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Logical Flaw With Mandatory Attendance in Higher Education
JNU students’ fight against compulsory attendance is not a fight for special treatment at JNU, but it is a fight against a system that is not only logically flawed but also dangerous to innovations in academic excellence. . Let’s start at the very beginning of the attendance system. The need for presence only comes when you want to force a person to attend an event that does not interest him. And if you want her to attend this event, you have two remedies. Either force it through punitive means or make the event interesting. Both remedies are good depending on the circumstances. An individual makes choices based on his preferences. An employee would prefer (or be indifferent) $500 against 5 hours of leisure. Therefore, if you want her to attend an event of 5 hours or less, you can fine her $500 for not attending the event and you will see her attendance at the event.
But this punitive remedy does not work with mature students. Here the choices are changed. A student has three choices; hobbies, class attendance or self-study. The amount of leisure is determined exogenously by the aspirations of the student. A student would like to devote 10, 12 or 15 hours/day to her studies according to her aspirations. In a top university where students are selected on the basis of merit, there are no questions of low aspirations. A female student divides her study hours available after leisure into two parts; attend classes and self-study. The share of study time devoted to class attendance is determined by a single parameter, classroom productivity versus self-study, and is positively related. This relative productivity is a function of the quality of the teaching provided in the classroom and the absolute productivity of the student’s self-learning. The relative productivity of the class can be increased either by improving the absolute productivity of the class or by decreasing the absolute productivity of the student. The second option is definitely not a feasible solution. So we are left with only one solution and that is to improve the absolute productivity of the class.
A rational student will not like to attend a class whose relative productivity is less than 1, that is, the productivity of the class is lower than that of self-study. How can someone who claims to be a nationalist and benevolent of students and the university force a female student to decrease her net productivity, which is the ultimate end of education. The productivity of all classes cannot be the same and a volunteer student attends all classes whose relative productivity is greater than 1. There is no need for compulsory attendance unless the relative productivity of a class is not less than 1.
Based on the discussion above, we have two opinions. First, make school attendance compulsory at the cost of a drop in net student productivity. And second, make attendance voluntary and take steps to increase the productivity of classes whose relative productivity is less than 1 to increase the number of students in the class. The voluntary attendance system is self-improving, that is, even if no measures are taken to improve the productivity of the class, in this system, a drop in the attendance of students in the class forces the teacher to improve his teaching to attract more students. The voluntary attendance system is analogous to competitive markets in which teachers compete to attract more students, which is only a source of prestige for a teacher. In contrast to this, compulsory attendance is analogous to a monopoly market in which there will be no incentive to improve education.
This model is based on the assumption that students are mature, rational and have high aspirations, which is not a tautology. So, before applying this model to a group of students, we need to check whether the above assumptions are fulfilled by the group or not. The students of the school certainly do not meet the first hypothesis. Undergraduate and postgraduate students from lower-ranking universities in which students of lower merit study do not fulfill the third hypothesis. But higher-ranking universities and research students from all universities usually meet all the assumptions. Therefore, voluntary participation is the best policy for all senior researchers and universities. The exact number of universities that can be treated as top universities differs from country to country. But universities representing the top 5-10% (in my opinion) of the best students in any discipline can be treated as top universities.
Application for voluntary participation by JNU students should not be treated as special treatment for this university. But compulsory attendance at other top universities should also be replaced by a voluntary attendance system. This will not only improve the quality of education in these universities but also help them to compete with the best universities in the world.
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