¶ … Education
My feelings about education are based on my own experiences. They are impacted by variables such as cost, subject matter, outcome, and expectations. The first factor -- cost -- is one that is considerably significant, as the price of attaining a higher education in today's day and age is substantial and will put many young persons into debt for the rest of their lives if they fail to "make good" on their degree and find a good paying job. This factor feeds into the other factors of outcome and expectation, as the outcome of one's education should say something about the worth, value, significance or meaning of education. Moreover, the expectations that one has about one's education can offer a sense of what education is all about. The subject matter -- the thing being studied -- is the final variable: it can range from business to literature to science, etc. -- but, of course, one must also take many other subject courses in order to graduate (which again impacts the cost of education). For me, education is not described best by any one of these variables or even by their totality. As Graff points out, there are many types of education -- and there are different...
Other researchers note that there is also the kind of intelligence or education that informs the character -- character education, which is based on the instruction of students regarding principles, values, and how one should approach the act of living, also called "moral education" (Kristjansson 48). Considering all of these ideas about education, it is difficult to define the subject simply. Instead I believe there are different types of education that help people achieve different ends.
The academic education and the street education that Graff speaks of are both two different types of education. The former is concerned with those variables indicated at the start of this paper. The latter is concerned less with them than with other factors, such as "playing the game," or "getting ahead," or sizing up a situation and knowing how to act. It is typically an education that is obtained through experience. The former can help one to enter a number of different professional spheres -- but so too can the latter (as there really is no substitute for experience). Thus, I could…
Intelligence When most people think the concept of "intelligence," they think of how "smart" an individual might be. Typically associated with academic success, many imagine that intelligence has a lot to do with how well one did (or did not do) in school, and later, by how much money one can make in its exercise. However, as many people know, there are many different kinds of intelligence -- from the "book
The questions seen on the test prove to be inventive and good quality (Brown YEAR). Although the goal of the test is not to reflect an entire curriculum, it aims at "focus[ing] deliberately on skills and conceptual strategies of knowing rather than upon the content of the knowledge," (Brown YEAR). Thus, the Bristol Tests aim to gauge a student's capabilities of knowledge and methodologies of storing and retaining that
Part of that includes instilling in students an intellectual curiosity, receptivity to learning through genuine understanding, and definitions of professional success that are motivated by positive aspirations rather than by overcompensation impulses triggered by negative assumptions, messages, or early experiences. In addition to ensuring basic literacy and computational skills required by adults in society, modern primary education must dedicate itself to producing graduates who have discovered their greatest intellectual
Intelligence in Older Adulthood Psychologists describe two basic types of intelligence: Fluid intelligence and crystallized intelligence. The idea that intelligence is static -- that it is a fundamental personal attribute that is immutable long ago fell out of disfavor with scientists. Current research suggests that fluid intelligence does begin to lessen in the over the life span, with adolescence being the watershed years. Crystallized intelligence, however, can continue to increase throughout
Sometimes, it is even necessary to carry out certain clandestine operations like deceptions, clandestine collection of information, covert actions, and also the carrying out of the exercise of distributing disinformation or misleading information, which would mislead the suspected threat. The United States Intelligence Community is, as stated earlier, made up a number of different agencies. The Central Intelligence Agency is one of these. Also known popularly as the CIA, this
Maximizing the brain-based learning methods identified as being optimally efficient for students likely to benefit more from those changes could be implemented with less comparative increase in the need for more teachers and supplemental instruction for educational professionals. However, other costs (such as the need for more classrooms and other learning areas) may be equally cost-prohibitive, especially on a system-wide basis. Similarly, the educational materials necessary to implement inquiry-based, active