attention of many scholars. One of the areas that have received attention from the researchers is the needs of the adolescents. According to Booth (2012), adolescence is one of the stages of development where a child is subjected to a series of changes in the body and mind. It is a stage where a child gets transformed into adulthood.
The early adolescents face the challenge of dealing with the sudden changes in their bodies that they were not used to in their lives as children. For example, an adolescent girl will start experiencing menses. In some of the cases, this may shock her, especially if she had not been informed of such a possibility by her teachers, parents or other elder members of the society. According to Blake (2008), when these physical changes occur, the adolescents will become very conscious about their bodies. These changes will introduce a number of needs that will be discussed in this study.
Theories have been developed to help explain some of the needs that early adolescents may have during this stage of life. According to Rose (2007), Biogenetic Psychology of Adolescents by Stanley Hall is one of the earliest theories that tried to investigate the developmental changes of the adolescents and how it defined their needs. According to this theory, adolescence is a period of storm and stress. It is at this stage that one develops strong a sense of passion, personal feeling, and stress.
An individual becomes aware of the immediate environment and how they relate to one another. As Welty (2008) observes, it is common for an individual to develop a sense of belonging and the desire to be accepted in the society, especially among the peers. This theory also explains that children at this stage may become rebellious as they try to become relevant within their families, at school or in the community.
The rebellion among the adolescents is also emphasised by Anna Freuds Theory of Adolescent Defence Mechanism (Ellerbrock & Kiefer, 2013). This theory critically analyses puberty as a stage in the development and how ego, superego, and id plays off within the mind of adolescents to define their morals. Depending on the environment within which an adolescent is subjected, the needs and ethics may vary. The puberty conflict and the fight within the mind of an adolescent to achieve equilibrium of the new forces of life will determine some of the needs that would be developed.
Otto Ranks Theory of the Adolescent Need for Independence has been popularly used to describe the behavioural patterns of the adolescents. According to Blake (2008), changes that take place in the early adolescents may motivate them to engage in activities that the society considers irresponsible or undesirable. For this reason, they would develop a need to be independent in order to avoid the punishment that may be subjected to them by their elders. The need for independence is basically meant to create for them an environment where they can experiment on various issues without getting a reprimand or punishment from their parents or elders.
This theory closely relates to the Theory of Identity Development by Erik Erikson (Blake, 2008). This theory focuses on the identity crisis that adolescents experience during this developmental stage. They always struggle to understand their environment based on what they learn, and the changes that take place within their bodies. They try to interpret some of the factors that directly affect their lives. They also try to determine factors that define their personality. The theory holds that at this stage, the adolescents will acquire ego-identity (Weisz & Kazdin, 2010).
They develop a feeling that they are the best among their peers. They feel that they have some capacity within themselves that is not tapped. They try to identify themselves with heroes in the society. For the adolescent girls, they tend to identify with supermodels in order to be considered attractive. This is meant to make them acceptable and admired by the peers (Neinstein & Neinstein, 2008). For adolescent boys, they will try to identify with super fighters or top musicians. This means that adolescents of different genders will develop different needs.
Kurt Lewins Field Theory and Adolescence is another popular theory that is commonly used in research to explain the behaviour of the adolescents and their needs. The theory talks about the dynamism of behaviour and social needs of the adolescents as they move from one stage to another (Welty, 2008). According to Lewin, adolescents always find themselves in a strange situation as they struggle to find their position in the society. At this stage, they are no longer children, and this means that the society expects them to behave differently from the younger members of the society.
On the other side, Ellerbrock and Kiefer (2013) say that they are not adults and some of the activities done by the adults may remain prohibited to them. This creates numerous challenges for members of this group as they struggle to find ways of gaining acceptance in the society. In order to critically analyse the needs of the adolescents, it is necessary to classify them as physical, intellectual, psychological, social, and emotional needs. These needs are critically analysed in the next section of this paper.
Methodology
When conducting research, Balen (2004) says that it is important to define the methodology that will be used in data collection and analysis. This helps to guide the entire research process in order to arrive at a valid conclusion. The study used two main sources of data. The primary data was collected from a 14-year old student. According to Neinstein and Neinstein (2008), any piece of scholarly research always seeks to expand knowledge on a given topic. For this reason, it would use the existing body of knowledge as the background information in order to expand knowledge in the area or create a new body of language.
This means that the researcher will need to appreciate that some existing literatures were used in order to form a basis for the research. The study included existing literatures on this topic, and discussed in the section above. The secondary sources of data were collected from books, journals, and other relevant websites. The researcher was keen to identify literatures that were specifically focused on the topic of the research or closely related to it.
The primary data was collected from the 14-year old girl who is a sister to the researcher. According to Neinstein and Neinstein (2008), it is always important to select participants of a research with utmost care in order to eliminate any biases that may affect the quality of the primary data that will be collected. Most researchers recommend the use of simple random or stratified sampling as a way of selecting the sample population.
However, the scope research did not allow the researcher to use these sampling strategies (Rose, 2007). Only one participant was needed in this research. This meant that the researcher had to identify the participants who would be most suitable for the research. The choice was made out of a conscious selection other than random sampling techniques. The selection of the participants was made after deliberating on various issues of convenience.
The participant was a sister to the researcher, which means that part of the information could be observed directly without having to interrogate her. The choice was very convenient for the researcher. Welty (2008) warns that sometimes it may be difficult to investigate people who are close to us because some their unique characteristics tend to become normal to us as we interact with them on a regular basis. The researcher was aware of this, and knew that if care is not taken, it could affect the overall quality of the work.
For this reason, it was necessary to identify some of the specific issues to identify when collecting the primary data. To help improve this process, the researcher analysed existing literatures in order to identify some of the factors they considered unique among the adolescent girls. This made it easy to identify these characteristics in the participants. The researcher observed moral and ethical concerns by informing and requesting for the permission to conduct the research from the student, her parents, and the teachers.
The researcher was able to observe the participant in different situations. The home setting provided a perfect environment to observe the participant. She would make various demands to the parents. She was also visited frequently by her peers, making it easy to listen to their discussion in its natural environment to determine these needs. The main challenge in collecting data from this student was that her school was different from that of the researcher.
This forced the researcher to use another participant, a younger sister, who goes to the same school with the participant to collect part of the primary data. After the observations, I conducted an interview to further validate the findings of the report. The participant was interviewed in order to identify their physical, intellectual, psychological, social, and emotional needs. The researcher also interviewed the parents, teachers, her colleagues, and other siblings in the family. The collected data was analysed and the findings presented in the section below.
Findings
The data collected from the field was analysed in order come up with the findings on this report. It was observed that most of the needs of this adolescent were arising from the physical and psychological changes which were taking place within her body. The following is an excerpt of the interview showing some of the important needs of the adolescent.
What are some of the important needs you have at this stage?
I have a number of needs, some of which were recently unnecessary to me. For example, I must have sanitary towels on a regular basis because of the menses. I need new dresses for school and casual wear.
What are some of the social needs you find important at this stage?
I need to be accepted by my peers and other members of the society. I need to have a sense of belonging. I need friendship. I also need entertainment.
Do you have intellectual needs?
Yes, I need knowledge that is gained through education to enable me become successful in life as my parents.
Are these needs met satisfactorily by different people in the society?
Some of them are met while others are ignored. Sometimes my parents think I am rebellious. Some teachers may become too slow to address to my demands. However, I am pleased that most of these needs have been met.
From the above except of an interview, it is clear that adolescents may have serious needs that may fall in any of the five categories identified below.
Physical needs
From the interview and observations, it is clear that young adolescents have physical needs that would help them manage their physical developments. They need clothing as they outgrow those that they have been using as children. At this stage, they become more active physically, and this increases their need for food. The 14-year old girl stated that she needed sanitary towels to help her manager her menses.
Such items as handkerchiefs and wet tissue become a necessity as they become conscious of their physical appearance. The student stated that a lot of effort needs to be put to ensure that physical attraction is achieved. This is important as they try to define their real identity in the society.
Intellectual needs
According to the response obtained from the student, her parents, and her teachers, it was clear that at this stage, adolescents struggle with the need for intellectual development. At this stage, they develop abstract thinking to help them explain some of the environmental issues which may not be adequately explained using concrete thinking. They develop the feeling that they need to learn more about their environment and about other people in order to explain issues like diversity and religion in the society. This need also arises from the constant reminder from the parents and teachers that success in life can only be realised if one becomes successful intellectually.
Psychological needs
The student stated that sometimes she develops a need for autonomy in some issues in her life. She develops a feeling that she has become of age, and should be allowed to make her own choices in life. She feels that the close monitoring and control by the parents is no longer necessary.
Social needs
The student stated that social needs were very important to her at this stage. This was confirmed by the parents and teachers. As a young adolescent, she needs to be accepted by peers, and be seen as an attractive girl that people can socialise with easily. She needs a sense of belonging.
Emotional needs
Adolescents may develop emotional needs as they start experiencing things that were not common before. At this stage, they become easily irritable, as some of the teachers and parents stated. The student also noted that at times she develops an unexplainable anxiety or frustrations, and this makes her need some skills of managing these emotions. They also need attention of the parents to help them address these issues.
Conclusions
Early adolescent is a very delicate developmental stage that comes with a series of needs. At this stage, adolescents are no longer children, and this means that the society expects them to behave differently from the younger members of the society. On the other side, they are not adults and some of the activities done by the adults may remain prohibited to them.
This creates numerous challenges for members of this group as they struggle to find ways of gaining acceptance in the society. They struggle to avoid behaving like children, while at the same time they are not allowed to behave as adults. Sometimes members of the society treat them as children, while in other cases they are treated as adults. This confusing scenario is one of the reasons why a child may become rebellious to their elders. These needs may be classified as physical, intellectual, psychological, social, and emotional needs.
References
Balen, A. H. (2004). Paediatric and adolescent gynaecology: A multidisciplinary approach. Cambridge: Cambridge Univ. Press.
Blake, P. (2008). Child and adolescent psychotherapy. London: Karnac.
Booth, M. (2012). This They Believe: Young Adolescents Reveal Their Needs in School. Middle School Journal, Vol. 42(3), 16-23.
Ellerbrock, C. & Kiefer, S. (2013). The Interplay Between Adolescent Needs and Secondary School Structures: Fostering Developmentally Responsive Middle and High School Environments Across the Transition. The High School Journal, 96(3), 170-194.
Neinstein, L. S., & Neinstein, L. S. (2008). Adolescent health care: A practical guide. Philadelphia: Lippincott Williams & Wilkins.
Rose, J. (2007). You and your mid-adolescent: The hour of the stranger. London: Karnac.
Smetana, J. G. (2011). Adolescents, families, and social development: How teens construct their worlds. Chichester, West Sussex, U.K: Wiley-Blackwell.
Weisz, J. R., & Kazdin, A. E. (2010). Evidence-based psychotherapies for children and adolescents. New York: Guilford Press.
Welty, S. S. (2008). Psychometric properties of the Child and Adolescent Needs and Strengths, Parent Version. New York: Cengage.
Boulton-Lewis in this article presents a case for the importance of availing education opportunities for the elderly members of society. The author has published numerous peer-reviewed papers on the subject of aging and learning, both by himself and with other experts on the subject. In this article, he argues that, since the population of the elderly in many modern societies is rapidly increasing, these elderly people, (65 yeas and above), should remain mentally alert, retain their cognitive and motor skills, and socially active.
Boulton-Lewis states that, by the year 2020, as much as 20% of the population in many western societies will be composed of persons who are sixty-five years and older (2010, p.213). The author thus argues that education for these elderly persons, or a process of continual learning well into their sunset years, offers the best bet of keeping them mentally and socially active.
Educational Concerns for the Elderly
Boulton-Lewis subsequently narrows down the learning purposes of the elderly by focusing on why, how and what the elderly who choose to learn do so. The author draws from numerous qualitative and quantitative studies carried out by experts on the field of education for the elderly to present the results on why, how and what the elderly learn.
One of the most salient reasons identified in the article concerning why the elderly choose to learn in old age is to maintain optimum mental functioning. Concerning how the elderly learn, the reasons are varied but ultimately are pegged on discovering new things through travel, learning about other cultures and gaining new experiences. On what the elderly learn, the information presented, by Boulton-Lewis, include learning new technologies and other cultures.
The common thread in the responses given concerning why, how and what the elderly in society learn about is that they are all geared towards experiencing new things, be it technology, a skill or vocation. The factor of experiencing other cultures is also common in these responses.
Boulton-Lewis further explores the opportunities for learning that are available for older people within formal education systems. According to research presented in the article, older people are more open to learning new things and gaining new educational experiences; therefore, they tend to make excellent students.
The elderly have also experienced most of the vagaries of life and thus tend to take challenges much more calmly and rationally qualities that suit them well in the classrooms. The author presents the concept that education and learning are lifelong experiences; thus, older people should take formal schooling in old age in their stride, just as they tend to do.
Boulton-Lewis goes on to present the various educational programs launched within the campuses of various colleges and universities that are exclusively concerned with teaching older people. Other formal programs outside of learning institutions, but concerned with education for the elderly in various countries, are also listed in the article.
Conclusion
Boulton-Lewis article provides valuable insights on the education needs, practices and opportunities for older people. The article is especially beneficial for elderly persons interested in pursuing educational opportunities within their respective countries.
This is because the article offers the elderly reader an opportunity to understand the educational needs that fit him or her, as presented through numerous studies presented in the article, and thus the reader will be able to make an informed choice concerning the educational program to pursue.
Additionally, the article is relevant for stakeholders and policy makers dealing with regulation and overseeing education, for the elderly within their respective countries. The rich empirical research in this field, which is available in the article, will serve as a useful guide on the appropriate policies to be adopted and instituted.
Reference
Boulton-Lewis, G.M. (2010). Education and learning for the elderly: why, how, what. Educational Gerontology, 36(1), 213228. DOI: 10.1080/03601270903182877
Andragogy is the term meaning adult education. It has been acknowledged that teaching adults should be somewhat different from teaching children. Knowles has developed a model of adult learning based on a number of assumptions (Sessa & London, 2015). These assumptions are as follows: the need to know, self-concept, experience, readiness to learn, orientation to learn and motivation to learn (Finlay, 2010). It is necessary to note that many scholars and educators agree with Knowles view on adult education.
Thus, Brookfield also claims that the assumption of self-concept is an important aspect to take into account (Merriam, Caffarella & Baumgartner, 2012). The researcher agrees that adult learners need to feel that they can make decisions. Adults may be reluctant to follow too specific directions, which may result in poorer performance. The researcher also supports the idea that adults are problem-centered rather than subject-centered as they want their learning to result in the development of particular skills necessary to solve various issues they face or may face.
Grace stresses that Knowles theory has had a significant impact on the development of adult learning (Merriam et al., 2012). The researcher notes that Knowles managed to draw educators attention to such peculiarity as motivation and problem-centeredness. Alfred emphasizes that Knowles attention to the concept of experience is remarkable as experience plays a significant role in adult learning. Apparently, the model has become a milestone in the development of teaching models and theories.
Contrasting Concepts
Nonetheless, Knowles model has also been heavily criticized by many researchers. For instance, Brookfield states that three out of six assumptions are disputable. The researcher claims that self-directedness is rather a desirable condition as many adults are unable to identify their goals as well as the best strategies to employ (Merriam et al., 2012). Jarvis states that Knowles pays little attention to the learning contexts. Sandlin also notes that Knowles considers all learners similar in terms of the way they learn (Merriam et al., 2012).
However, such factors as race, gender, values, cultural background, class and so on affect the way adult students learn. Sandlin stresses that Knowles model is apolitical and, hence, less appropriate. Lee also notes that Knowles view of adult learners is too generalized. The researcher points out that the theory is almost inapplicable with foreign students. Using an Africentric approach, Alfred claims that educators have to take into account such adult students experiences as oppression, discrimination and so on. The researcher also notes that African Americans often learn using intuitive learning while Knowles focuses on objective knowledge.
Researchers often stress that the difference between andragogy and pedagogy is not as considerable. Thus, the assumption concerning adults experience is quite vague. For example, Hanson emphasizes that children also have various experiences that can and should be taken into account when teaching these students (Merriam et al., 2012).
It is possible to note that researchers agree that Knowles model can be used as a theoretical framework for adult learning. However, every assumption should be regarded in a narrower context. Numerous studies have proved that learners are very different. They may be less self-directed and less motivated as Knowles suggested. Nonetheless, it is possible to use the assumptions as some goals since educators should help teachers to become self-directed, problem- and life-centered, highly motivated to learn. This will enable adult learners to be successful in their lifelong learning.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons.
Sessa, V. I., & London, M. (2015). Continuous learning in organizations: Individual, group, and organizational perspectives. New York, NY: Psychology Press.
In this essay, the connections between the article Class and Cosmopolitan Striving: Mothers Management of English Education in South Korea by Park and Abelmann and the chapter Education. Following the Rules by Kerr. The primary connection is the fact that both of the readings contribute to the understanding that Korean and Japanese governments use education as a fundamental instrument to control class mobility and the obedience of the society.
As for the introduction, both of the readings describe the historical background of the formation of this type of education. In this instance, the Japanese militarist governmental style contributed to the generation of obedience and inability of the idea-expression (Kerr 565). In turn, Park and Abelmann start with the historical background of the legalization of the private English education and refer to the military style in the Korean educational system (647).
The both of the readings have a similar intention to emphasize the governmental control and drawbacks of both educational systems from the social perspective. Nonetheless, Kerr pays vehement attention to the strengths and weaknesses of Japanese educational system (561). In turn, Park and Abelmann focus on the influence of the social class hierarchy on the perception of the mobility and the ability to get a relevant education (645).
As for the central claims, Park and Abelmann base their argumentation on the analysis of the historical background and the interview with the women of different social classes (645). It is apparent that the Korean low and medium social classes are not able to afford education for their children due to the high prices for the education and living (651). In turn, Kerr emphasizes that strong restrictions make students only hate school and lack the desire to continue further education (594).
Additionally, both of the studies spot the fact that both educational systems contribute to the development of the simplified thinking, which contributes to the absence of the individuality. In this case, Park and Abelmann claim just results are important, and no creativity is involved (659). Kerr focuses on the moving in unison and development of the group mentality (574). The arguments underline the insufficiency of the educational systems and cultivate the understanding that they are used as the principle instrument to control the society.
As for the concluding remarks, Kerr emphasizes that it is necessary to make a difference, as soon the young Japanese specialists will not be able to compete in the global arena (611). Park and Abelmann also emphasize that the women understand the necessity to provide relevant education for their children (666). Nonetheless, both of the readings question the ability of the societies of Japan and Korea to start the fight towards higher mobility and better education.
Works Cited
Kerr, Alex. Education. Following the Rules. Dogs and Demons: Tales from the Dark Side of Japan. Ed. Alex Kerr. New York: Hill & Wang Publishing, 2004. 564-612. Print.
Park, Jin, and Nancy Abelmann. Class and Cosmopolitan Striving: Mothers Management of English Education in South Korea. Anthropological Quarterly 77.4 (2004): 645-672. Print.
Professor Garrison starts off the essay Why Am I in College by capturing the attention of the reader with an eye-catching on the importance of education to ones life. The use of keynote quotations from acclaimed persons holds the reader at captivity and heightens the interest. He goes ahead to incorporate his reader by giving him a role in the essay by virtue of asking him to shift from the first person to the second person. This is sustained by the rhetorical questions that the professor possesses as he introduces the main topic that he is tackling. By introducing his subject in question form, the writer acknowledges his readers knowledge of the subject matter. Furthermore, he makes the readers own up the topic due to their direct involvement and concern in it.
Garrisons first argument on education depicts his thoughts on the intention of education. He goes ahead to justify it by quoting a philosopher and, in the process, invoking the name of God (Whitehead 74). Roger then departs from the spiritual atmosphere he has created to bring in a real-life experience. This is a clear strategy to cut across his readers and accommodate all of them in his work. In addition to that, he gains ground by highlighting the keywords in his literary work and draws the line between them.
The writer then takes away the essay from the reader and personalizes it by giving a personal example. However, this is after he has already colonized him into his work territory, and the chances of losing him are extremely minimal. The brief story also allows the writer to internalize the chief points that the writer has already mentioned. His personalized example also goes a long way in proving his point in regard to the education cycle being complete with the application of knowledge outside the four classroom walls.
The professor then drifts back to real-life examples to capture anyone who had drifted away. He also reverts to using rhetorical questions to set the reader guessing as he initiates his argument for education. He skillfully unravels the numerous benefits of college education and its subsequent short and long term impacts on an individuals life. In so doing, the writer manages to convince the readers that college education is entirely beneficial and has no demerits.
Garrison continues to display his writing command by shifting gears and analyzing the cons of a college education. This catches the readers off guard but helps widen their thinking scope in order to make an informed deduction. His reasons for the shortcomings of college examples are emphasized by real-time examples. He, however, fails to talk about the failure to attain college education as his arguments are only based on what college education fails in doing. This limits the options of the reader in regard to making a concrete and wide-ranging conclusion.
In his conclusion, Professor Garrison endeavors to refresh the memory of the readers by highlighting his key points. He reinforces them by use of quotations and allusions to real-life occurrences. The writer then departs from his light approach to issues and directly addresses the writer and making them aware of their responsibility toward ensuring education serves its purpose. This move by the professor awakens the reader and makes them realize that they have to tale the initiative. It is a timely move-in reminding them because, at this point, the writer does not run any risk of losing the audience. This is because these hard-faced facts come in the final sentences after he has driven his entire points home (Whitehead 74).
Work Cited
Whitehead, Alfred. The Aims of Education. The Macmillan Company, 1929, 74.
My key strengths are that I am analytical, open-minded, and a team player. I am suited for engineering since engineering requires an analytical mind to be able to disintegrate and re-aggregate vast quantities of different kinds of information. With all the viewpoints on how to solve problems in society, it is important to have an open mind. Anyone discipline will provide too narrow a viewpoint to tackle sufficiently the complex challenges of modern life. It is also important to be able to function well within teams, either as a team member or as a team leader. This becomes more crucial because of the fact that most problem-solving teams in real life are interdisciplinary and multicultural. To survive, great team skills are necessary.
I consider my weaknesses to include perfectionist tendencies and impatience with weak leadership. Engineering is not a perfect trade. Measurements need to include tolerances, and errors form part of the everyday practice of engineering. The pursuit of perfect solutions would make engineering impractical. Settling on effective yet imperfect solutions remains my greatest frustration with the trade. In problem-solving, clear focused leadership is a vital ingredient. To the extent that leadership in engineering fails, to that extent does the development of solutions fail. I find this difficult to swallow.
I am very interested in Megastructures.
Current skills and qualities assessed against Engineers Australias PE1 (Knowledge Base)
My mathematical knowledge base is sound enough for me to apply analysis and synthesis techniques applicable to engineering and related fields. I have acquired a sound knowledge base in the physical sciences, life sciences, and information sciences basic to engineering, and I have developed an appreciation of the scientific method. I am able to work from first principles to tackle technical problems.
I have acquired knowledge in engineering, where I am now capable of using mathematics, science, and engineering science to solve problems within this area. I can confidently select materials and techniques to solve problems. I have advanced knowledge that enables me to tackle complex challenges. I have developed an interdisciplinary appreciation in the course of my learning, enabling me to solve problems with a wider scope of complexity and to know what input to seek in the process of solving the problems. I have also developed the ability to appraise projects, to determine that they are technically sound, and to troubleshoot, seeing problems at an early stage. I can tell clearly, whether their basis is sound theory and whether they sit well with fundamental principles.
I have the skill to develop various models for the purpose of situational and design analysis, and problem-solving while appreciating the limitations of the various modeling methods. I am skilled in the use of AutoCAD as one of the computer-based applications for problem-solving. I understand their limitations. I am well versed in a wide range of laboratory procedures for carrying out tests and experiments, error management, and relevant safety protocols. I can safely design experiments for use in testing various sections of projects.
Current skills and qualities assessed against Engineers Australias PE2 (Engineering Ability)
I am capable of identifying technical problems and using quantified assumptions to simplify them. I can study such problems in depth in order to ascertain causative factors and their effects.
It is my understanding that there are interactions between various systems, with technical systems being just one of them. I appreciate that technical systems must have the ability to interact with other systems. This means that as an engineer, I am required to interact and work in a multidisciplinary environment and to ensure that my technical contribution integrates well with the other systems.
I appreciate the need for a systems approach in the solution of ill-defined problems involving both technical and non-technical components. This requires planning and quantifying performance over the projects life cycle and risk management. Through this means, it is possible to define alternative approaches to solving the problem at hand with an eye on each system component, evaluated by the total system outcome. I appreciate the need to identify the optimal solution, and I have the ability to justify such choices based on its effectiveness, cost, and sustainability.
Through my training, I have developed skills for employing the knowledge I have in design, choice of tools, and material to design the components, systems, and processes to meet any reasonable performance criteria. Through my design project, I conducted a major design project demonstrating these abilities. I have documented the outcomes based on the preset standards using engineering conventions through my project report.
I appreciate that engineering exists in a business context, and as such, there are systems and processes to observe to ensure the success of an engineering project.
Current skills and qualities assessed against Engineers Australias PE3 (Professional Attributes)
I have developed good communication skills appreciating that not everyone I interact with will have a technical background, and as such, there is always the need to communicate clearly both verbally and in writing. I appreciate that different media are available for simplifying technical communication and that communication is a two-way process, requiring good listening skills from my side.
I have developed the ability to locate and assess the accuracy, reliability, and authenticity of the information from various sources, including various publications. I am able to maintain a professional journal and to produce engineering documents, including reports, proposals, and technical directions.
I have inculcated the skill of critical thinking in relation to the engineering discipline to identify gaps in practice and to challenge popular viewpoints. I seek information continuously from other areas to enrich my approach towards providing solutions for the engineering sector.
I am familiar with the Australian engineering code of ethics, with a fair grasp of the legislative environment that regulates engineering practice. I can conduct myself well in a multidisciplinary, intercultural environment as a team leader and team member. I appreciate the need for good communication in those environments. I appreciate giving and receiving mentorship. I have made a commitment to lifelong learning to enhance my professional effectiveness since I understand that I have knowledge limitations, which can limit my effectiveness, and that new knowledge generation continues. This commitment stretches to professional conduct in all my dealings with clients, colleagues, and other professionals, which include upholding intellectual and ethical values.
Learning experiences relevant to improving Engineers Australia Stage 1 Competencies
This trimester, I have completed the following courses that are relevant to improving my Engineers Australia Stage 1 Competency; Modeling mathematics, Algebra, materials, and management. I had completed AutoCad and Physics in the last semester.
Lessons in modeling mathematics built my appreciation of the application of mathematical models in solving engineering problems. It augmented my understanding of algebra, which provides a basis for mathematical models. Algebra built my skills in finding relationships between various variables and helped me to appreciate how a change in a set affects outcomes. Learning about materials provided me with an understanding of how to apply different materials for different applications. The differences in material qualities such as thermal qualities, mechanical properties, and crystal structure make them suitable for some situations and not others. The two areas built more perspectives to my understanding of engineering design, as presented in the AutoCAD learning experience.
When I studied management, it made me realize the importance of developing good skills in overseeing projects. The main thrust was resource management. Resources include finances, time, and human, with each type requiring different skills to provide effective management for favorable project outcomes. Through these learning experiences, I have sharpened my competencies.
