essay about being a responsible student

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How to Be a Responsible Student

Last Updated: March 14, 2024 Fact Checked

This article was co-authored by Ashley Pritchard, MA . Ashley Pritchard is an Academic and School Counselor at Delaware Valley Regional High School in Frenchtown, New Jersey. Ashley has over 3 years of high school, college, and career counseling experience. She has an MA in School Counseling with a specialization in Mental Health from Caldwell University and is certified as an Independent Education Consultant through the University of California, Irvine. There are 19 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 413,016 times.

Being a student can be difficult. You have to balance your schoolwork with your other responsibilities, which may include work or time with friends and family. With practice, though, you can learn to be a responsible student and develop skills that will help you throughout the rest of your life.

Succeeding In School

• Show up to every class on time and always come prepared. Make sure you've done the homework and reading assignments, and that you have everything you'll need for class that day.
• Sit in the front of the class room and be involved in class. Listen actively, respond to questions, and ask questions if there's any material you're confused or uncertain about.

• Start each day's notes on a fresh page in your notebook and write down the date and most recent reading assignment. This will help you track the material as you prepare for exams.
• Write anything that your instructor puts on the board. These notes are usually very important and often quoted verbatim on quizzes or tests.
• You don't have to write out every word your instructor says - this may not even be possible, depending on the class. Instead, write down the major points, like any important names, dates, events, relevant details, and results/implications.
• Try to develop a system of abbreviations that works for you. Writing your notes in short-hand can help you take notes faster and with greater efficiency.

• You may also find questions or inconsistencies in the days' notes that you can ask your teacher to clarify the next day.

• Try writing questions in your notes. Interrogating the material, rather than simply glossing over it, will help you commit that information to memory and develop stronger critical-thinking skills.

Being Responsible Outside of Class

• Use a calendar or planner to help you keep track of deadlines, appointments, and other obligations.
• Don't procrastinate. You won't actually buy yourself any time, and you'll just be even more stressed later on.
• Break your tasks down into smaller, more manageable parts. This can help make a big project much easier to accomplish. [5] X Research source
• Have a timeline for the things you need to accomplish and work on those tasks in a logical order. Decide which tasks are a priority and which tasks/projects need to be completed before the next can be started.

• Start studying early. Avoid procrastinating and cramming right before a test/exam.
• Try to understand the material both broadly and precisely. Start out with the general concept and work towards understanding the details of each subject.
• Test yourself as you study to determine which subject areas need more work. Use flash cards to review terms/names/dates, then design a self-quiz to see if you have a firm grasp on the material.

• Keep track of your grade in the course and recognize patterns of poor grades. Your instructor may not address your grades unless you bring them up.
• Start meeting with your teacher first to get some extra help. If you feel like you need more support, talk to your school counselor.
• Try working with a tutor if you're really struggling with an important concept. You may be able to find a tutor through your school, or you can find one in your area by searching online.
• Start studying for tests or quizzes two weeks in advance or as soon as you're notified. Start studying for midterms or finals at least six weeks ahead.

• Give credit for any sources you use in your homework and assignments. Never plagiarize or steal intellectual/creative property from others.
• Finish your assignments on time, and give yourself a few extra days to review the final product and make any necessary revisions.
• Respect the ideas, beliefs, and opinions of others, even if you disagree with them. Everyone deserves respect as well as a support, welcoming environment where they can learn.
• Always conduct yourself in a respectful and appropriate manner, and never make excuses for your behavior. Taking responsibility involves both the good and the bad outcomes of your choices.

• Find a job that's willing to work with your school schedule. Not all employers are flexible, so let them know up front that your education is a priority.
• Manage your time. Make sure you don't put off homework or projects until after work, as you may be too tired to do homework after a long shift.
• Try to stay balanced. Make some time on weekends or after school on weekdays to do fun things you enjoy like spending time with friends.
• Figure out a realistic budget that balances your expenses against your income and stick to that budget.
• You can find budget planning help online, or by talking to a guidance counselor at your school. [9] X Research source

Planning For Your Future

• You can find current information on many different careers by reading through the Bureau of Labor Statistics (BLS) website. [11] X Trustworthy Source US Bureau of Labor Statistics U.S. government agency that collects and reports labor-related information Go to source You can also try talking to working professionals in the field you're considering.

• The general rule of thumb for students is that any loans you'll need to repay each month should not exceed eight percent of your anticipated gross monthly income.
• Think about what your anticipated career is, and look into what someone just entering that field can realistically expect to make each month in their first year of employment.
• If you're in college or planning on attending college, look into financial aid that you won't have to repay. For example, try to get any grants, scholarships, and work-study positions your school offers.
• If you won't be able to afford your loan repayment, think about other alternatives to taking out a loan. You can work a second job, try to pay off your finances in installments, or ask a trusted friend or relative to lend you the money.

• Many schools offer internships to students. If not, you can find internships in your area by searching online or reading through the classifieds section in your local paper.
• Find out about networking events by joining relevant clubs and talking to working professionals in your desired field.

Living a Healthy Lifestyle

• Girls under age 13 should aim for around 2,000 calories each day, while boys in the same age range should aim for approximately 2,200 calories.
• Girls ages 14 to 18 should be getting approximately 2,300 calories each day, while boys in that age range should be getting around 3,000 calories.
• Students age 19 and up should aim for around 2,400 calories each day for women and around 3,000 calories each day for men.

• Bicycle riding, jumping rope, walking, jogging/running, and most organized sports are excellent forms of exercise for adolescents and young adults.
• If you're pressed for time, even just 20 to 30 minutes of vigorous walking or jogging can help relieve stress and burn calories. [17] X Trustworthy Source Centers for Disease Control and Prevention Main public health institute for the US, run by the Dept. of Health and Human Services Go to source

• Avoid caffeine in the afternoon and evening to get a better night's sleep. Alcohol can also disrupt your sleep, so try to drink in moderation (if you're of legal drinking age) or avoid alcohol altogether.
• Turn off all electronic devices, including cellphones, tablets, computers, and televisions, at least 30 minutes before bed. The glow of electronic screens can disrupt your body's production of melatonin, making it harder to sleep at night.
• Find something relaxing to do before bed every night, such as reading, meditation, or exercise. Be aware, though, that exercise may wake some people up, and might be best reserved for the morning.
• Stick to the same sleep schedule every day, even on weekends and days off. That means going to bed at the same time each night and getting up at the same time every morning.

• Even second-hand smoke from others can cause health problems over time. It's best to avoid smoke altogether to protect your health.

Supercharge Your Studying with this Expert Series

Expert Q&A

• When your teacher is talking, pay attention to what he or she is saying so you don't miss any important information. Thanks Helpful 0 Not Helpful 0
• Respect the teacher. Teachers don't like disrespectful students, and your grades may suffer as a result. Thanks Helpful 0 Not Helpful 0
• Make friends with serious students who like to study; this may help you study more effectively. Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Try to always submit your work on time and get good results in your exams. If you're genuinely struggling, they may give you more opportunities for extra help.
• If you're ever unsure during a lesson, ask the teacher a question! A classmate may have the same question, so this could help both of you.

Things You'll Need

• Note-taking materials (pencils, pens, erasers, paper, notebooks, folders, binders)

You Might Also Like

• ↑ https://www.cuesta.edu/student/resources/ssc/study_guides/study_skills/index.html
• ↑ https://learningcenter.unc.edu/tips-and-tools/effective-note-taking-in-class/
• ↑ https://www.purdueglobal.edu/blog/student-life/time-management-busy-college-students/
• ↑ https://sites.rhodes.edu/academic-and-learning-resources/news/productivity-time-chunking-method
• ↑ https://kidshealth.org/en/teens/test-terror.html
• ↑ https://www.umassd.edu/dss/resources/students/classroom-strategies/how-to-get-good-grades/
• ↑ https://www.cornerstone.edu/blog-post/11-ways-to-work-full-time-and-study-full-time-simultaneously/
• ↑ https://www.depts.ttu.edu/dos/responsible-living.php/
• ↑ https://www.bls.gov/careeroutlook/2015/article/career-planning-for-high-schoolers.htm
• ↑ http://www.bls.gov/
• ↑ https://www.coloradocollege.edu/admission/financialaid/handbook/student-guide-to-responsible-borrowing.html
• ↑ https://sopa.tulane.edu/blog/how-master-networking-during-your-internship
• ↑ https://www.cdc.gov/healthyweight/healthy_eating/index.html
• ↑ https://www.cdc.gov/physicalactivity/basics/children/
• ↑ https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=90&ContentID=P01602
• ↑ https://www.cdc.gov/physicalactivity/walking/index.htm
• ↑ https://sleepfoundation.org/how-sleep-works/how-much-sleep-do-we-really-need
• ↑ https://health.williams.edu/healthy-eating/living-a-healthy-lifestyle/
• ↑ https://www.cdc.gov/tobacco/basic_information/health_effects/index.htm

About This Article

To be a responsible student, make sure to attend every class on time, which demonstrates a good work ethic. You should also keep a calendar with all of your appointments and deadlines so you can manage your time effectively. Additionally, study your notes every day so you keep up to date with the material you're learning. You'll also want to study for tests well ahead of time to make sure you're familiar with the material you've covered in class. For tips on how to take responsibility for handing in a late paper, read on! Did this summary help you? Yes No

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Being a Responsible Student: what does it Mean?

How it works

Applicants are concerned about the question of how the correct student should look. What awaits a freshman at a university? How does the training take place? How to behave in order to successfully graduate from a university?

Education at the university is subject to a strict schedule. For each semester, a specific program is drawn up, so you have to master special subjects in an accelerated manner. Council. In 10 years, more than 186 professions will appear, which are hardly taught in universities.

Start now to become the best at a new business. All you need is the Internet.

In order to become a successful student, the following conditions must be met:

Be sure to attend all lectures. Teachers love obedient students, they have a negative attitude towards truants. You need to strictly follow the class schedule. Be sure to take notes. Teachers love to take exams based on their own lectures. You may be asked additional questions that are not answered in the textbooks. Be sure to attend practice sessions. All work is usually done in groups. You will not be able to carry out the missed experiments on your own.  Be active. It makes sense to attend counseling sessions so that teachers will remember you. Engage in community service. Teachers attend all events organized at the university. If you participate in contests, you will definitely be remembered. Your activity will help you to pass the session. Keep track of the schedules for the delivery of tests. The appearance of “tails” should not be allowed.

The session must be completed on time. If you get an unsatisfactory grade, then you may be expelled from the university. Watch your appearance. Your clothes should be neat. The classic style should be preferred. The student’s behavior must be impeccable. It is not recommended to argue with classmates and teachers. The right student must study well, participate in various competitions and social events. It is also important to go in for sports, learn foreign languages, attend excursions and exhibitions.

In order to become the right student, you also need to be proactive. You can become the leader of the group, join a trade union organization, show leadership positions in the group.

Universities have a positive attitude towards such students who know how to study well, but do not forget about self-development. You can sign up for courses that allow you to gain additional knowledge in your chosen field.

Total. In all areas, the 10,000-hour rule applies: that is how much it takes to become a professional. But many specialties will disappear in a few years, so it is necessary to master the professions of the future today. You can get started for free, the training takes place online.

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10 Things Successful Students Do

2 Successful students take responsibility

A college campus is almost like a small town—or country—unto itself. The campus has its own security force, its own government, its own stores, its own ID cards, its own parking rules, and so on. Colleges also have their own policies regarding many types of activities and behaviors. Students who do not understand the rules can sometimes find themselves in trouble.

The most important non-academic policy is a Code or Statement on Student Rights and Responsibilities. Such policies are designed to ensure that all students have the same right to a quality education—one not unfairly interrupted by the actions of others. The most important academic policy is academic honesty. The principle of academic honesty is simple: every student must do their own work. Colleges also have policies about alcohol and drug use, sexual harassment, hazing, hate crimes, and other potential problems. The college registrar has policies about course add and drop dates, payment schedules and refunds, and the like. You will find these policies on your college website. It is vital that you are aware of these policies as you begin your college career and that you are aware of how to solve problems, and make good decisions.

College, The St. Clair Way

While your college may have unique features to its culture and expectations, the general principles presented here are true for most North American Post Secondary institutions. This video was created for use at Orientation with new students at St. Clair College to explain our college culture. (You may recognize our own Irene Stewart in the video). We recommend that you review this video and work through the self-checks to ensure you are aware of your responsibilities as a student and of the college community that is available to help you be successful.

Self-Management

To succeed in college, you need to take control of your life. Gone are the days when you could just “cruise” through school, or life, or let others motivate you or establish schedules to manage your time. This change presents an exciting opportunity. It’s your first step in your new life and the key to your future.

Here are a few thoughts to get you started in the right direction:

Accept responsibility for your life. You are on equal footing with everyone else and have the same opportunities to succeed.

Decide what you want to do. Don’t let things just happen—make them happen by deciding that they should happen.

Realize you can change. You can change your habits to become a better student. You can change your attitudes and become a more positive, motivated student.

Develop a personal ethical code. Do what is right for you and for others. The college world demands ethical standards and rewards responsible, ethical behavior. Be proud of who you are and your good decisions.

Enjoy your life! Going to college might seem overwhelming at times, but no one is asking you to “give up your life” to succeed in college. Enjoy meeting new people, learning new things, and experiencing the diversity of the college experience. Most college graduates look back on their college years as one of the best periods in their whole lives!

Problem Solving: When Setbacks Happen

Even when you have clear goals and are motivated and focused to achieve them, problems sometimes happen. Accept that they will happen, since inevitably they do for everyone. The difference between those who succeed by solving the problem and moving on and those who get frustrated and give up is partly attitude and partly experience —and knowing how to cope when a problem occurs.

Lots of different kinds of setbacks may happen while you’re in college — just as to everyone in life. Here are a few examples:

• A financial crisis
• An illness or injury
• A crisis involving family members or loved ones
• Stress related to frequently feeling you don’t have enough time
• Stress related to relationship problems

Some things happen that we cannot prevent. But many other kinds of problems can be prevented or made less likely to occur.

• You can take steps to stay healthy.
• You can take control of your finances and avoid most financial problems common among college students.
• You can learn how to build successful social relationships and get along better with your professors, with other students, and in personal relationships.
• You can learn time management techniques to ensure you use your time effectively for studying.
• You can learn to do well in your classes with effective reading, notetaking, test-taking, and writing skills for classes.

Preventing the problems that typically keep college students from succeeding is much of what this Guide is all about.

Not all problems can be avoided. Illness or a financial problem can significantly set one back — especially when you’re on a tight schedule and budget. Other problems, such as a social or relationship issue or an academic problem in a certain class, may be more complex and not easily prevented. What then?

First, work to resolve the immediate problem:

• Stay motivated and focused . Don’t let frustration, anxiety, or other negative emotions make the problem worse than it already is.
• Analyze the problem to consider all possible solutions. An unexpected financial setback doesn’t automatically mean you have to drop out of school – not when alternatives such as student loans, less expensive living arrangements, or other possible solutions may be available. Failing a midterm exam doesn’t automatically mean you’re going to fail the course – not when you make the effort to determine what went wrong, work with your professor and others on an improved study plan, and use better strategies to prepare for the next test.
• Seek help when you need to. None of us gets through life alone, and it’s not a sign of weakness to see your academic advisor or a college counsellor if you have a problem.
• When you’ve developed a plan for resolving the problem, work to follow through. If it will take a while before the problem is completely solved, track your progress in smaller steps so that you can see you really are succeeding. Every day will move you one step closer to putting it behind you.

After you’ve solved a problem, be sure to avoid it again in the future:

• Be honest with yourself: how did you contribute to the problem? Sometimes it’s obvious: a student who drank heavily at a party the night before a big test failed the exam because he was so hung over he couldn’t think straight. Sometimes the source of the problem is not as obvious but may become clearer the more you think about it. Another student did a lot of partying during the term but studied all day before the big test and was well rested and clearheaded at test time but still did poorly; he may not yet have learned good study skills. Another student has frequent colds and other mild illnesses that keep him from doing his best: how much better would he feel if he ate well, got plenty of exercise, and slept enough every night? If you don’t honestly explore the factors that led to the problem, it’s more likely to happen again.
• Take responsibility for your life and your role in what happens to you. Earlier we talked about people with negative attitudes, who are always blaming others, fate, or “the system” for their problems. It’s no coincidence that they keep on having problems. Unless you want to keep having problems, don’t keep blaming others.
• Taking responsibility doesn’t mean being down on yourself. Failing at something doesn’t mean you are a failure. We all fail at something, sometime. Adjust your attitude so you’re ready to get back on track and feel happy that you’ll never make that mistake again!
• Make a plan. You might still have a problem on that next big test if you don’t make an effective study plan and stick to it. You may need to change your behavior in some way, such as learning time management strategies.

Making Decisions

Much of your college and professional life will be spent solving problems; some will be complex, such as deciding on a career, and require time and effort to come up with a solution. Others will be small, such as deciding what to eat for lunch, and will allow you to make a quick decision based entirely on your own experience. But, in either case, when coming up with the solution and deciding what to do, follow the same basic steps.

• Define the problem. Use your analytical skills. What is the real issue? Why is it a problem? What are the root causes? What kinds of outcomes or actions do you expect to generate to solve the problem? What are some of the key characteristics that will make a good choice: Timing? Resources? Availability of tools and materials? For more complex problems, it helps to actually write out the problem and the answers to these questions. Can you clarify your understanding of the problem by using metaphors to illustrate the issue?

• Narrow the problem. Many problems are made up of a series of smaller problems, each requiring its own solution. Can you break the problem into different facets? What aspects of the current issue are “noise” that should not be considered in the problem solution? (Use critical thinking to separate facts from opinion in this step.)

• Generate possible solutions. List all your options. Use your creative thinking skills in this phase. Did you come up with the second “right” answer, and the third or the fourth? Can any of these answers be combined into a stronger solution? What past or existing solutions can be adapted or combined to solve this problem?

• Choose the best solution. Use your critical thinking skills to select the most likely choices. List the pros and cons for each of your selections. How do these lists compare with the requirements you identified when you defined the problem? If you still can’t decide between options, you may want to seek further input trusted friends and family, your professors or college counsellors.

Contributing to Decision Making

You will be called on to make many decisions in your life. Some will be personal, like what to major in, or whether or not to get married. Other times, you will be making decisions on behalf of others at work or for a volunteer organization. Occasionally, you will be asked for your opinion or experience for decisions others are making.

To be effective in all of these circumstances, it is helpful to understand some principles about decision making.

First, define who is responsible for solving the problem or making the decision. In an organization, this may be someone above or below you on the organization chart but is usually the person who will be responsible for implementing the solution. Deciding on an academic major should be your decision, because you will have to follow the course of study. Deciding on the boundaries of a sales territory would most likely be the sales manager who supervises the territories, because he or she will be responsible for producing the results with the combined territories.

Once you define who is responsible for making the decision, everyone else will fall into one of two roles: giving input, or in rare cases, approving the decision. Understanding the role of input is very important for good decisions. Input is sought or given due to experience or expertise, but it is up to the decision maker to weigh the input and decide whether and how to use it. Input should be fact based, or if offering an opinion, it should be clearly stated as such. Finally, once input is given, the person giving the input must support the other’s decision, whether or not the input is actually used.

Consider a team working on a project for a science course. The team assigns you the responsibility of analyzing and presenting a large set of complex data. Others on the team will set up the experiment to demonstrate the hypothesis, prepare the class presentation, and write the paper summarizing the results. As you face the data, you go to the team to seek input about the level of detail on the data you should consider for your analysis. The person doing the experiment setup thinks you should be very detailed, because then it will be easy to compare experiment results with the data. However, the person preparing the class presentation wants only high-level data to be considered because that will make for a clearer presentation. If there is not a clear understanding of the decision-making process, each of you may think the decision is yours to make because it influences the output of your work; there will be conflict and frustration on the team. If the decision maker is clearly defined upfront, however, and the input is thoughtfully given and considered, a good decision can be made (perhaps a creative compromise?) and the team can get behind the decision and work together to complete the project.

Finally, there is the approval role in decisions. This is very common in business decisions but often occurs in college work as well (the professor needs to approve the theme of the team project, for example). Approval decisions are usually based on availability of resources, legality, history, or policy.

Decision making self-check:

Important College Policies

One of the most important things that successful students do to take responsibility is to review the policies the govern the college community. It is vital that you seek out and review the policies for your college. These policies impact you as a student and your awareness of the standards, time lines and regulations can prevent you from making missteps that impact your education.

Common policies include:

• Student Handbook: This document provides a comprehensive overview of university regulations, policies, procedures, and resources. It’s the first document every student should familiarize themselves with.
• Code of Student Rights & Responsibilities: Similar to the Code of Conduct, this document outlines the expected behaviors of students and the potential consequences for violating these expectations.
• Academic Integrity Policy: This policy outlines the expectations around academic honesty, which include plagiarism, cheating, and other forms of academic dishonesty.
• Residence Agreement/Handbook: If students are living on campus, it’s essential to understand the rules and guidelines of their specific residence hall or on-campus apartment.
• Alcohol and Cannabis Policy: Universities in Ontario have policies around the use of alcohol and cannabis on campus. Understanding these rules can help prevent violations.
• Sexual Violence Policy: This policy is crucial to understand in the context of Ontario’s Bill 132, which requires post-secondary institutions to have specific policies in place to combat sexual violence on campus.
• Health and Safety Policies: These cover a wide range of topics, including emergency procedures, health center policies, mental health resources, and information on reporting safety concerns or incidents.
• Information Technology Acceptable Use Policy: This policy includes the guidelines for using the university’s digital resources, such as Wi-Fi, email, and other online services.
• Student Financial Policies: It’s important to understand the terms and conditions of any student loans, scholarships, bursaries, or grants. This can also include the university’s tuition refund policy.
• Accessibility Services Policy: These guidelines help students understand how to access and arrange accommodations for disabilities or chronic illnesses.
• Human Rights Policy: This policy outlines the university’s commitment to creating an environment free from discrimination and harassment.
• Privacy Policies: Universities have policies outlining how they handle and protect student data.
• Course Outlines/Syllabi: These will provide expectations, grading criteria, faculty office hours, and other course-specific information.Additionally, it’s beneficial for students to review their campus map and key facilities, and familiarize themselves with any specific departmental or faculty guidelines relevant to their course of study. Students should also be aware that each university or college may have unique policies and documents important for its community, so it’s a good idea to review any information provided thoroughly.

Let’s take a closer look at some of these policies.

Code of Student Rights and Responsibilities

As a student you are valued and respected, you will be treated as an adult through this exciting journey. You will be provided with many opportunities to grow, excel and flourish; of course, along the way you will make mistakes which is expected. Mistakes are opportunities for personal growth and change; we are defined by what we learn from our mistakes. At St. Clair College, we want to guide you through potential mistakes and mitigate any potential actions that could alter your path to graduation and success, hence we introduce to you the Code of Student Rights and Responsibilities (The Code).

Student’s Rights and Responsibilities at St. Clair College

Academic integrity – the honest truth.

Let’s rejoin Irene Stewart and learn more about Academic Integrity. Academic Integrity is a common term in North American Post Secondary education but not everyone is familiar with meaning of integrity, if it helps, you can use the word “Honesty” in place of integrity!

At college, we focus on the active process of learning, not just on how to get good grades. The attitude of some students that grades are the only thing that matters in academics has led many students to resort to academic dishonesty to try to get the best possible grades or handle the pressure of an academic program. Although you may be further tempted if you’ve heard people say, “Everybody does it,” or “It’s no big deal at my school,” you should be mindful of the consequences of cheating:

• You don’t learn as much. Cheating may get you the right answer on a particular exam question, but it won’t teach you how to apply knowledge in the world after school, nor will it give you a foundation of knowledge for learning more advanced material.
• When you cheat, you cheat yourself out of opportunities.
• You risk failing the course or even expulsion from school. Ignorance of the rules is seldom considered a valid defense.
• Cheating causes stress. Fear of getting caught will cause you stress and anxiety; this will get in the way of performing well with the information you do know.
• You’re throwing away your money and time. Getting a college education is a big investment of money and effort. You’re simply not getting your full value when you cheat, because you don’t learn as much.
• You are trashing your integrity. Cheating once and getting away with it makes it easier to cheat again, and the more you cheat, the more comfortable you will feel with giving up your integrity in other areas of life—with perhaps even more serious consequences.
• Cheating lowers your self-esteem. If you cheat, you are telling yourself that you are simply not smart enough to handle learning. It also robs you of the feeling of satisfaction from genuine success.
• Technology has made it easier to cheat. But be aware that technology has also created ways for professors to easily detect these forms of academic dishonesty. If you feel uneasy about doing something in your college work, trust your instincts. Confirm with the professor that your intended form of research or use of material is acceptable.

Cheating just doesn’t pay.

The Honest Truth about Dishonesty

Understanding Academic Misconduct

Academic misconduct is a general term which describes academic offences detrimental to the College’s learning environment. These offences diminish the trust that is essential in the teaching and learning process. The teaching and learning process can be understood as a dialogue between professor and student that builds on existing knowledge and advances scholarship. If a student falsifies his or her side of this process, learning is compromised and the foundation upon which knowledge is built is put at risk.

While students should be concerned about the penalties that may come from academic misconduct, such as failing the course, the more serious consequence is that they will lack the knowledge and skills necessary in their chosen field of study. In order to gain understanding and advance learning, students must engage in the learning process honestly.

Academic misconduct is otherwise known as “cheating”. Cheating puts honest students at a disadvantage by failing to maintain a fair learning environment. We must all work together to prevent cheating.

• Academic misconduct can take various forms:
• Cheating on exams
• Unauthorized collaboration on individual assignments
• Adding a name to group assignment submission without contributing an appropriate share to the project
• Allowing someone else to copy your work
• Impersonating a candidate in an exam or test
• Altering or providing false medical or academic information
• Plagiarism such as using direct quotations or sections of paraphrased material without citing appropriate references; cutting and pasting from the Internet without appropriate references; and submitting essays, assignments, labs, projects, take-home exams, computer programs, etc., written, in whole or in part, by someone else
• Two areas where students can make unintentional academic mis-steps

Plagiarism means using the work of someone else, in whole or in part, without giving credit. Plagiarism is one of the most common forms of academic misconduct at college. It is important that students educate themselves about what plagiarism is because plagiarism is a form of academic misconduct that can result unintentionally. While a student may not intend to “cheat”, failing to properly follow academic guidelines in written work can result in serious penalties.

Be sure that the coursework that you submit is your own. Although requirements for assignments vary from course to course, the work you are graded on should be your own. If there is any doubt about what is allowable, be sure to seek clarification from your professor.

Generally, if an assignment requires that you to develop an idea and express it in your own words you should do just that. Quoting other people’s work in these types of assignments should be done sparingly.While quoting someone else’s writing is allowable, and in some cases required, rules and conventions must be followed for quoting and citing.

• Always avoid the following: Copying someone else’s writing word-for-word, even if it constitutes only some of your written assignment
• Paraphrasing someone else’s writing too closely, even if it constitutes only some of your written assignment
• Presenting someone else’s idea as your own without properly citing it
• Allowing someone else to write your assignment or part of it
• Submitting all or part of an assignment obtained from a commercial paper mill
• Using electronic databases or the Internet and submitting the product as your own work, even if it constitutes only some of your written work
• Writing an assignment together with someone else in the course (unless the professor has expressly allowed collaboration)
• Submitting the same paper in more than one course without the permission of the professors

More information about avoiding Plagiarism and tutorials on APA citation style are available to you in our Successful Students Learn Independently module in the Writing section. We encourage you to review this material before your first written assignment.

Unauthorized Collaboration

Unauthorized collaboration means working with others on assignments that will be submitted for a grade without the specific permission of the professor. Students MAY NOT collaborate without professor authorization. Unauthorized collaboration misrepresents joint work as the work of the individual. It leads to an unfair advantage over students who follow the rules and do their own work. Additionally, those who do not complete their work independently may not be aware of gaps in their own knowledge and skills and they do not learn all they can or should from their assignments.

Unauthorized collaboration includes:

• Working out answers to homework assignments with others
• Working on take-home work with others
• “Checking” homework answers with others
• Having someone else help write or re-write a paper

The rules regarding collaboration vary from course to course and assignment to assignment. Professors may permit collaboration on some assignments and not others in the same course. Professors have different teaching methods and goals. Some teaching methods focus on important lessons learned from working individually. These assignments are designed to develop a student’s own individual skills, knowledge and confidence. It also provides a more accurate evaluation of the individual student’s strengths and weaknesses.

Other teaching methods are designed to develop students’ abilities to solve problems together through collaboration. This provides teamwork experience: learning is achieved by sharing strategies and exchanging information. The rules of whether collaboration is authorized on a given assignment will depend on the learning goals and teaching method used. Collaboration is not permitted unless the professor has specifically authorized it. If you are unclear about the requirements of an assignment, seek clarification from your professor.

If an professor assigns a group project or allows collaboration on an assignment, students may not exceed the limits set by the professor. Even if your professor authorizes collaborative work, copying someone else’s work or allowing them to copy yours is considered academic misconduct.

These rules do not mean that students may not study together or in groups to help each other in better understanding course material. The rules apply to assignments that will be submitted for grading. Forming study groups, for example, to prepare for an in-class test that has not been pre-issued does not constitute unauthorized collaboration.

Academic Integrity Self-Check

Key Takeaways

• Every college has policies that students should review and follow. It is vital that you seek out and review the policies in place at your college as early as possible.
• The principle of academic honesty is that every student must do their own work.
• Self management requires you to take control of your life, accept responsibility, make good decisions and make changes as needed.
• Making good decisions and taking control are ways to prevent problems.
• When problems occur, work through the problem solving steps and consider how to avoid similar problems in the future.
• When making decisions, clearly define the problem before considering various solutions and choose the best solution available.

Want More?  The Learning Portal’s resources on Academic Integrity more resources on how to avoid mis-steps

A Guide for Successful Students 2nd ed. Copyright © 2023 by Irene Stewart, Aaron Maisonville, and Nicolai Zriachev, St. Clair College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Personal Responsibility: Students Mission and Plan Essay

Personal responsibility is the ability of a person to look after him/herself by ensuring that he is healthy, psychologically fit, having respect for his dignity, being able to account for his actions, and being able to accept consequences resulting from their decisions and actions.

I believe in life each and every person has to make decisions about situations, activities, events, career, studies and religion among others. Every decision has its consequences which are either positive or negative. A responsible person is able to come up with good ideas and solutions that guide him in ensuring that he is safe; mentally, physically and emotionally. Responsible people are able to take care of their involvements in terms of work to be undertaken and all other duties that have been awarded to them.

Personal responsibility is a key factor in a student’s success in academics. Successful students in colleges are supposed to be responsible people who can plan for their time well. These students should be in a position to evaluate the amount of time they have in a given semester. Responsible students come up with timetables that guide them in studying. Personal responsibility enables one to realize his mission and plan in order to get into his vision which is passing exams.

Success in college is determined by the extent to which a student is dedicated to his or her studies. Successful students develop good study skills that enable them to read, understand, make notes and pass their exams. They are able to select their friends wisely and avoid unfocused and naughty students.

The student is able to develop a good timetable that includes each and every activity in the school from class lessons, co-curricular activities, personal study time and resting time. These students are able to carry out their duties in time and efficiently without wasting much of their time.

In order for someone to excel in his or her education, there are some factors that he/she has to put into consideration. One has to realize his favorite subjects that he or she is good at. Realizing these subjects enables one to settle for a career that best rhymes with his favorite subjects in class. One has to mange his or her free time wisely by allocating it well for his or her personal studies and other activities that may help him in relaxing his body and mind.

A good student knows what education means to his future life and the consequences of poor exam results. The student has a future that needs focus in order to realize his/her dreams. This calls for hardwork and commitment in their studies as well as other school activities. Organizing productive discussion groups is essential to someone’s performance. One gets to learn what he/she doesn’t know from his fellow classmates hence boosting his/her knowledge on certain subjects.

Every student who needs to excel in his education has to choose people to associate with, this is because we have beneficial groups and misleading groups at the College. A good student will ensure that assignments are done correctly and handed over to their lecturers in time. The student has to take much time researching, reading and making notes in order to perform well in his/her studies. Personal responsibility enables students to utilize all study materials and facilities at their disposal

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Module 1: Motivating Success

Responsibilities of student life, learning outcomes.

• Describe the responsibilities of college student life and how they differ from high school or early career life

Stages of Life

Keep in mind that your personal values and interests can and will change as you get older. This fact has been shown in research conducted by a number of contemporary social scientists, like Erik Erikson and Daniel Levinson. Their studies show how our values affect our choices and how our choices can characterize the life stage we’re in.

For example, people ages 18–26, tend to make choices that are tentative (more short range) and support a desire for autonomy. For example, a high school student applying for colleges might not base their choice of school on where they plan to be living post graduation. A young professional might decide to move cities for a job opportunity, without giving additional thought to where they’re going to live long term or what their plan is beyond the next two or three years.

Later, during ages 27–31, young adults may rethink decisions and lean toward more permanent choices. A father might start making choices about where he lives based on the schools that will be available to his young children once they are school aged. In ages 32–42, adults tend to have a greater sense of commitment and stability, as shown by their choices. Perhaps they have committed to a home purchase, requiring them to make regular payments on a 15- or 30-year home loan, or maybe they are now rooted in their career path, committed to continuing with the work they are currently doing and unlikely to make a sudden pivot. Our personal identity and values change over time. They continue to affect our choices and can illuminate the stage of life [1] .

Keeping in mind that there are many phases of life, you can expect to see changes in your values and choices as you get older. You may experience a significant change in perspective while you are in college! To better understand your relationship with your values, you can continually revisit what is important to you to see how it changes or stays the same, year after year. Make a commitment to examine your thinking, actions, and choices, and keep taking self-assessment tests. This commitment will put you in a stronger position to manage changes in your educational goals, your career, living situation, hobbies, friends, and other aspects of your life. Changes are part of normal life transitions.

Student Responsibilities

Now that you have transitioned into college, you will have new responsibilities . You are probably familiar with what it means to have responsibilities. As a high school student, you were probably expected to complete your homework assignments and turn them in on time. When you lived at home, you may have had household responsibilities like washing the dishes or cleaning the bathroom. As a parent, you are likely responsible for meeting many of your child’s basic needs for food, shelter, and comfort. As an employee, your responsibilities are likely outlined in your job description and communicated to you by your supervisor.

What are your new student responsibilities? Are they financial? For example, are you responsible for sticking to a budget to manage your spending while you’re in school? Do you have course-specific responsibilities? For example, did your professor set a maximum number of unexcused absences allowed from class before you lose course points? Are your responsibilities social? Did you commit to being part of a club or a student group? Maybe you have health-related responsibilities and need to manage your blood sugar levels throughout long days of back-to-back classes. Maybe you have new ethical responsibilities as part of your role in student government or as a peer educator.

Take some time to reflect on what exactly is expected of you.

Expectations of Student Behavior on Campus

Expectations for student behavior vary from campus to campus. Students are generally expected to at least act consistently with the values of the institution and to obey local, state, and federal laws. It may also be expected that you actively participate in your career decision-making process, respond to advisement, and plan to graduate.You may have even been required to take this course.

Institutions provide additional details about student responsibilities. These details may be formal or informal. They may fall under academic expectations or a code of conduct. They may also include resources and recommendations. The University of South Carolina site “ What Every Student Needs to Know ,” for example, outlines a formula of responsibilities for student success.

Consult your college handbook or website for details about your rights and responsibilities as a student. Overall, you demonstrate that you are a responsible student when you do the following:

• Uphold the values of honesty and academic integrity.
• Arrive on time and prepared for all classes, meetings, academic activities, and special events.
• Give attention to quality and excellence in completing assignments.
• Allot sufficient time to fulfill responsibilities outside of class.
• Observe etiquette in all communications, giving respect to instructors, fellow students, staff, and the larger college community.
• Take full advantage of college resources available to you.
• Respect diversity in people, ideas, and opinions.
• Achieve educational goals in an organized, committed, and proactive manner.
• Take full responsibility for personal behavior.
• Comply with all college policies.

By allowing these overarching principles to be your guide, you are embracing responsibility and make choices that lead to college success.

College vs. High School

If you know others who attend or have attended college, then you have a head start on knowing what to expect during this journey. Still, the transition from high school to college is striking. College life differs in many ways. The following video clip is a brief, informal student discussion about the challenges you may face as a student and provides examples of issues students face in transitioning from high school to college. Click on the “cc” box underneath the video to activate the closed captioning.

You can view the transcript for “Seminar discussion: problems of the transition from school to university” here (opens in new window) .

The two main problems identified in the video are time management and working in groups. Multiple strategies and solutions are shared by the students.

For more information about high school versus college, refer to this detailed set of comparisons from Southern Methodist University: “ How Is College Different from High School .” The site provides an extensive list of the ways high school and college differ, including

• following the rules in high school versus choosing responsibly in college.
• going to high school classes versus succeeding in college classes.
• understanding high school teachers versus college professors.
• preparing for tests in high school versus tests in college.
• interpreting grades in high school versus grades in college.

The site also provides recommendations for successfully transitioning from high school to college.

life stages: a concept from the social sciences that addresses how our values will shape our behaviors and priorities during different phases of our life plan

responsibilities: expectations we meet in both institutional and personal settings, often in accordance with existing rules and the attainment of our goals

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Essays About Responsibility: Top 12 Examples and Prompts

We can’t take on the challenge of life without responsibility; If you are writing essays about responsibility, discover our guide below.

The word responsibility describes the state of being accountable for our actions and is one of the main elements that make us human. We are not born with it; instead, it is something to be exercised and improved on over time.

It has often been said that with power or freedom comes responsibility, which could not be more truthful. Each of us is gifted with the ability to make choices, and we are considered superior to all other living things on this planet. However, we have to make informed choices and be responsible for our actions, whether to ourselves, the people around us, and our environment.

5 Top Essay Examples

1. the value of responsibility by simon baker, 2. freedom is not the lack of constraint, but the exercise of responsibility by beulah west, 3. why responsibility is so important by steve rose.

• 4.  The Beneifts of Being Responsible by Frank Terzo
• 5. ​​What It’s like to Feel Responsible for Everything by Duncan Riach

1. The Importance of Responsibility

2. dealing with false responsibility, 3. freedom and responsibility, 4. what is social responsibility, 5. what are your responsibilities, 6. responsibility as a component of success, 7. a time you acted responsibly.

“It’s easy for us to become blinkered or out-of-touch when we’re constantly working with our heads down. Although meeting our commitments is hugely important we bear another responsibility, that is to invest in ourselves and in each other. When we can free our imagination and refresh our minds, we restore perspective and reduce stress. We find time and space to explore new ways to collaborate, be creative and enjoy ourselves to the benefit of our mission.”

Baker writes about why he thinks responsibility is important and discusses factors related to responsibility, namely trust, personal choice, and freedom. A feeling of trust allows you to be more comfortable accepting responsibility, while responsibility allows us to maximize personal choice and freedom. Most importantly, bearing responsibility means freeing our minds, enjoying life, and coming up with great ideas. 

“A lack of constraint means that you can not do everything that you want. In a perfect world this would be fine, but we don’t live in a perfect world. However everyone’s view of a perfect world is different, if this coincides with the law and you are happy, then you can be free still living under laws and legislations. If you believe that freedom is making your own choices then the only way that we can be “free” is if society does not exist.”

West discusses how just as personal freedom is vital to a healthy society, so is accountability for our actions. Freedom also has a negative side; it can be described as a lack of constraint in our choices. Without constraint, our actions may hurt others or even ourselves. Therefore, it must come with the responsibility to make these choices from a more thoughtful, educated perspective. 

You might also be interested in our list of essays about effective leadership . You can also check out these articles and essays about attitude .

“Taking responsibility creates long term resilience and a sense of purpose. This sense of purpose can be fostered by taking responsibility for one’s self by engaging in self-care. Responsibility can also be developed on a familial and societal level, offering a sense of purpose proportional to your ability to contribute your unique abilities.”

Rose explores the importance of being responsible for one’s health. It gives us a sense of purpose and helps us build resilience; however, we must first be responsible for ourselves by practicing self-care. This includes resting, exercising, taking breaks, and going to the doctor if something is bothering us. This makes us more responsible for the people around us, allowing us to perform different societal roles. You might be inspired by these essays about success and essays about overcoming challenges .

4.   The Beneifts of Being Responsible by Frank Terzo

“If we take care of our commitments, even if it something we might like to ignore, we feel better about ourselves. Each step we take towards being responsible and productive helps to raise our self-esteem and our relationships with friends, family and co-workers improve ten-fold. Being responsible pays big dividends – we have much less stress and chaos in our lives and we gain the respect of others.”

In this short essay, Terzo provides insight into the many benefits responsibility can provide you with. We must always be responsible, even if we might not feel like it, because it can improve our productivity, self-esteem, relationships with others, and overall peace. Though it might not always be easy, responsibility is key to achieving a happy life. 

5. ​​ What It’s like to Feel Responsible for Everything by Duncan Riach

“I hold responsibility when others are not taking responsibility. I was holding all of the responsibility, guilt, and shame that Billy McFarland was disowning. It’s a survival mechanism that I developed when I was a child. I had a step-father who was some form of psychopath or malignant narcissist, a person who was completely out of control and completely irresponsible. The only way that I could feel safe in that environment was to try to hold the responsibility myself.”

Riach reflects on a habit by which he constantly felt responsible for things out of his control, things as minor as events he saw on television. He developed this habit due to his upbringing- his childhood and family life were less than ideal. He is fully aware of his problem but still struggles with it. His case is an excellent example of false responsibility. 

6 Writing Prompts on Essays About Responsibility

Responsibility is, without a doubt, essential, but how important is it really? Reflect on the meaning of responsibility and explain its importance. Discuss this from a practical and personal standpoint; combine personal experience and research as the basis for your points. 

False responsibility is an attitude by which one feels responsible for things they are not. This is a widespread issue that encompasses everyone, from humble workers to some of the most influential people in the world. For your essay, research this phenomenon, then define it and explain why it occurs. Give suggestions on how one can identify false responsibility and work to stop feeling that way. 

The topics of freedom and personal responsibility are deeply intertwined; for freedom to work correctly, there must be a certain level of responsibility instilled in people so society can function correctly. In your essay, discuss these two concepts and their connection. Do proper research on this topic, then conclude this issue: are we responsible enough to be given total freedom? You may also link this to topics such as the law and regulations. You might be inspired by these essays about goals .

Social Responsibility seems straightforward and self-defining, but it is broad, especially with society putting a higher value on awareness, community, and social justice. Research this term and its history and discuss it in your essay; define and explain it, then describe what it means. 

Whether in your studies or at work, as a family member, friend, or even a member of society, we have a unique set of responsibilities that vary depending on the person. Reflect on the different roles you play in life and decide what your responsibilities are. Briefly describe each one and explain how you fulfill these responsibilities. You can also check out these essays about conflict .

This value is important because it is present in all successful individuals. Based on your opinions and research, discuss the relationship between responsibility, success, and some other factors or traits that influence success. Give examples of successful people who have shown responsibility, such as government officials, celebrities, and business leaders. 

When we are responsible, we are pretty proud of ourselves most of the time. Think of an experience you are most proud of in which you acted responsibly. Retell the story, reflect on how you felt, and explain why it is important- be as detailed as possible. Or, you may opt to do the opposite, telling the story of a time you did not show responsibility and thinking of what you would do if given a chance to repeat it. 

Grammarly is one of our top grammar checkers. Find out why in this Grammarly review . Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Unleash Your Student's Potential: The Ultimate Guide to Responsibility

Responsibility definition for students refers to the duties, obligations, and expectations that students are expected to fulfill in an academic setting. It involves being accountable for one’s actions, meeting deadlines, completing assignments, and actively participating in class.

Fostering responsibility in students is of paramount importance as it contributes to their overall development and success. Responsible students are more likely to be organized, disciplined, and self-motivated. They develop a strong work ethic, learn to manage their time effectively, and take pride in their accomplishments.

In this article, we will delve deeper into the significance of student responsibility, explore strategies for promoting it in the classroom, and discuss its long-term benefits for students’ academic and personal growth.

Table of Contents

Responsibility definition for students

Responsibility definition for students encompasses a broad spectrum of aspects that contribute to their academic and personal growth. These key aspects include:

Accountability

Obligations, expectations, time management, self-motivation, self-discipline, pride in accomplishments.

These aspects are interconnected and interdependent, forming the foundation of responsible behavior in students. By fostering these qualities, students develop a sense of ownership over their learning, become more engaged in their studies, and ultimately achieve greater success. For instance, students who are accountable for their actions are more likely to take responsibility for their mistakes and learn from them. Students who are self-motivated and have a strong work ethic are more likely to persist in the face of challenges and achieve their goals.

Accountability is a crucial component of responsibility definition for students. It refers to the obligation to take ownership of one’s actions, decisions, and outcomes. In an academic setting, accountability means that students are expected to be responsible for their learning, behavior, and contributions to the classroom community. When students are held accountable, they develop a stronger sense of self-awareness and self-discipline, as they learn to reflect on their actions and take responsibility for their choices.

For instance, when students are given opportunities to self-assess their work and set goals for improvement, they become more accountable for their learning progress. Similarly, when students are required to participate in peer review and provide feedback to their classmates, they become more accountable for the quality of their work and the learning of others.

Fostering accountability in students requires a supportive and structured learning environment, where students are given clear expectations, regular feedback, and opportunities to practice self-reflection. By promoting accountability, educators can empower students to take ownership of their learning and become more responsible and successful individuals.

Obligations are a fundamental aspect of responsibility definition for students. They refer to the duties and commitments that students have towards themselves, their teachers, their classmates, and the school community as a whole. Fulfilling these obligations contributes to creating a positive and productive learning environment where all students can thrive.

One of the primary obligations of students is to attend class regularly and punctually. By doing so, students demonstrate respect for their teachers and classmates, and they ensure that they do not miss out on important learning opportunities. Students are also obligated to complete their assignments on time and to the best of their ability. This obligation helps students to develop self-discipline, time management skills, and a strong work ethic.

In addition to their academic obligations, students also have obligations to behave respectfully towards others and to contribute positively to the school community. This includes being respectful of the school’s property, following school rules, and participating in school activities. By fulfilling these obligations, students create a welcoming and inclusive learning environment for all.

Expectations play a critical role in shaping responsibility definition for students. They establish the standards and guidelines that students are expected to meet, providing a framework for responsible behavior. Clear and well-defined expectations help students understand what is expected of them, enabling them to make informed choices and take ownership of their learning.

Expectations also influence students’ self-perceptions and motivations. When students are given high expectations, they are more likely to believe in their own abilities and strive for excellence. Conversely, low expectations can lead to self-doubt and a lack of motivation, hindering students’ academic progress and overall development.

Time management is an essential component of responsibility definition for students. It refers to the ability to plan, organize, and allocate time effectively to meet academic and personal obligations. Students who are able to manage their time well are more likely to be successful in their studies, as they can complete assignments on time, prepare for exams effectively, and participate in extracurricular activities without feeling overwhelmed or stressed.

There are a number of strategies that students can use to improve their time management skills. These include setting realistic goals, creating a schedule, and prioritizing tasks. It is also important for students to learn to say no to non-essential activities and to avoid procrastination. By developing good time management habits, students can make the most of their time and achieve their academic goals.

Effective time management is not only important for academic success, but it is also a valuable life skill. Students who are able to manage their time well are more likely to be successful in their careers and personal lives. They are able to meet deadlines, balance multiple commitments, and achieve their goals without feeling overwhelmed or stressed.

Self-motivation plays a crucial role in responsibility definition for students as it drives them to actively engage in their learning, set goals, and persist in the face of challenges. It fosters a sense of ownership and accountability, empowering students to take charge of their academic journey.

• Goal-setting and Achievement: Self-motivated students are proactive in setting challenging yet achievable goals for themselves. They break down large tasks into smaller, manageable steps and develop strategies to accomplish them. By taking ownership of their learning, they are more likely to persist and achieve their desired outcomes.
• Intrinsic Curiosity and Engagement: Self-motivated students possess an inherent curiosity and passion for learning. They are driven by a desire to explore new concepts, ask questions, and delve deeper into subject matter. This intrinsic motivation fuels their engagement in academic activities and promotes a lifelong love of learning.
• Resilience and Perseverance: Self-motivated students demonstrate resilience and perseverance in the face of setbacks and challenges. They do not give up easily when confronted with obstacles but instead view them as opportunities for growth and learning. Their self-motivation drives them to seek support, learn from mistakes, and persist until they achieve their goals.

In conclusion, self-motivation is a key component of responsibility definition for students as it empowers them to take ownership of their learning, set goals, and persist in the face of challenges. By fostering self-motivation in students, educators can nurture their intrinsic curiosity, cultivate their resilience, and ultimately prepare them to become lifelong learners and responsible citizens.

Self-discipline is a crucial component of responsibility definition for students, as it empowers them to regulate their thoughts, emotions, and actions in alignment with their goals and values. It involves the ability to control impulses, resist distractions, and persist in the face of challenges, fostering a sense of accountability and ownership over one’s learning journey.

Students who exhibit self-discipline are more likely to succeed academically, as they can effectively manage their time, prioritize tasks, and stay focused during study sessions. They are able to resist the temptation to procrastinate and engage in non-essential activities, instead choosing to allocate their time wisely and work towards their long-term goals. Moreover, self-discipline helps students develop a strong work ethic and a sense of pride in their accomplishments, as they learn to rely on their own efforts rather than external rewards or punishments.

In real-life scenarios, self-disciplined students are often admired and respected by their peers and educators. They serve as role models for others, demonstrating the importance of perseverance, determination, and self-control. By cultivating self-discipline, students not only enhance their academic performance but also develop valuable life skills that will benefit them in their personal and professional endeavors.

In conclusion, self-discipline is an essential aspect of responsibility definition for students, enabling them to take ownership of their learning, manage their time effectively, and persist in the face of challenges. By fostering self-discipline in students, educators can empower them to become responsible and successful individuals, both academically and in life.

Students with a strong work ethic are more likely to be successful in their studies, as they are willing to put in the effort and dedication required to achieve their goals. They understand that success is not achieved overnight, and they are prepared to work hard and overcome challenges along the way. Furthermore, students with a strong work ethic are more likely to be reliable and trustworthy, as they can be counted on to complete tasks on time and to a high standard.

In real-life scenarios, students with a strong work ethic are often admired and respected by their peers and educators. They serve as role models for others, demonstrating the importance of perseverance, determination, and self-control. By cultivating a strong work ethic, students not only enhance their academic performance but also develop valuable life skills that will benefit them in their personal and professional endeavors. In conclusion, work ethic is an essential aspect of responsibility definition for students, enabling them to take ownership of their learning, manage their time effectively, and persist in the face of challenges. By fostering a strong work ethic in students, educators can empower them to become responsible and successful individuals, both academically and in life.

Pride in accomplishments is an intrinsic aspect of responsibility definition for students, as it serves as a driving force for personal growth and academic excellence. It encompasses the satisfaction and self-worth derived from completing tasks to the best of one’s ability and achieving desired outcomes.

• Recognition of Effort and Progress: Pride in accomplishments fosters a sense of recognition for students’ efforts and progress. When students take ownership of their learning and work diligently towards their goals, they develop a sense of accomplishment that motivates them to continue striving for success.
• Intrinsic Motivation: Pride in accomplishments serves as an intrinsic motivator for students. The satisfaction derived from completing tasks to a high standard fuels their desire to learn and explore new challenges, fostering a lifelong love of learning.
• Building Self-Esteem: Accomplishing goals and taking pride in one’s work contributes to students’ self-esteem. It reinforces their belief in their own abilities and encourages them to set higher expectations for themselves, leading to a positive cycle of success.
• Accountability and Responsibility: Pride in accomplishments is closely linked to accountability and responsibility. When students take pride in their work, they are more likely to take ownership of their actions and strive to meet or exceed expectations, fostering a sense of personal responsibility.

In conclusion, pride in accomplishments is an integral part of responsibility definition for students, as it fosters motivation, self-esteem, and a sense of accountability. By encouraging students to take pride in their work, educators can empower them to become responsible and successful learners who strive for excellence and take ownership of their academic journey.

Integrity is a fundamental aspect of responsibility definition for students, as it encompasses honesty, trustworthiness, and adherence to ethical principles. It plays a crucial role in shaping students’ character, fostering a sense of accountability, and promoting responsible behavior.

• Honesty: Honesty is a cornerstone of integrity. Students who are honest are truthful in their words and actions, avoiding deception or misrepresentation. They understand the importance of being genuine and transparent in their interactions with others, building trust and credibility.
• Trustworthiness: Trustworthiness is the quality of being reliable and dependable. Students who are trustworthy fulfill their commitments, keep their promises, and can be counted on to do the right thing, even when facing challenges or temptations. They demonstrate consistency in their behavior, earning the trust and respect of their peers, teachers, and the school community.
• Ethical Behavior: Ethical behavior involves making decisions and acting in accordance with ethical principles and values. Students who exhibit ethical behavior understand the difference between right and wrong, and they strive to do what is just and fair. They consider the potential consequences of their actions and make choices that align with their moral compass.
• Accountability: Accountability is closely linked to integrity. Students who possess integrity are willing to take responsibility for their actions and decisions. They admit their mistakes, learn from them, and work to make amends. By holding themselves accountable, they demonstrate a commitment to personal growth and ethical behavior.

Frequently Asked Questions about Responsibility Definition for Students

This section addresses frequently asked questions and misconceptions surrounding the concept of responsibility definition for students, providing clear and concise answers to enhance understanding.

Question 1: What is the significance of responsibility in a student’s academic journey?

Responsibility plays a pivotal role in a student’s academic success. It encompasses accountability, time management, self-discipline, and a strong work ethic. By fostering responsibility, students develop essential life skills, learn to manage their time effectively, and cultivate a sense of ownership over their learning.

Question 2: How can educators promote responsibility among students?

Educators can foster responsibility in students by setting clear expectations, providing regular feedback, and creating a supportive learning environment. Encouraging self-reflection, involving students in decision-making, and recognizing responsible behavior can also help cultivate a sense of accountability and ownership.

Question 3: What are the benefits of instilling responsibility in students?

Instilling responsibility in students offers numerous benefits. It enhances their academic performance, promotes self-discipline, and fosters a sense of accomplishment. Responsible students are better equipped to manage their time, prioritize tasks, and make informed decisions, leading to greater success in their studies and personal lives.

Question 4: How can parents support their children in developing responsibility?

Parents play a crucial role in supporting their children’s development of responsibility. They can encourage responsible behavior by setting clear rules and expectations, providing opportunities for age-appropriate chores, and offering praise and recognition for responsible actions.

Question 5: What are some common challenges students face in fulfilling their responsibilities?

Students may face challenges in fulfilling their responsibilities due to factors such as distractions, procrastination, lack of motivation, and competing priorities. Educators and parents can help students overcome these challenges by providing support, guidance, and strategies for effective time management and goal setting.

Question 6: How does responsibility definition contribute to students’ overall development?

Responsibility definition contributes to students’ overall development by instilling values of accountability, integrity, and self-reliance. It helps them become well-rounded individuals who are capable of making responsible choices, managing their lives effectively, and contributing positively to society.

In summary, fostering responsibility in students is essential for their academic success and personal growth. By understanding the significance of responsibility and implementing effective strategies to promote it, educators and parents can empower students to become responsible and successful individuals.

Transition to the next article section:

Tips for Fostering Responsibility in Students

Cultivating responsibility in students is essential for their academic success and personal growth. Here are some practical tips to help educators and parents promote responsible behavior among students:

Tip 1: Set Clear Expectations and Boundaries

Establishing clear rules and expectations provides students with a framework for responsible behavior. Communicate expectations explicitly, ensuring that students understand what is expected of them in different situations.

Tip 2: Provide Regular Feedback and Support

Offer ongoing feedback and support to students, recognizing their efforts and providing constructive criticism. Regular feedback helps students track their progress, identify areas for improvement, and stay motivated.

Tip 3: Encourage Self-Reflection and Goal-Setting

Involve students in setting their own goals and reflecting on their progress. This fosters a sense of ownership and accountability, empowering students to take responsibility for their learning and actions.

Tip 4: Create Opportunities for Age-Appropriate Responsibilities

Assign age-appropriate responsibilities to students, such as classroom duties or extracurricular activities. These opportunities allow students to practice responsible behavior in real-life situations.

Tip 5: Model Responsible Behavior

Students learn by observing the behavior of those around them. Educators and parents should model responsible behavior, demonstrating accountability, integrity, and a strong work ethic.

Tip 6: Promote a Supportive and Encouraging Environment

Create a classroom or home environment that is supportive and encouraging. Provide students with the resources and guidance they need to succeed, and celebrate their achievements.

Tip 7: Collaborate with Parents and Guardians

Educators and parents should work together to reinforce responsible behavior. Share expectations and strategies, and communicate regularly to ensure consistency in messaging and support.

Tip 8: Address Irresponsible Behavior Consistently and Fairly

When students exhibit irresponsible behavior, address it promptly and fairly. Explain the consequences of their actions and provide opportunities for them to learn from their mistakes and improve their behavior.

By implementing these tips, educators and parents can create an environment that fosters responsibility in students, empowering them to become successful and well-rounded individuals.

Transition to the conclusion of the article:

In exploring the responsibility definition for students, we have highlighted the multifaceted nature of this concept. Responsibility encompasses accountability, obligations, expectations, time management, self-motivation, self-discipline, work ethic, pride in accomplishments, and integrity. By understanding the importance of these aspects and implementing effective strategies to promote them, educators and parents can empower students to become responsible and successful individuals.

Fostering responsibility in students is an ongoing process that requires collaboration, support, and a commitment to creating a positive and nurturing learning environment. As we continue to emphasize the significance of responsibility, we invest in the future of our students and society as a whole. By instilling these values in our youth, we empower them to make informed choices, contribute positively to their communities, and lead fulfilling and meaningful lives.

Dieter Felix

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Essay on Accountability And Responsibility

Students are often asked to write an essay on Accountability And Responsibility in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Accountability And Responsibility

Understanding accountability.

Accountability is when you take ownership of your actions. It’s like saying, “I did this, and I stand by it.” When you are accountable, you accept the results of your actions, good or bad. It’s a key part of growing up and becoming a responsible person.

What is Responsibility?

Responsibility is closely linked to accountability. It means you have a duty or task to perform. For example, your responsibility might be to do your homework. When you fulfill your responsibilities, you show that you can be trusted and relied upon.

The Link Between Accountability and Responsibility

Accountability and responsibility go hand in hand. When you take responsibility for something, you are also accountable for the outcome. For instance, if you’re responsible for a group project, you’re also accountable for its success or failure.

Why They Matter

Both accountability and responsibility are important in life. They help us make good choices and learn from our mistakes. They also show others that we can be trusted and relied upon. By being accountable and responsible, we become better people.

In conclusion, accountability and responsibility are like two sides of the same coin. They help us grow as individuals and earn the trust of others. So, let’s strive to be more accountable and responsible in our daily lives.

250 Words Essay on Accountability And Responsibility

What is accountability.

Accountability is about being answerable for your actions. It means that if you do something, you should be ready to explain why you did it. For example, if you are a student and you did not do your homework, you should be able to explain why. This is what accountability is all about.

Responsibility, on the other hand, is about being in charge of something. When you are responsible for something, it means you have to take care of it. For example, if you have a pet, you are responsible for feeding it and taking care of it. This is what responsibility means.

Why are Accountability and Responsibility Important?

Accountability and responsibility are important because they help us to grow as individuals. When we are accountable and responsible, we learn how to make good decisions. We learn how to think about the consequences of our actions. This helps us to become better people.

How can we be more Accountable and Responsible?

We can be more accountable and responsible by thinking about our actions before we do them. We should ask ourselves, “Is this the right thing to do?” If it is not, we should not do it. We should also be ready to explain why we did something. This will help us to be more accountable and responsible.

In conclusion, accountability and responsibility are important qualities that everyone should have. They help us to grow as individuals and to make good decisions. So, let’s all strive to be more accountable and responsible.

500 Words Essay on Accountability And Responsibility

Introduction.

Accountability and responsibility are two important values that help us grow as people. They are like the rules of a game that guide us in life. When we talk about being accountable, it means we accept the consequences of our actions. On the other hand, responsibility is about doing what we are supposed to do.

Accountability is like a promise. When we say we are accountable, we are saying that we will accept the outcomes of our actions, good or bad. For example, if you break a glass and then tell your parents about it, you are being accountable. You understand that there might be a consequence, but you accept it because you know it was your action that led to the broken glass.

Understanding Responsibility

Responsibility is a bit different. It is about doing tasks that we are expected to do. For instance, if your teacher gives you homework, it is your responsibility to complete it. You can’t pass it off to your friend or your sibling, it’s your job to get it done.

Both accountability and responsibility are key to becoming a good person. They teach us to be honest, reliable, and respectful. When we are accountable, we learn to accept our mistakes and learn from them. This helps us grow and become better.

Responsibility, on the other hand, teaches us to be dependable. When people know they can count on us to do our tasks, they trust us more. This leads to better relationships with friends, family, and teachers.

Accountability and Responsibility in School

In school, being accountable and responsible is very important. Teachers rely on students to do their homework, study for tests, and behave well. When students are accountable and responsible, it creates a better learning environment for everyone.

For example, if you forget to do your homework and lie about it, it shows that you are not being accountable. This can lead to a lack of trust from your teacher. But if you accept your mistake and promise to do better next time, it shows that you are accountable and responsible.

In conclusion, accountability and responsibility are two important values that guide us in life. They help us become better people by teaching us to be honest, dependable, and respectful. By practicing these values in school and at home, we can build better relationships and create a positive environment for everyone.

Remember, it’s okay to make mistakes as long as we learn from them and take responsibility for our actions. That’s what being accountable and responsible is all about.

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Reading anxiety in children: everything you need to know, iep meetings and parent-teacher conferences: everything you need to know, college disability services and accommodations: everything you need to know, spam vs. phishing: how are these unwanted messages different, how to charge your iphone properly, encouraging your teenager to read: everything you need to know, 8 ways to service an air conditioner, 3 ways to stop a baby from vomiting, 3 ways to save instagram highlights, how to be a responsible student.

Students face numerous challenges and responsibilities in their pursuit of academic success. From balancing extracurricular activities and personal growth, to effectively utilizing available resources — navigating the world of academia can be daunting. Nonetheless, by embracing responsibility and cultivating valuable habits, students can maximize their potential and reap numerous benefits. Here are some essential steps on how to be a responsible student:

1. Attend Classes Regularly: The foundation of academic success lies in the consistent attendance of classes. Punctuality demonstrates commitment and allows students to fully absorb information — fostering a robust understanding of the subjects in question.

2. Develop Time-Management Skills: With various activities demanding attention, possessing well-honed time-management skills is crucial. Create a schedule outlining deadlines and allot time accordingly for prioritizing coursework, studying, and other responsibilities.

3. Take Thorough Notes: Effective note-taking eases revision processes and ultimately leads to long-term retention. Consequently, it is essential for responsible students to develop personalized note-taking methods that resonate with their learning style.

4. Actively Participate in Class: Participation fosters engagement, heightens comprehension, and enhances academic performance. Furthermore, asking questions clears doubts and demonstrates attentiveness — traits of a responsible student.

5. Engage in Group Activities: Teamwork builds key interpersonal skills such as communication, problem-solving, and leadership — all fundamental for academic and professional success. Contribute actively in group projects or study groups to benefit from multiple perspectives.

6. Seek Assistance When Necessary: A responsible student accepts that they may not know everything, but promptly seeks help when facing difficulties. Utilize resources such as tutoring sessions, professorial office hours, or online forums for support.

7. Complete Assignments Timely: Work diligently to meet assignment deadlines while ensuring quality submissions — excellent time-management is key here. Balancing multiple tasks effectively minimizes stress levels while leading to higher academic achievements.

8. Set Academic Goals: Outline short and long-term objectives forming a roadmap for educational success. Realistic goal-setting not only keeps students focused but also encourages personal growth and development.

9. Exercise Self-Discipline: A responsible student adheres to a strong work ethic, displays integrity, and respects academic guidelines. Avoid procrastination, adhere to academic integrity policies, and incorporate healthy habits into daily routines.

10. Embrace Continuous Improvement: Be open to constructive criticism, identify weaknesses, and dedicate the necessary time to develop those areas. Seeking feedback from peers or instructors paves the way for growth and enhances overall performance.

In conclusion, responsibility encompasses a set of habits that contribute to successful academic experiences while preparing students for the demands of their future professional life. By adhering to these ten steps, any student can cultivate responsibility and enjoy reaping the associated benefits throughout their educational journey.

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What Are The Duties And Responsibilities Of A Responsible Student?

Being a student is saddled with a lot of responsibilities, and to attain a certain level of success, every student must be responsible to a substantial level and take concrete steps towards achieving his/her dream. Let us know about, What Are The Duties And Responsibilities Of A Responsible Student?

The duties and responsibilities of a responsible student are to study and work hard to attain high-flying academic excellence. 

Duties and Responsibilities of a Responsible Student

Firstly, being responsible comes with intentionality. Taking responsibility for one’s life does not come accidentally. You grow into it. You have to be intentional about the life God has given you and be fully aware that you’re responsible for the outcome (either good or bad)

So, let’s delve into the duties and responsibilities of a responsible students

• Set SMART and achievable goal
• Complete your assignment
• Research to expand your knowledge
• Grow out of your comfort zone
• Acquire skills
• Organize your time well
• Have high morals
• Choose your friends carefully
• Have a study group

To attain academic excellence, you have to study your books and gain knowledge and expertise in your field.

Set Smart Goals 

As a student, you should not be caught living without goals. Your desired result at the end of a semester should be written down and pasted on a wall so you can see it every day.

Set SMART goals, and your goals should be;

S- specific

M- Measurable

A- Achievable

R- Relevant

T- Time-bound

Complete Your Assignments

Assignments can be annoying, especially when you have to do more research and rack your brain, but, as a responsible student, you must be intentional even though it’s not convenient.

Research To expand Your Knowledge 

Gain knowledge outside your field, learn and unlearn, and be open to corrections because you’re not an island of knowledge.

Grow out of your Comfort Zone 

Be ready to be stretched, don’t be too used to your place of convenience that you don’t want to leave it.

Acquire Skills 

Acquire skills that align with your interest. Skills like web design, software development, copywriting, technical writing, graphic design, etc.

Organize your Time well

Being a student can be so overwhelming, so to make it less stressful, organize your time, and strike a balance between your academics and extracurricular activities. 

Have High MoralsAVE HIGH MORALS:

As a responsible student, you must be known for high moral standards and be polite in the way you relate with your colleagues, teachers, and parents.

Choose Your Friends Carefully 

Your circle of friends should be people that know what they are doing and those who always aspire to become a better version of themselves.

Have a study Group 

Have a study group, share ideas with your friends, and organize group reading.

Important Things To Know About Being A Responsible Student

• Taking responsibility for your life as a student is one of the best things that can happen to a student because it helps in every facet of life.
• Taking responsibility for one’s life is a journey, and it doesn’t end in college. So, the earlier you take responsibility for your life, the better.
•  No one will succeed for you, so you have to know that your success depends on you. Don’t wait for the lifestyle you want. Create it!
• Life has a way of rewarding you if you are responsible and take significant steps to become who you want to be

Tips On How To Be Responsible

• Write your to-do lists and review your progress
• Stick your goals to the wall and work towards it
• Have a study time and be intentional about it
• Have a Journal 
• Be proud of yourself 
• Learn to live intentionally
• Be sure about what you want in life, from life, and for life.
• Know your purpose and live it. Work towards your dreams.
• Be clean, pleasant, and presentable.
• Cultivate the saving culture

Write Your To-Do List and Review Your Progress 

Writing a to-do list helps you focus on the things you need to do, and reviewing your progress gives you a feeling of achievement.

Stick your goals to the wall and work towards them 

What you see every day has a way of crystallizing itself in you. Seeing your goals every morning will give you a desire to work towards it

Have a study time and Be intentional about It

  It’s not just about having study time. You have to work towards it. Sometimes you might not feel like studying, but intentionality will keep you on track.

Write your daily activities in it, quotes or lyrics you love, and things you need to get done.

Be proud of Yourself 

Be proud of yourself, love yourself as your life depends on it, and be confident in your personality. Focus on yourself!

Learn To Live Intentionally 

There is nothing as beautiful as living intentionally. Take responsibility for everything that happens in your life, and don’t play the blame game!

Be sure about what you want In Life, From Life and For Life

  Be sure about the person you aspire to become. Are you comfortable about settling for less, or do you want to be powerful and influential 

Know your Purpose and Live It, Work Towards Your Dream

Elon musk said, and I quote, “Do not attach yourself to a person or an organization, attach yourself to a purpose.” Know your purpose and work towards your dream

Be Clean, Pleasant and Presentable 

Wear a clean shirt, Iron your dress, invest in perfumes, and have a mint in your bag. Look good, and make a lasting impression.

Cultivate the Saving Culture

Save money no matter how small. It’s not necessarily about the amount you’re saving but the habit 

Conclusion 

In conclusion, Responsible students take concrete steps to achieve/her dream. They do not endorse any practice they are not willing to do. They try to become a better version of themselves and are always honest and authentic. For you to succeed as a student, you have to take responsibility for every one of your actions and be intentional about it.

Frequently Asked Questions 

Q1. What is the main responsibility of a student?

The main responsibility of a student is to succeed.

Q2. What is the most important thing to know about being responsible?

The most important thing about being responsible is that you have to be intentional about it

Q3.What is the attitude of a responsible student?

A responsible student always takes concrete steps to achieve his/her dream.

Home — Essay Samples — Environment — Global Citizen — The Importance of Being an Active and Responsible Citizen

The Importance of Being an Active and Responsible Citizen

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Published: Mar 6, 2024

Words: 648 | Page: 1 | 4 min read

Table of contents

Defining good citizenship, importance of good citizenship, role of college students in shaping communities.

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Guest Essay

The Troubling Trend in Teenage Sex

By Peggy Orenstein

Ms. Orenstein is the author of “Boys & Sex: Young Men on Hookups, Love, Porn, Consent and Navigating the New Masculinity” and “Girls & Sex: Navigating the Complicated New Landscape.”

Debby Herbenick is one of the foremost researchers on American sexual behavior. The director of the Center for Sexual Health Promotion at Indiana University and the author of the pointedly titled book “Yes, Your Kid,” she usually shares her data, no matter how explicit, without judgment. So I was surprised by how concerned she seemed when we checked in on Zoom recently: “I haven’t often felt so strongly about getting research out there,” she told me. “But this is lifesaving.”

For the past four years, Dr. Herbenick has been tracking the rapid rise of “rough sex” among college students, particularly sexual strangulation, or what is colloquially referred to as choking. Nearly two-thirds of women in her most recent campus-representative survey of 5,000 students at an anonymized “major Midwestern university” said a partner had choked them during sex (one-third in their most recent encounter). The rate of those women who said they were between the ages 12 and 17 the first time that happened had shot up to 40 percent from one in four.

As someone who’s been writing for well over a decade about young people’s attitudes and early experience with sex in all its forms, I’d also begun clocking this phenomenon. I was initially startled in early 2020 when, during a post-talk Q. and A. at an independent high school, a 16-year-old girl asked, “How come boys all want to choke you?” In a different class, a 15-year-old boy wanted to know, “Why do girls all want to be choked?” They do? Not long after, a college sophomore (and longtime interview subject) contacted me after her roommate came home in tears because a hookup partner, without warning, had put both hands on her throat and squeezed.

I started to ask more, and the stories piled up. Another sophomore confided that she enjoyed being choked by her boyfriend, though it was important for a partner to be “properly educated” — pressing on the sides of the neck, for example, rather than the trachea. (Note: There is no safe way to strangle someone.) A male freshman said “girls expected” to be choked and, even though he didn’t want to do it, refusing would make him seem like a “simp.” And a senior in high school was angry that her friends called her “vanilla” when she complained that her boyfriend had choked her.

Sexual strangulation, nearly always of women in heterosexual pornography, has long been a staple on free sites, those default sources of sex ed for teens . As with anything else, repeat exposure can render the once appalling appealing. It’s not uncommon for behaviors to be normalized in porn, move within a few years to mainstream media, then, in what may become a feedback loop, be adopted in the bedroom or the dorm room.

Choking, Dr. Herbenick said, seems to have made that first leap in a 2008 episode of Showtime’s “Californication,” where it was still depicted as outré, then accelerated after the success of “Fifty Shades of Grey.” By 2019, when a high school girl was choked in the pilot of HBO’s “Euphoria,” it was standard fare. A young woman was choked in the opener of “The Idol” (again on HBO and also, like “Euphoria,” created by Sam Levinson; what’s with him ?). Ali Wong plays the proclivity for laughs in a Netflix special, and it’s a punchline in Tina Fey’s new “Mean Girls.” The chorus of Jack Harlow’s “Lovin On Me,” which topped Billboard’s Hot 100 chart for six nonconsecutive weeks this winter and has been viewed over 99 million times on YouTube, starts with, “I’m vanilla, baby, I’ll choke you, but I ain’t no killer, baby.” How-to articles abound on the internet, and social media algorithms feed young people (but typically not their unsuspecting parents) hundreds of #chokemedaddy memes along with memes that mock — even celebrate — the potential for hurting or killing female partners.

I’m not here to kink-shame (or anything-shame). And, anyway, many experienced BDSM practitioners discourage choking, believing it to be too dangerous. There are still relatively few studies on the subject, and most have been done by Dr. Herbenick and her colleagues. Reports among adolescents are now trickling out from the United Kingdom , Australia , Iceland , New Zealand and Italy .

Twenty years ago, sexual asphyxiation appears to have been unusual among any demographic, let alone young people who were new to sex and iffy at communication. That’s changed radically in a short time, with health consequences that parents, educators, medical professionals, sexual consent advocates and teens themselves urgently need to understand.

Sexual trends can spread quickly on campus and, to an extent, in every direction. But, at least among straight kids, I’ve sometimes noticed a pattern: Those that involve basic physical gratification — like receiving oral sex in hookups — tend to favor men. Those that might entail pain or submission, like choking, are generally more for women.

So, while undergrads of all genders and sexualities in Dr. Herbenick’s surveys report both choking and being choked, straight and bisexual young women are far more likely to have been the subjects of the behavior; the gap widens with greater occurrences. (In a separate study , Dr. Herbenick and her colleagues found the behavior repeated across the United States, particularly for adults under 40, and not just among college students.) Alcohol may well be involved, and while the act is often engaged in with a steady partner, a quarter of young women said partners they’d had sex with on the day they’d met also choked them.

Either way, most say that their partners never or only sometimes asked before grabbing their necks. For many, there had been moments when they couldn’t breathe or speak, compromising the ability to withdraw consent, if they’d given it. No wonder that, in a separate study by Dr. Herbenick, choking was among the most frequently listed sex acts young women said had scared them, reporting that it sometimes made them worry whether they’d survive.

Among girls and women I’ve spoken with, many did not want or like to be sexually strangled, though in an otherwise desired encounter they didn’t name it as assault . Still, a sizable number were enthusiastic; they requested it. It is exciting to feel so vulnerable, a college junior explained. The power dynamic turns her on; oxygen deprivation to the brain can trigger euphoria.

That same young woman, incidentally, had never climaxed with a partner: While the prevalence of choking has skyrocketed, rates of orgasm among young women have not increased, nor has the “orgasm gap” disappeared among heterosexual couples. “It indicates they’re not doing other things to enhance female arousal or pleasure,” Dr. Herbenick said.

When, for instance, she asked one male student who said he choked his partner whether he’d ever tried using a vibrator instead, he recoiled. “Why would I do that?” he asked.

Perhaps, she responded, because it would be more likely to produce orgasm without risking, you know, death.

In my interviews, college students have seen male orgasm as a given; women’s is nice if it happens, but certainly not expected or necessarily prioritized (by either partner). It makes sense, then, that fulfillment would be less the motivator for choking than appearing adventurous or kinky. Such performances don’t always feel good.

“Personally, my hypothesis is that this is one of the reasons young people are delaying or having less sex,” Dr. Herbenick said. “Because it’s uncomfortable and weird and scary. At times some of them literally think someone is assaulting them but they don’t know. Those are the only sexual experiences for some people. And it’s not just once they’ve gotten naked. They’ll say things like, ‘I’ve only tried to make out with someone once because he started choking and hitting me.’”

Keisuke Kawata, a neuroscientist at Indiana University’s School of Public Health, was one of the first researchers to sound the alarm on how the cumulative, seemingly inconsequential, sub-concussive hits football players sustain (as opposed to the occasional hard blow) were key to triggering C.T.E., the degenerative brain disease. He’s a good judge of serious threats to the brain. In response to Dr. Herbenick’s work, he’s turning his attention to sexual strangulation. “I see a similarity” to C.T.E., he told me, “though the mechanism of injury is very different.” In this case, it is oxygen-blocking pressure to the throat, frequently in light, repeated bursts of a few seconds each.

Strangulation — sexual or otherwise — often leaves few visible marks and can be easily overlooked as a cause of death. Those whose experiences are nonlethal rarely seek medical attention, because any injuries seem minor: Young women Dr. Herbenick studied mostly reported lightheadedness, headaches, neck pain, temporary loss of coordination and ear ringing. The symptoms resolve, and all seems well. But, as with those N.F.L. players, the true effects are silent, potentially not showing up for days, weeks, even years.

According to the American Academy of Neurology, restricting blood flow to the brain, even briefly, can cause permanent injury, including stroke and cognitive impairment. In M.R.I.s conducted by Dr. Kawata and his colleagues (including Dr. Herbenick, who is a co-author of his papers on strangulation), undergraduate women who have been repeatedly choked show a reduction in cortical folding in the brain compared with a never-choked control group. They also showed widespread cortical thickening, an inflammation response that is associated with elevated risk of later-onset mental illness. In completing simple memory tasks, their brains had to work far harder than the control group, recruiting from more regions to achieve the same level of accuracy.

The hemispheres in the choked group’s brains, too, were badly skewed, with the right side hyperactive and the left underperforming. A similar imbalance is associated with mood disorders — and indeed in Dr. Herbenick’s surveys girls and women who had been choked were more likely than others (or choked men) to have experienced overwhelming anxiety, as well as sadness and loneliness, with the effect more pronounced as the incidence rose: Women who had experienced more than five instances of choking were two and a half times as likely as those who had never been choked to say they had been so depressed within the previous 30 days they couldn’t function. Whether girls and women with mental health challenges are more likely to seek out (or be subjected to) choking, choking causes mood disorders, or some combination of the two is still unclear. But hypoxia, or oxygen deprivation — judging by what research has shown about other types of traumatic brain injury — could be a contributing factor. Given the soaring rates of depression and anxiety among young women, that warrants concern.

Now consider that every year Dr. Herbenick has done her survey, the number of females reporting extreme effects from strangulation (neck swelling, loss of consciousness, losing control of urinary function) has crept up. Among those who’ve been choked, the rate of becoming what students call “cloudy” — close to passing out, but not crossing the line — is now one in five, a huge proportion. All of this indicates partners are pressing on necks longer and harder.

The physical, cognitive and psychological impacts of sexual choking are disturbing. So is the idea that at a time when women’s social, economic, educational and political power are in ascent (even if some of those rights may be in jeopardy), when #MeToo has made progress against harassment and assault, there has been the popularization of a sex act that can damage our brains, impair intellectual functioning, undermine mental health, even kill us. Nonfatal strangulation, one of the most significant indicators that a man will murder his female partner (strangulation is also one of the most common methods used for doing so), has somehow been eroticized and made consensual, at least consensual enough. Yet, the outcomes are largely the same: Women’s brains and bodies don’t distinguish whether they are being harmed out of hate or out of love.

By now I’m guessing that parents are curled under their chairs in a fetal position. Or perhaps thinking, “No, not my kid!” (see: title of Dr. Herbenick’s book above, which, by the way, contains an entire chapter on how to talk to your teen about “rough sex”).

I get it. It’s scary stuff. Dr. Herbenick is worried; I am, too. And we are hardly some anti-sex, wait-till-marriage crusaders. But I don’t think our only option is to wring our hands over what young people are doing.

Parents should take a beat and consider how they might give their children relevant information in a way that they can hear it. Maybe reiterate that they want them to have a pleasurable sex life — you have already said that, right? — and also want them to be safe. Tell them that misinformation about certain practices, including choking, is rampant, that in reality it has grave health consequences. Plus, whether or not a partner initially requested it, if things go wrong, you’re generally criminally on the hook.

Dr. Herbenick suggests reminding them that there are other, lower-risk ways to be exploratory or adventurous if that is what they are after, but it would be wisest to delay any “rough sex” until they are older and more skilled at communicating. She offers language when negotiating with a new partner, such as, “By the way, I’m not comfortable with” — choking, or other escalating behaviors such as name-calling, spitting and genital slapping — “so please don’t do it/don’t ask me to do it to you.” They could also add what they are into and want to do together.

I’d like to point high school health teachers to evidence-based porn literacy curricula, but I realize that incorporating such lessons into their classrooms could cost them their jobs. Shafia Zaloom, a lecturer at the Harvard Graduate School of Education, recommends, if that’s the case, grounding discussions in mainstream and social media. There are plenty of opportunities. “You can use it to deconstruct gender norms, power dynamics in relationships, ‘performative’ trends that don’t represent most people’s healthy behaviors,” she said, “especially depictions of people putting pressure on someone’s neck or chest.”

I also know that pediatricians, like other adults, struggle when talking to adolescents about sex (the typical conversation, if it happens, lasts 40 seconds). Then again, they already caution younger children to use a helmet when they ride a bike (because heads and necks are delicate!); they can mention that teens might hear about things people do in sexual situations, including choking, then explain the impact on brain health and why such behavior is best avoided. They should emphasize that if, for any reason — a fall, a sports mishap or anything else — a young person develops symptoms of head trauma, they should come in immediately, no judgment, for help in healing.

The role and responsibility of the entertainment industry is a tangled knot: Media reflects behavior but also drives it, either expanding possibilities or increasing risks. There is precedent for accountability. The European Union now requires age verification on the world’s largest porn sites (in ways that preserve user privacy, whatever that means on the internet); that discussion, unsurprisingly, had been politicized here. Social media platforms have already been pushed to ban content promoting eating disorders, self-harm and suicide — they should likewise be pressured to ban content promoting choking. Traditional formats can stop glamorizing strangulation, making light of it, spreading false information, using it to signal female characters’ complexity or sexual awakening. Young people’s sexual scripts are shaped by what they watch, scroll by and listen to — unprecedentedly so. They deserve, and desperately need, models of interactions that are respectful, communicative, mutual and, at the very least, safe.

Peggy Orenstein is the author of “Boys & Sex: Young Men on Hookups, Love, Porn, Consent and Navigating the New Masculinity” and “Girls & Sex: Navigating the Complicated New Landscape.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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An earlier version of this article misstated the network on which “Californication” first appeared. It is Showtime, not HBO. The article also misspelled a book and film title. It is “Fifty Shades of Grey,” not “Fifty Shades of Gray.”

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Biden's new student loan forgiveness plan could help 30 million borrowers. Here's who would qualify.

By Aimee Picchi

Edited By Anne Marie Lee

Updated on: April 10, 2024 / 11:28 AM EDT / CBS News

President Joe Biden once again is trying to deliver widespread student debt forgiveness, with a new plan unveiled on Monday that could help about 30 million borrowers erase some or all of their college loans. 

The latest attempt at broad debt relief comes less than a year after the Supreme Court blocked Biden's previous attempt to help student borrowers, when the court's  June 2023 ruling denied up to $20,000 in forgiveness to roughly 40 million Americans. 

Biden, who had made student loan relief a major campaign pledge, unveiled the new plan on Monday, describing it as potentially "life changing" for millions of Americans. About 43 million people are carrying $1.7 trillion in student debt, a burden that some borrowers and their advocates say hampers their ability to buy a home or achieve other financial milestones. 

"While a college degree still is a ticket to the middle class, that ticket is becoming much too expensive. Much too expensive," Biden said an event at Madison College in Madison, Wisconsin. "The ability for working and middle-class folks to repay their student loans has become so burdensome that a lot can't repay it for even decades after being in school."

Here's what to know about Biden's new plan and who would qualify. 

How is this plan different from the one struck down by the Supreme Court?

The new plan relies on a different law to provide debt relief to student borrowers. 

The previous plan relied on the Health and Economic Recovery Omnibus Emergency Solutions Act, or HEROES Act, a pandemic-era stimulus package. The Supreme Court ruled that law didn't provide the Biden administration with the authority to forgive student debt. 

The new plan turns to an older law, the Higher Education Act, which allows the Secretary of Education to "compromise, waive or release" federal student loans. It's through this mechanism that the Biden administration is tackling its new debt relief program. 

Who will qualify for debt forgiveness under the new plan?

There are 5 major groups of borrowers who could benefit under the new plan. 

• 2.5 million borrowers who have been in repayment for 20 years or more. 

The Biden administration said people with only undergraduate debt could qualify for forgiveness if they first began repaying their loans at least 20 years ago, or on or before July 1, 2005. Borrowers with graduate school debt would qualify if they first began repaying their loans 25 years ago, or on or before July 1, 2000. 

Borrowers don't have to be enrolled in an income-driven repayment plan to qualify, the White House said. Both direct loans and direct consolidation loans would be covered.

• People with debt who attended "low-financial-value programs"

College is supposed to provide its graduates with the skills to achieve higher-income careers, but there are some programs that have left people in debt but without a marketable degree, such as some offered by for-profit colleges like the now-defunct Corinthian Colleges .

The new plan would cancel student debt for loans from colleges or programs that lost their eligibility to participate in the Federal student aid program or were denied recertification because they cheated students, the White House said. Borrowers who also attended colleges that don't provide "sufficient value," such as leaving grads without the ability to earn more than a high school grad, would also be eligible for relief. 

• People experiencing hardship in paying back their loans.

Borrowers who are experiencing hardship that hampers their ability to repay their loans could also qualify for forgiveness. Although the White House didn't specify the financial threshold for qualifying under this pathway, it said this could cover borrowers at high risk of defaulting on their student loans or who are grappling with issues like medical debt.

• 25 million borrowers whose balances ballooned because of interest.

Some borrowers have seen their balances grow due to a financial issue called "negative amortization," in which a person's loan balance keeps growing despite their consistently making payments. Under the plan, roughly 25 million people who have experienced this issue could get up to $20,000 of their interest canceled. 

• 2 million low- and middle-income borrowers who qualify for forgiveness but haven't applied.

The plan would also provide debt relief for about 2 million low- and middle-income borrowers who qualify for programs like Public Service Loan Forgiveness or income-driven repayment plans but haven't applied for them.

"No application will be needed for borrowers to receive this relief if the plan is implemented as proposed," the White House said.

What are the next steps to getting the plan approved? 

The Education Department said it plans to release a formal proposal in the "coming months." That would usually be followed by a public comment period of 60 days. Then if the rule is finalized by November 1, it would usually take effect the following July — in this case, July 2025.

But the Higher Education Act authorizes the education secretary to fast-track rules for "early implementation" in some cases. The Biden administration recently  used that power  to accelerate student loan cancellation offered through a new federal repayment plan. Invoking that authority could allow Biden to start canceling debt later this year.

When could the new plan go into effect?

That's not known yet because the plan has to get pass some additional hurdles before becoming effective, as noted above. Asked by reporters when U.S. student loan recipients might see their interest balances canceled, officials said the forgiveness could happen starting "early this fall."

Could the plan be challenged in court?

Yes, conservative opponents are expected to challenge Biden's plan in court.

Republicans have repeatedly fought Biden's plan for student loan cancellation, saying it's an unfair benefit shouldered by taxpayers who repaid their loans or didn't go to college. Opponents say the Supreme Court was clear that widespread loan cancellation must come from Congress.

Separately, seven states, led by Missouri, filed a federal lawsuit Tuesday challenging Biden's  SAVE Plan, an income-based repayment program that was introduced last year. The new lawsuit largely mirrors another suit  filed last month  by Republican attorneys general in 11 states, led by Kansas.

The suit doesn't directly challenge Biden's newest plan for cancellation, but its architect, Missouri's attorney general, separately threatened to bring action against that plan, too.

If Biden's plan faces a lawsuit, courts could order the administration to halt cancellation until legal questions are sorted out. That scenario could leave the plan on hold beyond the November presidential election. Even if it survives legal challenges, a Donald Trump victory would spell almost certain doom for Biden's plan.

— With reporting by the Associated Press.

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Aimee Picchi is the associate managing editor for CBS MoneyWatch, where she covers business and personal finance. She previously worked at Bloomberg News and has written for national news outlets including USA Today and Consumer Reports.

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An NPR editor who wrote a critical essay on the company has resigned after being suspended

David Bauder

Associated Press

NEW YORK – A National Public Radio editor who wrote an essay criticizing his employer for promoting liberal views resigned on Wednesday, attacking NPR's new CEO on the way out.

Uri Berliner, a senior editor on NPR's business desk, posted his resignation letter on X, formerly Twitter, a day after it was revealed that he had been suspended for five days for violating company rules about outside work done without permission.

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“I cannot work in a newsroom where I am disparaged by a new CEO whose divisive views confirm the very problems” written about in his essay, Berliner said in his resignation letter.

Katherine Maher, a former tech executive appointed in January as NPR’s chief executive, has been criticized by conservative activists for social media messages that disparaged former President Donald Trump. The messages predated her hiring at NPR.

NPR’s public relations chief said the organization does not comment on individual personnel matters.

The suspension and subsequent resignation highlight the delicate balance that many U.S. news organizations and their editorial employees face. On one hand, as journalists striving to produce unbiased news, they're not supposed to comment on contentious public issues; on the other, many journalists consider it their duty to critique their own organizations' approaches to journalism when needed.

In his essay , written for the online Free Press site, Berliner said NPR is dominated by liberals and no longer has an open-minded spirit. He traced the change to coverage of Trump's presidency.

“There's an unspoken consensus about the stories we should pursue and how they should be framed,” he wrote. “It's frictionless — one story after another about instances of supposed racism, transphobia, signs of the climate apocalypse, Israel doing something bad and the dire threat of Republican policies. It's almost like an assembly line.”

He said he'd brought up his concerns internally and no changes had been made, making him “a visible wrong-thinker at a place I love.”

In the essay's wake, NPR top editorial executive, Edith Chapin, said leadership strongly disagreed with Berliner's assessment of the outlet's journalism and the way it went about its work.

It's not clear what Berliner was referring to when he talked about disparagement by Maher. In a lengthy memo to staff members last week, she wrote: “Asking a question about whether we're living up to our mission should always be fair game: after all, journalism is nothing if not hard questions. Questioning whether our people are serving their mission with integrity, based on little more than the recognition of their identity, is profoundly disrespectful, hurtful and demeaning.”

Conservative activist Christopher Rufo revealed some of Maher's past tweets after the essay was published. In one tweet, dated January 2018, Maher wrote that “Donald Trump is a racist.” A post just before the 2020 election pictured her in a Biden campaign hat.

In response, an NPR spokeswoman said Maher, years before she joined the radio network, was exercising her right to express herself. She is not involved in editorial decisions at NPR, the network said.

The issue is an example of what can happen when business executives, instead of journalists, are appointed to roles overseeing news organizations: they find themselves scrutinized for signs of bias in ways they hadn’t been before. Recently, NBC Universal News Group Chairman Cesar Conde has been criticized for service on paid corporate boards.

Maher is the former head of the Wikimedia Foundation. NPR's own story about the 40-year-old executive's appointment in January noted that she “has never worked directly in journalism or at a news organization.”

In his resignation letter, Berliner said that he did not support any efforts to strip NPR of public funding. “I respect the integrity of my colleagues and wish for NPR to thrive and do important journalism,” he wrote.

David Bauder writes about media for The Associated Press. Follow him at http://twitter.com/dbauder

Copyright 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without permission.