Short essays are often assigned to the student but they don’t know what short essays are because there is no specified length of a short essay, basically the length always depends on the topic nature so if you have much knowledge about the topic then you can easily write your short essay.
Therefore, short essays depends on the topic selection so if you don’t know on which topic you should write then there is no way you can write a good essay. This is why; we are providing you with a list of titles that can be used for writing a short essay.
Free short essay topics:
We will divide the list of short essay topics into different categories which will make the selection process much easier for you.
Short essay titles that are based on society:
1 Money- the root cause of every problem
2 How to save natural resources from getting wasted?
3 Life in a village
4 Ways to prevent crimes in a society
5 Do we know the actual meaning of liberty?
Short essay titles that are based on education:
1 My best classmate.
2 My favorite teacher
3 The book that I can read thousand times
4 A page from my diary
5 My favorite subject is maths because….
Short essay titles that are based on personal characteristics:
1 Ten things I love doing
2 An essay about me
3 Football is my favorite sports because….
4 Things which I love to do in my leisure time.
5 Smoking is injurious to health
Short essay titles that are based on travel:
1 Visit to a museum
2 Picnic on a farm house
3 Wonderful experience of travelling by train
4 A zoo
5 My dream country where I would like to live
Short essay titles that are based on life:
1 Last time I got frightened
2 If I were the president of this country
3 Road side accident
4 The most memorable moment of my life
5 My favorite story
Short essay titles that are based on knowledge:
1 Education for masses can only built one nation
2 Without mathematics human being cannot progress
3 Importance of science education for the children
4 Tolerance is important for a peaceful nation
5 Habit of reading newspaper daily.
Other interesting short essay titles:
1 Casinos should be banned
2 Unforgettable memories of my childhood
3 “A man is known by the company he keeps”. Please comment
4 Life on a deserted island
5 First day of my school
6 “Experience is more important than books”. What do you think?
7 Unforgettable day of my life
8 How to explore oneself?
9 How did I spent the last year?
10 How to write an autobiography?
11 Comparison between a career oriented women and a housewife
12 How to prevent smoking in our youth?
13 What did I do with my first salary?
14 Me and my family.
15 Merits and demerits of open media.
Now, its up to you on what kind of topic you would like to discuss in your short essay!
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NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR
In pursurance to the nnouncement of 100 days agenda of HRD of ministry by Hon’ble Human Recourses development Minister ,New Policy on Distance LearningIn Higher Education Sector was drafted
BACKGROUND
In terms of Entry 66 of List 1 of the Seventh Schedule to the Constitution of India,Parliament is competent to make laws for the coordination and determination of standards ininstitutions for higher education for research, and scientific and technical institutions.Parliament has enacted laws for discharging this responsibility through : the University GrantsCommission (UGC) for general Higher Education, the All India Council for Technical Education(AICTE) for Technical Education ; and other Statutory bodies for other disciplines. As regards higher education, through the distance mode, Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with the following two prime objectives, among others:
(a)to provide opportunities for higher education to a large segment of population,especially disadvantaged groups living in remote and rural areas, adults, housewivesand working people; and
(b)to encourage Open University and Distance Education Systems in the educational
pattern of the country and to coordinate and determine the standards in such systems.
2. The history of distance learning or education through distance mode in India, goes
way back when the universities started offering education through distance mode in the name
of Correspondence Courses through their Directorate/School of Correspondence Education.
In those days, the courses in humanities and/or in commerce were offered through
correspondence and taken by those, who, owing to various reasons, including limited number of seats in regular courses, employability, problems of access to the institutions of
higher learning etc., could not get themselves enrolled in the conventional `face-to-face’
mode `in-class’ programmes.
3. In the recent past, the demand for higher education has increased enormously
throughout the country because of awareness about the significance of higher education,
whereas the system of higher education could not accommodate this ever increasing demand.
4. Under the circumstances, a number of institutions including deemed universities,
private universities, public (Government) universities and even other institutions, which are
not empowered to award degrees, have started cashing on the situation by offering distance
education programmes in a large number of disciplines, ranging from humanities to
engineering and management etc., and at different levels (certificate to under-graduate and
post-graduate degrees). There is always a danger that some of these institutions may become
`degree mills’ offering sub- standard/poor quality education, consequently eroding the
credibility of degrees and other qualifications awarded through the distance mode. This calls
for a far higher degree of coordination among the concerned statutory authorities, primarily,
UGC, AICTE and IGNOU and its authority – the Distance Education Council (DEC).
5. Government of India had clarified its position in respect of recognition of degrees,
earned through the distance mode, for employment under it vide Gazette Notification No. 44
dated 1.3.1995.
6. Despite the risks referred to in para 4 above, the significance of distance education in
providing quality education and training cannot be ignored. Distance Mode of education has
an important role for :
(i)providing opportunity of learning to those, who do not have direct access to
face to face teaching, working persons, house-wives etc.
(ii)providing opportunity to working professionals to update their knowledge,
enabling them to switchover to new disciplines and professions and enhancing
their qualifications for career advancement.
(iii)exploiting the potential of Information and Communication Technology (ICT) in
the teaching and learning process; and
(iv)achieving the target of 15% of GER by the end of 11th Plan and 20% by the end
of 12th five year Plan.
7. In order to discharge the Constitutional responsibility of determination and
maintenance of the standards in Higher Education, by ensuring coordination among various
statutory regulatory authorities as also to ensure the promotion of open and distance
education system in the country to meet the aspirations of all cross-sections of people for
higher education, the following policy in respect of distance learning is laid down:-
(a) In order to ensure proper coordination in regulation of standards of higher education
in different disciplines through various modes [i.e. face to face and distance] as also to ensure
credibility of degrees/diploma and certificates awarded by Indian Universities and other
Education Institutes, an apex body, namely, National Commission for Higher Education and
Research shall be established in line with the recommendations of Prof. Yash Pal
Committee/National Knowledge Commission. A Standing Committee on Open and Distance
Education of the said Commission, shall undertake the job of coordination, determination and
maintenance of standards of education through the distance mode. Pending establishment of
this body:
(i) Only those programmes, which do not involve extensive practical course work,
shall be permissible through the distance mode.
(ii) Universities / institutions shall frame ordinances / regulations / rules, as the
case may be, spelling out the outline of the programmes to be offered
through the distance mode indicating the number of required credits, list of
courses with assigned credits, reading references in addition to self learning
material, hours of study, contact classes at study centres, assignments,
examination and evaluation process, grading etc.
(iii) DEC of IGNOU shall only assess the competence of university/institute in
respect of conducting distance education programmes by a team of experts,
whose report shall be placed before the Council of DEC for consideration.
(iv) The approval shall be given only after consideration by Council of DEC and not
by Chairperson, DEC. For the purpose, minimum number of mandatory
meetings of DEC may be prescribed.
(v) AICTE would be directed under section 20 (1) of AICTE Act 1987 to ensure
accreditation of the programmes in Computer Sciences, Information
Technology and Management purposed to be offered by an
institute/university through the distance mode, by National Board of
Accreditation (NBA).
>(vi) UGC and AICTE would be directed under section 20 (1) of their respective Acts
to frame detailed regulations prescribing standards for various
programmes/courses, offered through the distance mode under their mandate,
(vii) No university/institute, except the universities established by or under an Act
of Parliament/State Legislature before 1985, shall offer any programme
through the distance mode, henceforth, without approval from DEC and
accreditation by NBA. However, the universities/institutions already offering
programmes in Humanities, Commerce/Business/Social Sciences/Computer
Sciences and Information Technology and Management, may be allowed to
continue, subject to the condition to obtain fresh approval from DEC and
accreditation from NBA within one year, failing which they shall have to
discontinue the programme and the entire onus with respect to the academic
career and financial losses of the students enrolled with them, shall be on such
institutions/universities.
(viii) In light of observation of Apex Court, ex-post-facto approval granted by any
authority for distance education shall not be honoured and granted
henceforth. However, the universities established by or under an Act of
education programmes in the streams of Humanities/Commerce/Social
Sciences before the year 1991 shall be excluded from this policy.
(ix) The students who have been awarded degrees through distance mode by the
universities without taking prior approval of DEC and other statutory bodies,
shall be given one chance, provided they fulfil the requirement of minimum
standards as prescribed by the UGC, AICTE or any other relevant Statutory
Authority through Regulation, to appear in examinations in such papers as
decided by the university designated to conduct the examination. If these
students qualify in this examination, the university concerned shall issue a
certificate. The degree along with the said qualifying certificate may be
recognised for the purpose of employment/promotion under Central Government.
(x) A clarification shall be issued with reference to Gazette Notification No. 44
dated 1.3.1995 that it shall not be applicable on to the degrees/diplomas
awarded by the universities established by or under an Act of Parliament or
State Legislature before 1985, in the streams of Humanities/Commerce and
Social Sciences.
(xi) The policy initiatives spelt out in succeeding paragraphs shall be equally
applicable to institutions offering distance education/intending to offer
distance education.
(b) All universities and institutions offering programmes through the distance mode shall
need to have prior recognition/approval for offering such programmes and accreditation from
designated competent authority, mandatorily in respect of the programmes offered by them.
The violators of this shall be liable for appropriate penalty as prescribed by law. The
universities/institutions offering education through distance mode and found involved in
cheating of students/people by giving wrong/false information or wilfully suppressing the
information shall also be dealt with strictly under the penal provisions of law.
(c) The universities / institutes shall have their own study centres for face to face
counselling and removal of difficulties as also to seek other academic and administrative
assistance. Franchising of distance education by any university, institutions whether public or
private shall not be allowed.
(d ) The universities /institutions shall only offer such programmes through distance mode
which are on offer on their campuses through conventional mode. In case of open
universities, they shall necessarily have the required departments and faculties prior to
offering relevant programmes through distance mode.
(e) It would be mandatory for all universities and education institutions offering distance
education to use Information and Communication Technology (ICT) in delivery of their
programmes, management of the student and university affairs through a web portal or any
other such platform. The said platform shall invariably, display in public domain, the
information about the statutory and other approvals along with other necessary information
about the programmes on offer through distance mode, their accreditation and students
enrolled, year- wise, etc. This may be linked to a national database, as and when created, to
facilitate the stakeholders to take a view on the recognition of the degrees for the purpose of
academic pursuit or employment with/under them.
(f) All universities/education institutions shall make optimal use of e-learning contents for
delivery/offering their programmes through distance mode. They shall also be
encouraged/required to adopt e-surveillance technology for conduct of clean, fair and
transparent examinations.
(g) The focus of distance education shall be to provide opportunity of education to people
at educationally disadvantaged situations such as living in remote and rural areas, adults with
no or limited access to education of their choice etc.
(h) In order to promote flexible and need based learning, choice-based credit system shall
be promoted and all ODE institutions shall be encouraged to adopt this system and evolve a mechanism for acceptance and transfer of credits of the courses successfully completed by
students in face-to-face or distance mode. For the purpose, establishment of a credit bank
may be considered. Similarly, conventional universities, offering face to face mode
programmes shall be encouraged to accept the credits earned by the students through
distance mode. A switch over from annual to semester system shall be essential.
(i) Convergence of the face-to-face mode teaching departments of conventional
universities with their distance education directorates/correspondence course wings as also
with open universities/institutions offering distance education, shall be impressed upon to
bridge the gap in distance and conventional face-to-face mode of education.
(j) Reputed Foreign education providers well established, recognized and accredited by
competent authority in their country and willing to offer their education programmes in India
shall be allowed, subject to the fulfilment of the legal requirement of the country.
(k) A National Information and Communication Technology infrastructure for networking
of ODE institutions shall be created under National Mission on Education through Information
and Communication Technology.
(l) Efforts would be made to create
favourable environment for research in Open and Distance Education (ODE) system by setting up infrastructure like e- libraries, digital data-base,
online journals, holding regular workshops, seminars etc.
(m) Training and orientation programmes for educators and administrators in ODE system
with focus on use of ICT and self-learning practice, shall be encouraged.
(n) ODE institutions shall be encouraged to take care the educational needs of learners
with disabilities and senior citizens.
(o) An official notification clarifying the issue of recognition of academic qualification,
earned through distance mode, for the purpose of employment, shall be issued.
(p) A mechanism shall be set up for evaluation of degrees of foreign universities for the
purpose of academic pursuit as well as for employment under the Central Government. This
may include the assessment of the credentials of the university concerned as also to test the
competence of the degree holder, if needed.
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Discipline issues are the biggest barrier to a school-wide focus on teaching and learning. There is little doubt among education professionals that safe and orderly learning environments are a pre-requisite of effective schools. Likewise, schools laden with disruption, violence and an unstable atmosphere significantly hinder student learning and achievement. Is your school doing everything possible to create a safe learning environment for students? In order to help determine this, here are five signs that your school’s student behavior management program may be ineffective.
Sign#1: Little or No Involvement/Communication with Families
In today’s busy society, schools must make a focused effort to include parents in the communication chain. When students are disciplined for poor behaviors, every effort must be made to notify the parents immediately, informing them of the school’s response to such behavior. At the beginning of each school year, parents and students should be educated regarding the student code of conduct and school policy surrounding infractions that occur. Failure to establish the lines of communication results in a loss of opportunity to truly understand the student’s background as well as needed support from the home to deter future behavior problems. Failure to communicate may also encourage a more negative response to the school from parents when something more serious occurs. Parental involvement and support in school activities is also important. However, schools serving lower socio-economic areas will be challenged, as parents of children in these areas are working harder just to make “ends meet” and have little time to be involved with the child’s education. Also, schools in more poverty prone areas tend to receive little or no financial support from parent donors. Nevertheless, such schools should still aim to blanket these parents with as much information as possible. A good faith effort goes a long with way in obtaining future cooperation with parents when it is absolutely required.
Sign#2: Lack of incentives to promote positive behavior
School-wide discipline is more than simply establishing rules and consequences for problem behavior. A comprehensive and effective school-wide discipline program takes preventative measures, which include a positive behavior support component that is designed to demonstrate, promote, and reinforce, positive student behavior. This approach places major emphasis on the creation of an atmosphere that is predictable and safe, where successful student learning and academic achievement can flourish. Believe it or not, some students, while having a sense of what’s right and wrong, still may not understand what “good” behavior actually is until it’s modeled for them. What better model could be provided for them in the school environment than other students (their peers) who are demonstrating and being rewarded for these good behaviors? Schools that have been successful in implementing school-wide positive behavioral interventions and supports have found
Increases in attendance, Student reports of a more positive and calm environment, Teacher reports of a more positive and calm environment, and Reduction in the number of behavioral disruptions (Safe, Disciplined, and Drug-Free Schools Project, 2000).
Sign#3: No systematic data-based decision-making procedures
Without systematic, data-based decision-making procedures, the implementation of a school discipline system is prone to failure. Proper planning of a school-wide discipline program requires reliable data that allows school administrators to strategically target student behaviors, establish preventative measures and effectively identify and provide appropriate interventions for students who exhibit these behaviors.”[Schools require] the information essential to solving problems, selecting appropriate interventions, and providing better support for student learning (Nakasato, 2000). Incident data can also be used to assess the effects of interventions (Flannery, 1998). Many types of incident reporting are also required by districts, states, and the Federal Government. Well designed incident reporting systems will save time, a limited resource, when schools and districts are required to complete these reports.”
Sign#4: Lack of strict enforcement of rules
Without a strong commitment from administrators, teachers and staff, having a well constructed school-wide discipline plan on paper means nothing. At the beginning of each school year, students should be thoroughly informed of the school-wide student code of conduct, which should clearly display a list of behavioral expectations. The code of conduct should provide a list of negative behaviors and their consequences. However, it should likewise display a list of positive or acceptable behaviors that will be rewarded. This initial communication to students (and parents), whether it occur at an open house, classroom meeting or parent conference should occur before or on the very first day of student attendance. Administrators should assign top priority to making sure that all members of the faculty and staff are well versed in the contents of the student code of conduct. Additionally, this education process needs to occur each year, even for veteran staff members. If the faculty does not know the code of conduct, how will they be able to enforce it? Not understanding the student code of conduct only leads to arbitrary and possibly legally indefensible punishments as well as contributes to a less predictable and unstable school atmosphere. Finally, each member of the faculty and staff should commit to maintaining a resolute determination to follow-through with enforcing the rules. Each member of the faculty and staff should see themselves as the most important link in the chain of student achievement. One weak link can break the entire chain. Therefore consistency among all faculty and staff is required for a successful school-wide discipline program. Sign#5: Cumbersome and Disorganized Processes
A well written school-wide discipline program can also be ineffective if procedures cannot be executed in a timely and organized manner. This “process” component generally lies on the shoulders of the school administration and office staff. In a typical school environment, a teacher responds to a classroom discipline incident by completing a form which identifies the student and provides the details of the infraction. This form is then hand-delivered to the administration, usually to an administrator’s mailbox where the administrator retrieves it and initiates a response to the student and parents. After the response, the administrator must make sure the teacher is notified of the response and must file the form. While some schools are generally effective with this process, there remains much room for improvement, especially with response time. As general rule, a shorter response-time preserves the integrity and impact of the consequence. Why is this true? A delayed response not only gives the student more of an opportunity to continue the misbehavior before the correction takes place, but can psychologically diminish the effectiveness of the applied consequence. In the student’s mind, a delayed response-time implies that the infraction was not that serious. Furthermore, teachers, who are the front line workers, do not perceive that they are receiving the administrative support they need when the response time is delayed. In Conclusion: Without a well written and properly executed school-wide discipline program, a school’s number one goal of student academic achievement cannot be met. Now, more than ever, a plethora of tools and knowledge exist that can assist schools in taking dramatic s
trides in reaching their academic achievement goals. If you would like more information regarding how your particular school can achieve more, please visit http://campaign.behaviorassistant.com or send a message to William.Shoap@behaviorassistant.com. About Us William Shoap is a 13-year public school educator holding positions in teaching, school administration and district level administration. William has remained committed to enhancing the public school education environment not only through his various roles, but has more specifically worked to develop and adopt technology solutions to reduce costs and create efficiency. In doing so, he has also acted as a project manager in the implementation major programs in school district Human Resources departments as well as school-based environments serving school administration, faculty, staff and students. Richard Golko is a career technology consultant and engineer. He has served small, medium and enterprise-level companies since 1992. Clients include Cargill, Inc. in the United States and CEFAS in the United Kingdom. Richard is a Microsoft Partner and is fully up-to-date in cutting edge software architecture and development through the entire project lifecycle. Richard also has a keen interest in helping young people make better decisions which affect their futures. He wrote a full-featured goal setting and achieving course with accompanying software called Achieve It! He has presented the course to individuals and to corporate teams for the YMCA. Contact Information
William Shoap
615-394-3501 begin_of_the_skype_highlighting 615-394-3501 end_of_the_skype_highlighting
William.Shoap@BehaviorAssistant.com
http://campaign.behaviorassistant.com
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