Cheating is not only an issue in the classroom, but outside of it as well. Cheating has become one of the top reasons relationships have tended to last much shorter spans in contrast to previous times. Consequently, cheating hinders more than just a person’s ability to learn, but it also negatively affects their character. If you asked an average high school student to give you reasons for cheating in school, I am certain the list would be never ending - from reasons as simple as being too lazy to complete the tasks, to some students just flat out not understanding their assignments. Jones suggest that, “The reasons students engage in academic dishonesty vary, but as commonly understood, the overriding reason is performance” (144).
The most common workplace discrimination includes , lack of communication, being left out of networking and collaboration, rejection of opportunities for professional development, and a shortage of mentoring. It isn’t obvious, but still gradually has monumental effects on advancement in the workplace( Ocampo et al.,811). East Asians are also highly underrepresented in leadership roles which is peculiar due to their education levels(Ocampo et al. 408). Asians may be around 5 percent of the population in the U.S., but Asian Americans make up .3 percent of corporate officers.
The root of the major causes of school apathy is the ineffective curriculum used in schools all over the country. The current curriculum is designed to make all students college bound; however, not all students are going to attend college. For the students going straight into the workforce after high school, high school is viewed as a waste of time. According to a study performed by William J. Stull, the salary earned in the early workforce is not notably affected by the skills taught in high school (18). This fact justifies these students’ apathy toward school.
Rewarding students for good grades will decrease student’s self-motivation. Paying students for good grades will realize an actual decrease in academic performance. These distinct disadvantages highlight why schools should not pay students for good grades. First, paying students for good grades causes practical problems in the classroom. According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school.
Chinese Prejudice and Discrimination in Indonesia Indonesia has been independent since 17 August 1945. So many things, such as bad and good things have happened in Indonesia. In addition, Indonesia has so many different cultures, races, and ethnics who live together among the differences that they have. Which are included Javanese as the largest ethnic group, Sundanese, Balinese, Chinese and many more. According to Dictionary.com, race means a group of people related by common descent or heredity.
When they don’t know what to do, they tend to not do the assignment or turn the assignment in late, but turning it in late or not doing it can lead to adverse scores. If you have adverse scores you can get held back or it can be tough for you to get accepted into really great schools. To sum up, kids can lose natural motivation in learning. Second of all, schools should not pay students for good grades because they want to cheat for the award. “... including
Faith, a student who gave her opinion to the New York Times, says that those students “can’t afford review books,” have to “take care of siblings,” and have to work to “bring home a paycheck for bills.” Affirmative action allows colleges to be more forgiving to these kind of students who’s GPAs and resumes suffer because of their lack of resources and responsibilities beyond school. However, this argument ignores the fact that affirmative action doesn’t actually solve any of these issues. There will still be students who, due to circumstances beyond their control, cannot succeed as much in school compared to other students. These are real examples of the institutional disadvantages minorities face. Wouldn’t it be better to solve these issues directly instead of offering the sloppy workaround that is affirmative action?
In conclusion the real affects of why students do bad in school isn 't because they don 't feel like doing there homework or because they think its too hard or it 'll take forever or that there teacher is just straight up mean but that some people have no choice . Which doesn 't allow them to do good in school or just to escape were crazy families and i don 't just say this just to say this but thats the truth behind the ugly doors in the world that there are bad people that don 't allow our youth to become what they need to become to insure our future. So i just wonder whats doing on in the minds of the parents who think that they don 't need to go to school and lets treat our kids the way we want to treat them and lets use them for our own benefits and not insure our great nations next coming generation. so now i leave this question unto you whats the real reason that
Nationwide reform of such a small topic compared to other more detrimental issues plaguing the nation makes it unlikely that high schools across the country will make the changes necessary for class rank to accurately display students’ abilities and work ethic. In addition to the flaws with the actual system, class rank causes many problems with students in schools. Class rank encourages competition among students, which causes stress and pressure to be the best. This pressure is unhealthy because students put their grades above their physical health. Even though class rank is supposedly an accurate way to calculate who will succeed in college and who will not, the effects on students and the inconsistencies in how class rank is calculated outweighs the benefits and proves that it will benefit students nationwide if class rank is no longer
Taiwan or maybe people known as Chinese Taipei is using mandarin as their own national language. Chinese is a family of closely-related but mutually unintelligible languages. These languages are known variously as fāngyán (regional languages), dialects of Chinese or varieties of Chinese. In all around 1.2 billion people speak one or more varieties of Chinese. All varieties of Chinese belong to the Sino-Tibetan family of languages and each one has its own dialects and sub-dialects, which are more or less mutually intelligible.