Making a Positive Impact through Higher Education
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Making a Positive Impact through Higher Education
Higher education has the power to make a positive impact on individuals and society as a whole. It provides individuals with the knowledge, skills and resources to make a difference in their communities and contribute to a better world. In this blog post, we will discuss the various ways in which higher education can make a positive impact, and how individuals can use their education to make a difference.
One of the most obvious ways in which higher education can make a positive impact is through the development of knowledge and skills. A college education provides individuals with the opportunity to learn about a wide range of subjects and disciplines, which can be used to make a difference in their communities. For example, an individual with a degree in engineering can use their knowledge to design and build infrastructure that improves the lives of their community. Similarly, an individual with a degree in public health can use their knowledge to improve the health and well-being of their community.
Higher education also provides individuals with the skills and resources to make a positive impact. For example, an individual with a degree in business can use their skills to start a business that creates jobs and economic opportunities for their community. Similarly, an individual with a degree in education can use their skills to improve the quality of education for their community.
Higher education can also make a positive impact by providing individuals with the opportunity to engage in research and innovation. Research and innovation are essential for solving some of the world’s most pressing problems, such as poverty, disease, and environmental degradation. By engaging in research and innovation, individuals can contribute to the development of new technologies, products, and services that have the potential to make a positive impact on society.
Another way higher education can make a positive impact is by providing individuals with the opportunity to engage in public service and volunteerism. Many colleges and universities have programs and resources that support students who want to make a difference in their communities through public service and volunteerism. For example, many institutions have community service offices that help students find volunteer opportunities, and some colleges and universities even offer academic credit for service-learning and volunteer work.
Individuals can also use their education to make a positive impact by becoming active citizens and leaders in their communities. For example, an individual with a degree in political science can use their education to become an advocate for social justice and equality. Similarly, an individual with a degree in environmental science can use their education to become an advocate for environmental protection and conservation.
Moreover, higher education can also make a positive impact by promoting diversity and inclusion. Diversity and inclusion are essential for creating a more equitable and just society. By providing a diverse and inclusive learning environment, higher education institutions can prepare students to live and work in a globalized world and to appreciate and understand different cultures and perspectives.
In conclusion, higher education has the power to make a positive impact on individuals and society as a whole. It provides individuals with the knowledge, skills, and resources to make a difference in their communities, and it promotes research, innovation, public service, volunteerism, active citizenship, and diversity and inclusion. By using their education to make a positive impact, individuals can contribute to the development of a better world.
It’s important to note that making a positive impact through higher education is not only the responsibility of the institution but also of the individual. Every individual has the power to make a difference, and it’s up to them to take the initiative to use their education to make a positive impact. It’s also important to remember that making a positive impact doesn’t always have to be something grand and monumental, it can be something as simple as volunteering at a local charity, mentoring a young person or standing up for what is right.
Making a Positive Impact through Higher Education
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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