Essay-writing services have been attacked by university authorities
Parents are paying hundreds of pounds for degree-course essays for their children studying at university, claims an essay-writing service.
The essay company, UKEssays.com, says that many student customers buying essays are using their parents' money.
"The students will talk about the essay they want and then they put their parents on the phone to give the credit card details," says a spokesman.
The company says these are "model essays" and not for plagiarism.
Universities have expressed concern about students buying customised essays and then submitting them as their own work.
Last year, Google introduced a ban on advertising from essay-writing firms.
"We appreciate that universities don't like essay-writing services," says spokesperson Jed Hallam.
But the UKEssays.com says that its essays, up to PhD level, are sold as learning resources for students wanting inspiration for their own work, rather than as a form of cheating.
The company says it has about 6,000 customers - and a survey of a third of these showed that parents had become a major factor in purchases.
So-called "helicopter parents" have been identified as part of modern campus life. These are parents, paying to support their student children, who increasingly want to interfere in how their children are being taught.
This latest survey suggests that parents, particularly more affluent ones, are now also willing to pay for essays.
"As the cost of education goes up, so parents seem to feel that they need to have an element of control," says Mr Hallam.
"There are parents who want a return on a very expensive education."
"It's easy to assume that the middle-classes are buying an unfair advantage over poorer but more able students," he says.
The essay-writing service has a menu of prices, determined by the length of the essay, the quality in terms of degree level and how rapidly it is required.
A 2,000-word undergraduate essay, at the level of a 2:2, written in two days is priced at �480.
A 10,000-word postgraduate dissertation, written in five days, would cost �2,667.
Universities UK, representing university leaders, remains hostile to essay-writing services, saying it is "absurd" to think that they are not misused by students.
A Universities UK spokesman also warns that there are "severe penalties for those students caught cheating, with many institutions already using advanced anti-plagiarism software to make sure that this is enforced".
Student Success: Statewide P-16 Systems.
Blanco, Cheryl; Crowe, Ed; Lingenfelter, Paul E.; Longanecker, David A.; L'Orange, Hans P.; Rainwater, Terese; Somerville, Janis; Venezia, Andrea; Voorhees, Richard A.; Yi, Yun
The P-16 initiative of the State Higher Education Executive Officers (SHEEO), which produced the essays in this collection, began in 2000. This initiative has included case studies of P-16 activities in five states and full-day discussions of P-16 issues involving educators and policymakers. These essays articulate what state educational systems can do, and perhaps what they must do, to enable the next generation of U.S. youth to reach their educational goals. Collectively, the essays make the case that success in postsecondary education can become widespread only if the entire educational system is geared toward preparing and enabling students to become successful learners and workers. The essays are: (1) "Early Outreach" (Terese Rainwater and Andrea Venezia); (2) "Curriculum and Assessment Systems" (Janis Somerville and Yun Yi); (3) "High Quality Teaching" (Edward Crowe); (4) "Student Financial Assistance" (David A. Longanecker and Cheryl D. Blanco); and (5) "Data and Accountability Systems" (Hans P. L'Orange and Richard Voorhees). An appendix describes the Pathways to College Network and lists members of the case study teams. (SLD)
State Higher Education Executive Officers, 700 Broadway, Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3685. For full text: http://www.sheeo.org/publicat.htm.
(C) 2014 Universal Pictures / Legendary Pictures. (C) 2014 Universal Studios Home Entertainment. As Above So Below (2014) In search of a lost treasure.Advantages n disadvantages of co-education - Students of MMU
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The challenging process of educating is in demanding need for solutions on how technology will change education. Society seems to be fascinated by the eruption of technological advancements in the educational field. In 1981 about eighteen percent of U.S. public schools had one computer for instructional use. By 1991 that percentage increased to ninety-eight percent (Alhalabi p.22). Technology has changed and will change many ideas of education the potential of educational systems captivates the lives of many students and teachers.
The effects of technology in the classroom are related to both the teacher and the students. In the past classrooms were lecture driven. With technology involved in education, the students are more active in their learning. The teacher is no longer the center of attention. They play the role of a facilitator or guide of information and not so much of an information source. Technology in the classroom allows the students to be more active with the opportunity of communication of information. By being active the students are then more likely to generate their own choices on how to obtain, manipulate, or display information (Bridgforth). This gives students a higher confidence level.
Teachers reported students had an increase in motivation when using technology. Because of their willingness to work with technology as opposed to a normal classroom setting of boring lecture, helps motivate students to learn. "Technology is the ultimate carrot for students. It's something they want to master. Learning to use it enhances their self-esteem and makes them excited about coming to school," stated a fifth grade teacher (Cradler p. 5).
Technologies also give an opportunity for students and teachers to learn from a broader perspective of learning other skills. Instead of having the social norm of "lecture, notes" type of classes, students get to be active in learning with such a broad area of study. Te.
Technology in Education. (1969, December 31). In MegaEssays.com. Retrieved 13:32, July 25, 2016, from http://www.megaessays.com/viewpaper/68187.html
MegaEssays. "Technology in Education ." MegaEssays.com. MegaEssays.com, (December 31, 1969). Web. 25 Jul. 2016.
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Writing a university dissertation is, as every student knows, a labour of love. It requires long hours in the library, along with careful shaping and structuring of one’s material, plus countless litres of late-night black coffee. Or, alternatively, £300.
That’s if you’re only aiming for a 2:1, of course. If you’re really serious about academic success, you can pay £660 and get a First.
How? By hiring one of the growing number of companies that will supply anything from 1,000-word essays on the causes of the English Civil War to 10,000-word treatises on international marketing strategies. Not surprisingly, voices in academia are being raised in anger.
“Students who go down this path are cheating themselves,” says Jo Wynn, of the Quality Assurance Agency, which monitors standards in higher education.
“If we were to find someone using such a thing, our response would be ferocious,” says Professor Tom Ward, pro-vice-chancellor for academic affairs, at the University of East Anglia. “Not only would they not get their degree, they’d be kicked out. It is just so undermining of the whole system.”Related Articles
Maybe so, but it’s pretty simple to do. Just go on the internet, type “essay writing”, and a host of firms will be clamouring to help with your coursework. “Where A Student’s Life Becomes Easier,” purrs the website UKBestEssays.com; less reassuring is its claim: “We provide piece of mind.”
Indeed, while these companies promise round-the-clock customer support and teams of 200 to 4,000 highly qualified essay-crafters, producing pieces of work that will pass all plagiarism tests, some appear to be more, well, questionable.
Question number one: are they in the UK? Not UKBestEssays. Despite a website showing Union Flags, the girl at the end of the phone says she’s in Delaware in the US. And when the rather distant-sounding man at Essaydom.co.uk is asked if I can visit his office, he says he can’t give me the address because I “might bring the police”.
“We all get tarred with the same brush,” complains Jilly Walden, quality manager at UKEssays.com, based at the same address (in Arnold, near Nottingham) as Degree Essays (www.degree-essays.com ) and Law Teacher (www.lawteacher.net )
“Yet, unlike other companies, we are happy to publish our address, and we are happy for students to visit us; we have got academics in-house. Nor do we condone plagiarism. It’s made very clear to clients that we don’t supply essays; we give model answers around which they frame their ideas. We see it as no different to a lecturer pointing students towards a document in a library. As far as we know, 99.9 per cent of customers use our products correctly.”
But it’s hard to believe someone would pay £660 purely for a stimulating read. However, the founder of London-based Oxbridge Essays, Stratos Malamatinas, who says his firm (www.oxbridgeessays.com) gets 10,000-plus orders per year, stands by the ''it’s-just-a-framework’’ stance. “It’s made explicit to our customers that they should use our material merely as inspiration, and they should express themselves in their own words,” he declares.
“That said, 75 per cent of our customers are foreign students who, although talented, can’t express themselves as well in English as in their own language. British universities are happy to take their money, without checking their English. There’s a real greediness among British universities; students are left to struggle, and are forced to turn to a private company, rather than getting help that should be supplied by the university. It’s not just foreign students. Most UK students who come to us are profoundly unhappy with the tuition they get, [with] no formal instruction in the writing and structuring of essays.”
Especially when that essay is 90,000 words.
“I’m fine on research, and I can talk about the subject till the cows come home, but I need guidance in putting material together and expressing it in academic terms,” says Geoff (not his real name), who is doing a PhD in marketing at University College London, and is paying Oxbridge Essays to help him with his 400-page-plus thesis.
“They are writing the guideline, so to speak, and I am mimicking it in my own words. It’s going to take a couple of years and I’ll have paid them a five-figure sum, but it’s worth it. I am aware that some people do just take this kind of work and pass it off as their own – so I don’t want my real name in The Daily Telegraph, in case people think that’s what I’ve done.”
The same applies to “Dan”, a second-year student at Bristol University, who, in his first year, sought outside help with an essay on tragedy in Shakespeare. “I felt like I wasn’t getting much academic direction,” he says. “The number of students at lectures was enormous. I was getting no real feedback.” Instead of buying an essay off the internet, he turned to the tutorial agency Bright Young Things, which spent three and a half hours with him (at £60 an hour) planning his essay. Result? A 2:1 grade, but it was all his own work.
“We don’t write people’s essays, we merely teach them essay-production skills,” maintains Oliver Eccles, one of Bright Young Things’ senior tutors.
That’s not to say that tutors don’t get asked to do a bit of proxy essay-penning, though.
“I’ve had some difficult conversations with parents and students who want me to write the essay,” says Michelle Okin, who runs the tutorial agency Rose Okin (£40-£75 per hour). “But how are they going to stand on their own feet if they’ve always had the stabilisers on?”
It’s a powerful argument. Indeed, many would argue that the spread of tutoring in higher education was inevitable, considering how prevalent it has become in secondary and primary education. But the more immediate question for any student contemplating an essay purchase, is more likely to be – can I get away with it?
The answer is yes, if the work has been written by the kind of brilliant academic mind the websites claim to have on their books (Stratos Malamantinas says he has essay-writers who earn between £20,000 and £70,000 per year).
“If it truly is an original work, then it will get through the plagiarism-detection software,” says Will Murray, whose firm supplies Turnitin, the plagiarism checking system used by most UK universities. “But sometimes the writing has been outsourced to India, or America, and the grammar and expressions will reflect that. I’ve even seen cases where the student has left in the name of the person who actually wrote the essay.”
Ideally, prevention is better than detection. By inviting students to discuss essays, university tutors can monitor the sudden arrival of unfamiliar thoughts and ideas.
“My instinct is very much against the combative 'We don’t trust you’ approach,” says Professor Ward. “Rather than going for the Orwellian system, whereby we monitor our students’ internet traffic, I favour making them understand the only people being ripped off by these short cuts is them.”
Finally, there is always the worry that the immaculately written document you have bought is not as fresh as claimed, and may contain great chunks of pre-plagiarised text that will set off the digital detection sirens.
“So the question,” says Will Murray, “is how confident are you that the essay you are handing in, that has been written by someone you have never met, is 100 per cent original?”
Community policing could arguably be called the new orthodoxy of law enforcement in the United States. It has become an increasingly popular alternative to what many police administrators perceive as the failure of traditional policing to deal effectively with street crime, especially crimes of violence and drug trafficking. Although the concept is defined in varying ways and its and its ability to meet its goals remains largely untested, community policing has gained widespread acceptance. Community policing promotes mutual trust and cooperation between people and the police, at the same time it helps empower neighborhoods in danger of being overwhelmed by crime, drugs, and the poisonous mix of apathy despair and unrest.
Many people would argue that the focus of Neighborhood Policing is simple problem solving. Instead, community policing allows law enforcement to get back to the principles upon which it was founded, to integrate itself once again into the fabric of the community so that the people come to the police for counsel and help before a serious problem arises, not after the fact. People will still respond to emergencies and other calls. However, many calls to the police are not police related and are more effectively handled by other agencies. As the number of these non-emergency calls decreased, officers are able to spend more time working with citizens to solve crimes and disorder problems (San Diego PD). With better police-citizen communication, officers can more effectively use and share information with the public, Officers who know both a community's problems and its residents can link people with other public and private agencies that can help solve community concerns.
No single agency can solve complex social problems alone. A combined community-police effort restores the safety of our neighborhoods and business districts.
Community policing is a pro-active strategy that emphasizes community partnerships and focuses more on prevention of crime than on cleaning it up. Community policing brings new opportunities for success. Less crime, better living conditions and improved social harmony have been achieved through a community approach. If the police are truly interested in controlling crime, there is little question of the proper course to pursue. Community policing holds the key to more effective policing. If the police are to adopt a new strategy, the rank-and-file must perceive some benefit for change. Community policing can fill this need. Community policing not only better serves the community, it also better serves the police (Woods). The skeptic may ask what makes community policing so great. For starters officers speak to neighborhood groups and teach them how to be safer in crime prevention. The officers also participate in business and civic events, consult with special agencies and take part in education programs for school children. Foot, bike and horse patrols bring police closer to the community. Before this people only saw the police from patrol cars and thought the only time they would see an officer is if they called to report a crime. Now community members can see them on a day to day basis and become friends with them.
Almost all of the groups can benefit from a partnership with a law enforcement agency including home and school organizations, such as PTA, neighborhood associations, tenants' groups and veterans' groups. Also community service clubs such as Lions, Kiwanis, JayCee, and Rotary clubs, religiously affiliated groups, merchants, and taxpayers (BJA). Potential partners that come from among those groups directly affected by the current problem, those who must deal with its aftermath or consequences, and those who must deal with its aftermath or consequences, and those benefit if the problem did not exist. For example, if graffiti is the problem, those directly affected include business and home owners, area residents, and highway and park departments. Those who must deal with the consequences include insurers, residents, traffic control personnel, elected officials, and law enforcement. People who would benefit if the problem did not exist would be realtors, the chamber of comm!
erce, neighborhood residents, and school and youth programs that could use funds otherwise spent on cleanups (BJA). All these people are potential partners in the clean up our communities.
By developing this friendship between your community and the Police Department any one of the groups stated above can help reduce crime in their local area, improve communications between and them self and their community, deter criminal activity by increasing in the probability of apprehension, encourage the reporting of crime and suspicious activity to police, and improve the quality information provided to police.
Community policing and Neighborhood Network Center reforms acknowledge that the police must be part of the solution, since they are the only public servants whose options range all the way from patting a youngster on the back for a job well done to the use of deadly force if necessary. At the same time, both approaches make it clear that the ultimate responsibility rests with the people trapped in troubled housing areas, which have the most to lose and the most to gain. The biggest challenge now is to persuade citizens fortunate enough to live in stable and secure neighborhoods to invest in and support such efforts in those dangerous areas that many have worked hard to escape. A major challenge for police and sheriff's departments around the Nation is trying to base community relationships on equality rather than authority. Also a challenge to police is developing ways to work effectively in these partnership structures to encourage community involvement (BJA). Mark Moore and Darrel Stephens recently identified seven "problematic realities" that now face police organization and those that require creative responses:
1. The police are having a very tough time dealing with crime all by themselves.
2. Effective crime control depends on an effective working partnership between the police and citizens in the communities they serve.
3. Public police are losing market share in the security business
4. Public police contribute to the quality of life in their communities in many ways other than by controlling crime.
5. The administrative instruments now being used to ensure accountability and control of police officers can't reliably do so.
6. The police are routinely held accountable for the fairness and economy with which they use force and authority, as well as money.
7. Rather than seek insulation from political interference, it is more appropriate for police agencies to make themselves more accountable to political institutions and citizens alike.
One of the problem solving tools used by trained officers involves identification of a problem-affecting people in the community, fact-finding missions to determine the extent and cause of the problem, action steps and review to determine success. Many police agencies refer to these steps as "SARA," which stands for Scanning, Analysis, Response, and Assessment (San Diego PD). Scanning in this context means problem identification. As a first step, officers should identify problems on their beats. A problem is different from an isolated event. An isolated event is something police are called to or happen to come upon that is unrelated to other incidents in the community. The purpose of analysis is to learn as much as possible about a problem to identify what is causing it. First, the officer needs to understand the actions and the interactions of the offenders, victims, and the environment. Generally three elements are required to constitute a crime in the community: an
offender, a victim, and a crime scene. In the third phase of the SARA model, officers look for long-term, creative, tailor-made solutions to the problem. If arrest is an effective solution to a problem, then a community officer should take approach. However, if arrest is not effective, other responses must be applied. The last part of the SARA model is Assessment. It is important, once an effort is complete, to access whether what the officer did was effective. If a noise complaint problem came to an officer's attention through a rash of calls for service, then the officer might look to see if the number of calls coming decreased, and what amount, to determine if the solution was effective (BJA).
Some things that the police stations try to encourage in their community officers is to act as the catalyst in confronting not only crime, but fear of crime and neighborhood decay and disorder. This decentralized and personalized form of policing breaks down the anonymity that plagues traditional police efforts (Trojanowicz). In a community policing beat people know their officer by name, which means that they can hold the officer directly accountable if he or she does too little or goes too far. The daily, face-to face contact also allows the officer to learn whom to trust and whom to keep an eye on. And as people start to take back their streets, those who would prey on them eventually find that they have no place to hide (Trojanowicz).
A crucial point as well is that community policing allows officers to intervene with youngsters at risk before they grow up to become hardened, adult career criminals for whom we have no good answers. Traditional policing simply cannot provide motor patrol officers the time, the opportunity, and the continuity to do much about young shoplifters, muggers, and drug gang lookouts that quickly melt away into the crowd. Part of the answer might be for the community officer to work on providing kids with recreational activities or summer jobs. This is impossible if the police stay in their patrol cars all the time and do not get on a first name basis. In Aurora, CO an officer pairs young children with young cadets from the Air Force Academy as mentors trying to change their outlook on crime (Trojanowicz). The officer would have never had the chance to meet some of these youngsters if he stayed in a police unit. This is why community policing is such a crucial part of law enforcement. It is better to help children when they are young and looking for something to be a part of instead of waiting until they are at the police station being arrested.
Community policing is not a new idea. Law enforcement has long recognized the need for cooperation with community it serves. It has been an element of police philosophy. In fact, community policing dates back more the 150 years to Sir Robert Peel, the founder of the London police force. Following WWII the police began to favor a more professional, less community-focused method of policing. As the crime rate rose to unprecedented levels, police agencies grew larger, their operations more sophisticated, and the police and public grew apart. Almost every police force is trying to achieve the relationship again with the community that is why they are attempting to get to know the community and are doing community policing.
Some say that community policing is just a fad and that it is just a throwback to the days of the foot patrol officer. However, today's Community Policing Officers are a bit of the old, but with a new dimension. Sometimes we travel on foot and at times some of us use a vehicle. But the difference today is that we listen to what people tell us, and we try to act on their concerns. Community Policing is a joint effort by all and it must be if we are to deter crime and make places safer for everyone (Mc Glothian-Taylor). Community policing brings new opportunities for success. Less crime, better living conditions and improved social harmony have been achieved through a community approach. If the police are truly interested in controlling crime, there is little question of the proper course to pursue. Community policing holds the key to more effective policing of our countries not so safe streets (Mastrofski).
In neighborhoods where the community policing has not been made available to them yet, the citizens sometimes develop a neighborhood watch program. Neighborhood Watch is a citizen’s involvement program where citizens, in cooperation with the local law enforcement agency, directly participate in the diction and prevention of crime. Citizens involved in Neighborhood Watch are trained in how to recognize suspicious activities and report these to the Police Department. Neighborhood Watch citizens help keep the police well informed about the neighborhood and of any suspicious, criminal, or dangerous activities that may be occurring. On a national scale there is approximately one police officer for every 2,000 citizens. Obviously, there are many more citizens than there are police officers. Neighborhood Watch greatly reduces this ratio of citizens to police by having these citizens become an extension of the Police department’s eyes and ears. Neighborhood Watch provides the community with unlimited availability of citizens to watch their neighborhoods for suspicious activities or crimes in progress. This helps to deter crime since the criminal must now be on guard against the entire community not just a police officer (Murray City PD).
Neighborhood watch operates in two basic ways: The citizens involved carefully watch and observe their neighborhood immediately notifying the police any if any suspicious or criminal activity has been seen and members utilize crime prevention measures to make it much more difficult for criminals to operate within their community.
Community policing and Neighborhood Watch is a collaborative effort between police and the community that identifies problems of crime and disorder and involves all elements of the community in the search for solutions to these problems. It is founded on close mutually beneficial ties between police and community members. Community policing offers a way for law enforcement to help re-energize our communities and neighborhood watch offers a way the citizens can help the police take back their community from crime. Developing strong, self-sufficient communities is an essential step in creating an atmosphere in which serious crime will not flourish.
Mastrofski, Stephen D. (1988) Community Policing in Action: Lesson From an Observational Study. U.S. Government Documents.
McGlothian-Taylor, Florene. (1997). Community Policing and Minorities. US Government Documents.
Murray Police Department (2000) Crime Prevention and Neighborhood Watch. http://www.ci.murray.ut.us/nw.htm
San Diego Police Department (2000) Neighborhood Policing: Building a Problem Solving Partnership. http://www.sannet.gov/police/crime-prevention/np.shtml
Series: BJA (1994) Working as Partners with Community Groups. United States Government Documents. http://www.ncjrs.org/txfiles/wpcg.txt
Trojanowicz, Robert (1992) The Basics of Community Policing. http://www.ssc.msu.edu/
Trojanowicz, Robert. (1999) Community Policing Curbs Police Brutality. http://www.ssc.msu.edu/Not what you're looking for?
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Some people think that this is better to educate boys and girls in separate schools. Others, however, believe that boys and girls benefit more from attending mixed schools.
Discuss both these views and give your own opinion.
No one can deny that the education of our children should be one of our top priorities. However, there is often a question whether separate classes or mixed classes are better for our boys and girls. Below I will try to answer this question.
Placing your child in a separate school, where there are only children with the same gender, has, undoubtedly, some advantages. Our child would be more focused on learning than on the opposite sex, which is particularly important in that age. Moreover, the possibility of violent behaviours, connected with sex, is also less. Therefore it is better for the teachers to control such a class, as they know what they can expect.
On the other hand, youngsters will lose an opportunity to create relationships with boys or girls and it may affect their lives in the future. Although mixed schools have some disadvantages and they are sometimes perceived as a source of aggression among the youth, I think that they prepare children better for a life in a modern society which, nowadays, is full of mixed environments. Our boy can have a boss who is a girl, for instance, thus he will be better prepared having a possibility to interact with another gender before.
In conclusion, I have more trust in mixed schools as, in my opinion, they learn children how to behave in the modern society which will help them in their mature lives. In the end, every parent wants the best for their children so I hope that they will choose the best option.
What do you think of this IELTS essay on educating boys and girls separately or together?
Feedback below with your opinion.Comments for Co-education Essays
This essay has a good strong introduction and is clearly organized. Congratulations too on your vocabulary, you use a good variety and most of it is accurate.
You might want to revise the difference between 'learn' and 'teach'. I'm not sure about the use of 'our boy' and 'our child' - I would go for the more neutral ' a boy' or 'boys'.
Likewise I would change the conclusion slightly, don't say that you hope parents make a good choice, keep it impersonal!Mixed Schools versus Separate Schools
by ABHISHEK SINHA
Some people think that it is better to educate boys and girls in separate schools. Others, however, believe that boys and girls benefit more from attending mixed schools.
Discuss both these views and give your own opinion.
Certain group of society feels that it is beneficial for boys and girls to be educated in separate institutions, whereas it has an opponent view who trust and support both the sex studying under one roof. This is also called Co education. I think going to a mixed education school has a lots of benefit such as gaining confidence and not being shy, cost effectiveness, respect for women as well as being more responsible citizen.
It has been observed that children who study at mixed gender school are more open and gains confidence as a natural phenomenon of being appreciated by opposite sex. Boys as being close to girls and vice versa gives a good opportunity to understand each other. This later on turns into respecting each other rather than being bias. Being attracted to opposite gender helps them to take ownership and eventually are being a bonhomie and responsible person. Single roof education reduces the cost of education as two different infrastructure is not required. My cousin is one of the best example. He was very shy when he was in boys school, however, after being admitted to a coeducational he in the virtue of showing himself special, he improved dramatically and today he is a confident and bonhomie person.
Having said that, people will advocate in support of separate schools for genders for risk of being engaged and committing unfair activities. There has been several instances where boys or girls getting attracted to each other and impacted there studies. Others went into illegal relationship at very early age. This is true do we have any assurance that such acts will not happen if they study at separate school. The answer is no.
In conclusion, despite of some drawbacks and risk what a coeducation may have, can not defeat several advantages. Therefore in my opinion, I agree to the thought that coeducation is more beneficial for boys and girls.
You can post your comments on this essay below.Comments for Mixed Schools versus Separate Schools
Below is an essay on "Education Support Officer" from Anti Essays, your source for research papers, essays, and term paper examples.
Cluster two section one /chceds316b assignment (lA015260)
with reference to relevant policies and policies and procedures within your states education department. write a response to each scenario. Links to each states education departments is available in the online unit.
answer/response: give printed received copy to parent. copy to keep in school record. Fill the information in each field on the form. get the parent to sign and date the form. Write the purpose of the money for example excursion money. give correct change. file the received in the correct filing system. follow the school policy and procedures for handling cash. put the cash in the safe or in box where it suppose to go .
answer/response: follow the school policy and procedures. explain why you cant give other student information to someone else because all informations are confidential and by doing that you will be breaking the school rolls. apologise for not being able to help them in that matter. if possible direct the inquire to senior staff member to handle it if the person insist of getting the information and is not in your power to act either way .
answer/ response: you apologise for not being able to help him straight away and ask if he can wait until you finish your task. tell him how long you will need. ask if he can come back later. be polite but firm.
answer/response: keep calm. don’t be defensive because she is not attacking you, be professional in your work. have an empathy for her, listen and don’t interrupt until she finish. tell her that you understand her concern and being upset. if you please calm down so we can work things out if it is in you power. take down the details ,student name. parent name. nature of the complain. contact information, date and time that happened and tell her the matter will be past to the correct person that will be in contact with her as soon as possible to.