Marketing Essay Example | Topics and Well Written Essays - 2500 words - 2

Marketing - Essay Example Market segmentation was introduced in 1956 by Wendell Smith, and since then it has, more than any other marketing concept, been the subject of scholarly discussion and inquiry (Quinn, 2009). His main argument lay in the sense that goods will be able to realize their maximum potential utility if the differences among market segments were recognized and catered to, rather than if goods were produced indiscriminately for the mass market (Foedermayr & Diamantopoulos, 2008). The wisdom in segmentation is that it aids in creating a homogeneous group out of a heterogeneous market, for which a more effective marketing mix may be designed. This enhances the attractiveness of the firm and its products to the target segment, by allowing the company to more ably meet the customers’ perceived needs. Furthermore, the segmentation exercise undertaken by the company in the process of strategizing better enables the company to more specifically determine and understand customer needs, and the criteria by which such needs may be segmented. A closer match could therefore be created between the product design, the marketing approach, and the requirements of the customers (McDonald & Dunbar, 2007). Market segmentation is conceived of as a highly useful â€Å"sense-making† tool, often for the purpose of communicating to the targeted market in the most effective way (Quinn, 2009, p. 253). However, the degree to which it is useful as a tool for creating specific strategic plans is the subject of current debate. A salient criticism against reliance on segmentation as a concept emerged in the 1990s. At that time it became apparent to some scholars that consumer lifestyles continue to grow increasingly fragmented. As a result, market segmentation appears to become more and more ineffective as a valid method for defining the market of a firm (Quinn, 2009; Charles, 2002; Holt, 1997). The idea of â€Å"lifestyle† has been used to define market segments, but more and mor e the concept has become vague and ambiguous. In practice, it has become difficult to define in detail all customers served by a firm or industry, and increasingly the approach to segmentation is to identify the criteria most important to that business and divide the customers into groups according to those categories that are most manageable (Quinn, 2009, p. 255). The variations in lifestyles and the wide variety of differentiated products have created not a few general homogeneous markets; on the contrary, and for some industries in particular, customization of product and service designs have become the standard. For instance, in addressable and interactive communications are profiled against individualized customer analytics and propensity modelling; these assist in determining the likelihood that specific propositions shall be accepted (Bailey, Baines, Wilson & Clark, 2009). 2. What are the different segmentation processes for both B2C and B2B? To understand the different appro aches concerning B2C and B2B markets, it is necessary to define the terms. B2C is short for business-to-customer; that is, the business that supplies the product, whether good or service, is targeting the end user or individual consumer. On the other hand, B2B refers

Systematic review critique Essay Example | Topics and Well Written Essays - 1500 words

Systematic review critique - Essay Example There are statements that also include recommendations which are aimed at optimizing the care of patients which are called clinical practice guidelines. These guidelines are supposed to be guided by systematically reviewed evidence and an assessment of harms and benefits of all the alternative options for the care of patients. Rather than offering a one –size-fits-all kind of approach for the care of patient practice guidelines should in theory give an evaluation in terms of quality and precise scientific literature arrived at through extensive research and assessment of the possible harms and benefits of any particular treatment. This kind of information is supposed to enable the providers of health care to continue correctly in the selection the optimum care for each individual patient while taking into consideration their personal preferences. This is highly doubtable due to a large number of reasons in theory and on paper these guidelines should be easy to arrive at and fo llow but that is definitely not the case. The United States congress by the â€Å"Medicare Improvements for Patients and Providers Act of 2008† requested the institute of medicine or IOM to conduct an extensive study of the most suitable methods as used in the development of clinical practice guidelines. Aiming to ensure that organization undertaking the development of these guidelines the suitable approach which would ideally be objective, valid scientifically, reliable and consistent, the IOM put together a committee of experts. This committee came up with eight very ambitious standards for developing the best clinical practices which can be trusted. Whether they succeeded, however is questionable. In as much as their intentions were in the right place it next to impossible to imagine that they would be followed to the letter some of these standards are bound to be sidelined or overlooked in some

The effects of human population growth on animals

The effects of human population growth on animals The world population is growing rapidly from 750 million in 1750 to 6,500 million in 2005. Respond to this evidence, people naturally enlarge their land for housing, food, and the need of resources such as oil, wood, and metal. Day by day, people damage the environment which contains a lot of living life, especially, wild animals. This caused many groups of animals to decline and even extinct. Perhaps to redeem this hideous mistake, people built more places, which are called zoos, to keep and protect wild animals. Zoos are probably the most complex forms of animal keeping in the world. Many animals from many areas over the world are kept together in a small region. People may think that zoos are good place for keeping wild animal, but in fact, it is not, and it also is unethical to capture wild animals and put them into the zoo. Most wild animals are living in dense forest, mountains, or woods, where people do not easy access. Their lives are very isolated with the modern humans life. They scared of people, guns, and the noise of metal of our developed industry. The more people open their land, the additional wild animal lose their territories, and so must move away. There is no such wild animal who dare to live near people. It seems very rare when people see a wild animal coming near their land. As Ursula K. Le Guin shows in Mays Lion, there were plenty of deer in the Valley in the forties, but no mountain lion had been seen for decades anywhere near where people lived. And if any, it should have the reason. In fact, Mays lion is too old and sick. Most animals are very social by nature such as monkeys, wolves, elephants, tigers, etc. It has been shown that animals used to live in the same places in which they could easy share the food. They love their life as well as their freedom. They just want to live in peace among their family and friends. It is cruel to remove them away from their family, friends. In The Antlers, Suzie indicates that cattle are like city people, cattle expect even deserve, what theyve got coming. But wild animals are different. Wild animals enjoy life. They live in the woods on purpose. Clearly, wild animals are different from cattle. They need to be free and live in the woods where considered as their country. Animals are not willing to leave their place to come to a new place such as a zoo. Zoos are the place where living animals are exhibited in captivity. The most traditional form of maintaining wild animals in captivity is keeping them in cages constructed of concrete or metal, in aviaries, or fenced paddocks. Living in those places, animals do not behave like their wild counterparts. For example, a lion is given food in the mean time whereas they have to lie still and wait for prey and hunt for hours in their Africa home. Similarly, the Wolves, Leopards, Tigers, Elephants, etc are often confined in cages where they lack exercise and stimulation. Those animals will lose their hunting skills and soon become pets such as dogs or cats. In Rainer Maria Rilke poem, The Panther, he feels for the wild animal in this situation: As he paces in cramped circle, over and over/ the movement of his powerful soft strides is/ like a ritual dance around a center/ in which a mighty will stands paralyzed. Zoos are just another word of animal prison. It provides plenty of cages which are constructed by concrete and steel. It limits the movement as well as the freedom of wild animals. When an animal is sent to the zoo, more likely, it will spend the rest of its life in cage. The animal has no choice but to be in the zoo and it held there. Zoos steal the freedom and provide unusual life to wild animals. Many animals develop unnatural habits such as pacing back and forth or swaying from side to side in their cages. Polar bears, for example, are given about 30 feet of walking space, whereas in their Arctic home they could roam freely for hundreds of miles. The zoo is an unnatural environment that exposes animals to numerous dangers. Animals which would naturally live in very different parts of the world are brought together in the natural habitat of humans. Diseases often spread between species that would never live together naturally. Furthermore, zoo animals are often exposed to chemicals, solvents and other toxic substances. That is not natural for wild animals. Most zoos have commercial and entertainment purpose in mind as well as financial profit. Animal from many areas of the world are brought together and put on display for the benefit of humans enjoyment. It is very common for visitors to tease and provoke caged animals. Supporters of zoos argue that they help to conserve endangered species, but in fact they are not very good at this. Breeding programmers provide zoos with good publicity, but in fact most of them are failures. The world famous panda breeding program was a big example for this. This program is very costly but it is unsuccessful. Also zoo life does not prepare animals for the challenges of life in the wild. Many animals were died after they came back to the wild. For example, two rare lynxes released into the wild in Colorado died from starvation even though the area was full of hares, which are a lynxs natural prey. The best zoos argue that education is one of their most important features. That is using the zoo to teach people to respect the natural world, to show them what can be learned from the lives of the animals in captivity and to appreciate what conservation means. One of the major problems they face, however, is that the animals on display are both individuals and representatives of their species. So is not true to say that zoos are educational or that they help to protect endangered species. In reality, they only teach us how wild animals behave when they confined in small spaces. Today, many modern zoos do not enclose animals in small cages but they are provided with habitats, modeled after their nature habitats. The aim for many zoos is to exhibit their animals in enclosures in which the setting is as natural as possible or at least looks as natural as possible. But it seems that they cannot easily move away from the image of being places of entertainment which is more closely to the circus and amusement park than to museums and education. Wild animals are not like cattle, they dont want to live near people, and especially, in zoos. It is cruel to remove wild animals away from their place. Furthermore, zoos are unsuitable environment for wild animals. It keeps animal in small area compare to the vast natural habitat, and also, zoo exposed too many diseases and dangers to wild animal. In the wild, animals live their lives for their own benefit; but in the zoo, they have to live their lives for the benefit of human. And since zoos are less successful in breeding programs and far from education purpose, zoos must be abolished. People should stop capture wild animals and put them into zoos.

My Accomplishments :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  My parents always tell me how proud they are of me and all i’ve accomplished in my life at such a young age. I’ve always been known as the â€Å"responsible one†, or the â€Å"smart one† out of all my friends. I’ve always been the one to remind my friends about tests or reports that are due, and they always ask what they would do without me.   Ã‚  Ã‚  Ã‚  Ã‚  I’ve been in choir ever sense I was in 7th grade, and i made it up to the Accapella choir, which is pretty much the highest choir you can join. We traveled to compete and have won many awards. My junior year of high school i did volunteer work at an assisted living facility where i called bingo, i did that for about three mounts. I tried to continue to do that after i got my first job but the two couldn’t work around each others schedules. I got my first job as soon as i turned 16 i got my hired the same day i turned in my application. I have now worked at Wendys for almost two years, and am now studying to be a crew leader, which is right under a manager position have stayed at Wendys so long because they work around my busy schedule and now i know everyone so well that they are all like family.   Ã‚  Ã‚  Ã‚  Ã‚  In my junior year of high school i did a scholarship program called Jr. miss where we practiced for about five months. We did fashion shows to raise money. We competed in events such as:talent, poise, fitness, and academics. This allowed me to explore myself and make new friends, it also helped build my self-esteem.   Ã‚  Ã‚  Ã‚  Ã‚  My grandma is my role model because she has accomplished so much and been through so much in her life. She is a very beautiful person, but very stubborn in what she believes and wants. Its almost impossible to get her to change her mind. She is always telling me how proud she is of me and has pretty high expectations of me. My mom is also a role model for me because she had a rough childhood and after she started a family she went back to college she is still attending college now, she gives me motivation to never give up and reminds my of how good my life is

Reading Philosophies

Reading Philosophies Katy J. Kaldenberg Grand Canyon University: EED-470 Curriculum, Methods and Assessment: Literacy and Language Arts K-3 Monday, March 11, 2013 Reading Philosophies Chart Reading Philosophy| Brief Description| Reading Activities| Reading Assessments| Constructivist Reading Instruction| Constructivists view the student as an active participant in the learning process who constructs a personal meaning from each experience (Ying-Tien & Chin-Chung, 2005). One Constructivist reading activity for teaching a student a new word is that the student is taught to use picture cues to learn to read (Ying-Tien, & Chin-Chung, 2005). For example, if the student cannot read a word, he or she is taught to look at the picture then go back and to the word and guess the meaning. Another activity for constructivist reading instruction would be that the teacher would have students work in small groups to discuss a book that was read to the class. The small groups of students may then als o create their own story. Constructivist reading assessments would include the teacher collecting daily performance samples of work, observing and recording student’s behavior, audio and videotaping students in different situations, and building a portfolio filled with information about each student (Ying-Tien & Chin-Chung, 2005). The evaluation process is for the teacher, parent, and child. Conferences can also be held to discuss progress. | Explicit Reading Instruction| Explicit reading instruction is teacher directed (Goeke, 2009).The teacher uses explanation and demonstration to teach specific reading skills and strategies (Goeke, 2009). The teacher also provides corrective feedback to his or her students as the students attempt to apply the new knowledge (Goeke, 2009). | An example of explicit reading instruction would be that the teacher would state the sound and spelling of a specific letter-sound correspondence and then demonstrate by modeling how to read words that i nclude that feature to the class (Taylor, Peterson, Pearson, & Rodriguez, 2002).The students then would practice but only after the teacher has modeled the process first. A second example of explicit reading instruction would be to teach decoding to students that have deficits in word reading. A third example of explicit reading instruction would be having students use the mnemonic DISSECT (Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary) to read unknown words (Adams & Engelmann, 1996). The teacher would teach each strategy step explicitly (Adams & Engelmann, 1996).An important part of explicit reading instruction is that the teacher always describes the strategy, provides the rationale for its use, and states how and when to implement a strategy explicitly to the students and the instruction is always implemented systematically (Adams & Engelmann, 1996). | Explicit reading assessments would in clude having student answer multiple-choice questions about selected text passage; decoding assessments can also be given (Taylor, Peterson, Pearson, & Rodriguez, 2002).One example of a decoding assessment would be that the student is given isolated words one at a time, and the student is asked to say the word aloud. The words selected for a decoding assessment should be words that are within the student’s spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words (Goeke, 2009). Another type of assessment is that of standardized tests such as the Diagnostic Assessments of Reading (DAR) and the Florida Assessments for Instruction in Reading (FAIR). | Reading Philosophies Summary The educational realm is not free from disputes.Disputes on reading instructional practices have been ongoing for more than half a century. On one side of this debate is composed of those who believe that students learn best when they are able to discover and c onstruct the essential information for themselves. This type of instruction is often called student-centered or constructivist instruction (Confrey, 1990). On the opposite side of this debate are those who believe that students only thrive when full, explicit instruction is given and student should not have to discover essential content (Goeke, 2009).This type of instruction is often referred to as direct or explicit instruction (Goeke, 2009). When speaking about reading instruction, this debate has often been coined as the â€Å"reading wars†. Constructivist Reading Instruction is derived from the theory of constructivism. One could assume that constructivism is derived from Piaget’s own reference to his views as being a â€Å"constructivist† or possible from Bruner’s description of learning discovery as â€Å"constructionist† (Gruber & Voheche, 1977).Some other terms that have been used to reference a constructivist way of learning include genera tive learning, situated learning, authentic learning, and educational semiotic (Wittrock, 1985; Cunningham, 1992). Constructivists believe that all learning should be student centered. They think that knowledge is obtained only during a meaning-making search where the student is involved in the process of constructing their own interpretations of their experiences.Constructivist generally agree that students much construct their own learning, all new learning is dependent on the student’s existing understanding, social interaction plays a critical role in learning, and authentic learning tasks are necessary for learning to be meaningful (Bruning, Schraw, & Ronning, 1995; Pressley, Harris, & Marks, 1992). According to constructivists, in order for a student to construct new meaning he or she needs to make every effort to make sense of all new experiences and then must relate those to experiences to what is already known (Confrey, 1990).Constructivists also claim that a catalys t for acquiring knowledge is dialogue and social interaction facilitates understanding (Brown, 1994). Constructivist teachers aim to provide cooperative learning tasks and peer tutoring for their students. Constructivist teacher often believe that students learn faster when they are actively involved in dialog with their peers about significant problems (Brooks & Brooks, 1993). The constructivist classroom would be filled with students roaming about the classroom obtaining supplies, conferring with peers or the teacher, and working on self-directed projects (Brooks & Brooks, 1993).Constructivist teachers pride themselves in asking big questions, providing time for student to think and explore to find answers (Brooks & Brooks, 1993). In an actual classroom, there are many flaws involved in practicing constructivist instruction. The first major problem is that often only the brightest students make the discovery that is needed (Pace, 2011). Another issue is that many students become f rustrated. This frustration many cause some students to disengage and other students may simply copy whatever their peers are doing regardless in either case the students never actually discover anything (Pace, 2011).A third issue is that some students may believe they have made a discovery but in fact, they have only learned a misconception (Pace, 2011). These misconceptions can then interfere with future learning and problem solving (Pace, 2011). Studies have shown that once a student has believed one of these misconceptions that even after they have been show the correct answer they are still likely to recall the original discovery and not the correction (Pace, 2011). Along with the above four issues studies have shown that constructivist instruction can result in an increase in achievement gap (Pace, 2011).Decades of research has validated that explicit instruction is much more effective for reading instruction when compared to constructivist reading instruction. Kirschner, Swel ler, and Clark (2006) states, â€Å"After a half-century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance. Kirschner, Sweller, and Clark (2006) also reports, â€Å"†¦ Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge. † Research has shown that when teaching new skills and content to students, providing explicit instructions accompanied with practice and feedback is more effective than requiring students to discover many aspects of what they are to learn (Hall, 2002). Explicit instruction is teacher directed.The teacher provides the students with a full explanation of the n ew skill or concept that the student is required to learn (Hall, 2002). The teacher also uses a variety of accommodations such as lecturing, modeling, videos and other media, and demonstration to provide the students with proper guidance (Hall, 2002). Students need to be explicitly shown what to do and how to do something first and then they need to be given the opportunity to practice doing it while they receive corrective feedback from the teacher (Hall, 2002). Extensive research supports explicit instruction’s success as an evidence-based practice.Adams and Engelmann (1996) found thirty-seven research publications validating the effectiveness of explicit instruction. These research publications all reported that explicit instruction had a significant outcome on reading instruction. Research also found explicit instruction to be as valuable for typical students, as for students with disabilities. The National Follow-Through Project studied multiple models of instruction to determine the most effective instructional models for students who were economically disadvantaged (Rosenshine, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002).The results concluded that children who received explicit instruction in literacy and mathematics scored above those taught with other approaches. An additional result was increased self-esteem due to success in school (Rosenshine, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002). The National Follow-Through Project belonged to a group of studies on teacher effectiveness, which determined that explicit instruction effectively taught students what they needed to learn (Rosenshine, 1995; Taylor, Peterson, Pearson, & Rodriguez, 2002).Baumann and Duffy (2001) reported on five years of research that showed that reading skills and strategies are most effectively taught with systematic and explicit instruction. In conclusion, explicit instruction is vital for initial instruction in skill acquisition (Goodman, Goodman, & Hood, 1989). This is especially the case for struggling readers, who often require intense support to acquire reading skills (Goodman, Goodman, & Hood, 1989). Beginning reading instruction should emphasize explicit instruction, particularly for phonics instruction (Goodman, Goodman, & Hood, 1989).Constructivist instruction is important when generalizing skills to other contexts (Goodman, Goodman, & Hood, 1989). It can also be used when children explore children’s literature. Story structure can be taught with constructivist instruction and may be more meaningful to children than teaching it explicitly (Goodman, Goodman, & Hood, 1989). The Whole Language Movement is built upon Constructivist principles (Goodman, Goodman, & Hood, 1989). References Adams, G. and Engelmann, S. (1996).Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Brooks, J. G. & Brooks, M. G. (1994). In search of understanding: The case for constructivist classroo ms. Alexandria, VA: Association for Supervision and Curriculum Development. Brown, A. L. (1994). The advancement of learning. Educational Researcher 23: 4-12. Bruning, R. H. , Schraw, G. J. & Ronning, R. R (1995). Cognitive psychology and instruction, 2nd ed. Englewood Cliffs, NJ: Prentice Hall. Baumann, J. F. , & Duffy, A.M. (2001). Teacher-research methodology: Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher & N. Noddings (Eds. ), Constructivist views of the teaching and learning of mathematics (Journal for Research in Mathematics Education, Monograph No. 4, pp. 107-122). Reston, VA: National Council of Teachers of Mathematics. Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic.Educational Psychology Review 4: 165-194. Goeke J. L. (2009). Explicit instruction: Strategies for meaningful direct teaching. Boston: Merrill/Pearson . Goodman, K. , Goodman, Y. & Hood, W. (1989). The whole language evaluation book. Portsmouth, NH: Heinemann. Hall, T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved Wednesday, March 13, 2013 from http://aim. cast. org/learn/historyarchive/backgroundpapers/explicit_instruction. Kirschner, P. A. , Sweller, J. , & Clark, R. (2006).Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75–86 Pace, D. (2011). Best practice: The use of explicit instruction and culturally responsive teaching. Insights on Learning Disabilities, 8(2), 5-14. Pressley, M. , Harris, K. R. , & Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review 4: 3-31. Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262â⠂¬â€œ268.Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28(3), 259. Taylor, B. M. , Peterson, D. S. , Pearson, P. D. , & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the â€Å"how† as well as the â€Å"what† in effective reading instruction. The Reading Teacher, 56, 270–279. Wittrock, W. C. (1985). The generative learning model and its implications for science education. Studies in Science Education 12: 59-87. Ying-Tien, W. , & Chin-Chung, T. (2005). Effects of constructivist-oriented instruction on

Franklin D. Roosevelt’s New Deal Essay

In the first hundred days of FDR’s presidency he passed fifteen major bills. One of the most famous was the proclamation nationally issued that all banks would be temporarily closed, forming the Emergency Banking Act. Other bills passed in this â€Å"Hundred Days of Action† include the Tennessee Valley Authority Act, the Beer- Wine Revenue Act, the creation of the Civilian Conservation Corps, and the Home Owners Loan Act. These and many other like bills were the shining light at the end of tunnel for Americans as Roosevelt came into office striving to end the Depression. Fireside chats, which were radio broadcasts, were a way for Roosevelt to connect with Americans on a more personal level while managing to give them a sense of comfort. He was able to give insight to the general public through these broadcasts. He gave Americans hope that things would be better and they put their trust in him. Successful in short term relief, the New Deal did not end the Great Depression but did push the economic circumstances to a higher quality. As far as long term effects are concerned our country’s governmental structure has been forever changed. After the New Deal’s policies were administered a dominant new political coalition was in place, in turn, creating Democratic majority that lasted for half a century. Roosevelt gave Americans something new and different to expect from government and pushed the country toward its post war boom that many say was the â€Å"golden age of American capitalism†. Through the New Deal and his presidency he formed our views and outlook to how the modern American government should and is conducted. Programs put in place by the New Deal gave hope to Americans in this morbid, bleak time. He gave us the layout in which we practice modern government. As said by Roosevelt, â€Å"The country needs and, unless I mistake its temper, the country demands bold, persistent experimentation. It is common sense to take a method and try it: If it fails, admit it frankly and try another. But above all, try something. † He tried and pushed forward through a troublesome, oppressive time that seemed as if it would not ever end. If he had not done so it is unimaginable to think what would have become of our country.

Free Essays on Lifes Changes

Freedom . . . what’s the cost? Differences between high school and college affect many aspects of a students life. Throughout a student’s high school career their parents are always there to provide constant guidance, and support. When a student enters college, they have more control of their activities, and their parents are not there to guide them. The student is forced to decide for himselfherself and manage hisher own time. College life is better than high school because it offers more freedom, although there are more responsibilities, and a more complicated work load. College offers more freedom but with it comes increased responsibilities, and a more complicated workload. High school students experience many restrictions from their parents where as a college student is on hisher own so hisher parents do not have the chance to restrict hisher activities. Often during high school parents require their children to come home from parties or get togethers early, so that they don’t keep their parents up worrying when their going to come home. College students on the other hand no longer live with their parents so a student’s parents do not know when they come in or what they are doing. This freedom extends to class attendance too. In high school the school keeps track of a student’s attendance and reports any absences to the students legal guardian. College students choose for themselves whether or not to attend class, and if they do not attend teachers do not care; they simply leave a student fail. Parents are no longer involved in the students education process; they can only give outside advice in an attempt to guide students. The new found freedom that college students acquire comes at the price of increased responsibility. Students are now responsible for their own finances. Now they are required to buy their own food and personal items such as: soap, toothpaste, toothbrush, deo... Free Essays on Life's Changes Free Essays on Life's Changes Freedom . . . what’s the cost? Differences between high school and college affect many aspects of a students life. Throughout a student’s high school career their parents are always there to provide constant guidance, and support. When a student enters college, they have more control of their activities, and their parents are not there to guide them. The student is forced to decide for himselfherself and manage hisher own time. College life is better than high school because it offers more freedom, although there are more responsibilities, and a more complicated work load. College offers more freedom but with it comes increased responsibilities, and a more complicated workload. High school students experience many restrictions from their parents where as a college student is on hisher own so hisher parents do not have the chance to restrict hisher activities. Often during high school parents require their children to come home from parties or get togethers early, so that they don’t keep their parents up worrying when their going to come home. College students on the other hand no longer live with their parents so a student’s parents do not know when they come in or what they are doing. This freedom extends to class attendance too. In high school the school keeps track of a student’s attendance and reports any absences to the students legal guardian. College students choose for themselves whether or not to attend class, and if they do not attend teachers do not care; they simply leave a student fail. Parents are no longer involved in the students education process; they can only give outside advice in an attempt to guide students. The new found freedom that college students acquire comes at the price of increased responsibility. Students are now responsible for their own finances. Now they are required to buy their own food and personal items such as: soap, toothpaste, toothbrush, deo...