Co Operative Education And Traditional Education - 1970 Words

â€Å"Unlike other subjects that may require work and effort to understand, people tend to think they know what education is. It is familiar topic: a word in the daily use. It’s all around us. We go to college or university to get educated. We entrust our children to schools in the belief that they will become knowledgeable and skilled† (Wood 11). Evidently, education is a long-term process, which almost all people must experience in life. So that, the choices associated with major, future job or kind of programs are controversial problems in general public, especially the issue of whether or not Co-operative (Co-op) education is better than traditional (Non Co-op) programs. Additionally, it is also implied that Co-operative program is known as†¦show more content†¦As evidence of this, according to Learning to Learn, â€Å"College teachers have expressed frustration about attendance in class, uncompleted reading assignments, and student focus on grades rather than learning. Student surveys indicate that courses are not interesting, that students fail to recognize the value of what they are learning, and that many faculty rely too heavily on lectures for transmitting information† (Wirth and Perkins 2-3). Moreover, the rote learning style, which is the memorization of information based on repetition, though might not understand basic content deeply or may immediately forget the facts they have learned after the test is the harmful disease that so many students are struggling. Contrary to conventional education programs, it is implied that â€Å"Evidently, enabling students to experience the more theoretical world of school in tandem with the more practical world of work has the potential of increasing some of the positive outcomes of education† (Jeela 2). In other words, due to integrated learning model of co-op educational structure, the student can review knowledge what is gained in class more effective than studying what we re taken note. It is true that beside classroom lectures, Co-op program allows students to work at the company to get credit. This is mandatory if the learners choose the curriculum with Co-op course, the period will be interspersed with durations of student lectures. Moreover,Show MoreRelatedA Definition of Collaborative vs Cooperative Learning1522 Words   |  7 Pages(Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of collaboration, derived from its Latin root, focus on the process of working together; the root word for cooperation stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachersRead MoreIdentification Of Case Issues And Consumer Market1603 Words   |  7 Pagessmallholders. In Guatemala there are à ¢â‚¬Å"a large number of smallholders (Campesinos) that produce small quantities of coffee†, whom â€Å"operate individually, or are organised in co-operatives or associations, and sell their coffee through these organisations or to intermediaries (Globalexchange.org, 2011). One of these organised co-operatives is Manos Campesinas. Manos Campesinas â€Å"brings together 1,073 members organised in seven cooperatives† and their main objective is â€Å"to satisfy the needs of its membersRead MoreFreires Banking Model and My Goals for Education893 Words   |  4 Pagesï » ¿Freire Banking Model and my Goals for Education The past educational experiences Ive had that led me to UWB have been a dissatisfaction with the banking model of education. Freire is indeed correct that the banking model is demoralizing to both the teacher and the student, and does a tremendous disservice in the task of getting the student prepared to engage in the world. 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Under the current trade agreements, Developing countries are unable to use traditional methods of encouraging self-sufficiency in food production, because NAFTA and the WTO, as would CAFTA, prohibit internal support programs and import controls (quotas). Current trade liberalization rules and policies have led to increased povertyRead More My Philosophy of a Constructivist Mathematics Education Essay1285 Words   |  6 Pagesquality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).† My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? 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The Responsibility Of 911 Attacks - 1017 Words

Have you ever think of the US should take the responsibility of 911 attacks? September 11 attacks, the deadliest terrorist attack in world history, were a series of airline hijacking by nineteen militants of an Islamic extremist group Al-Qaeda. The hijackers, along with the suicide bombers, seized four US commercial jets and crashed them into US’s landmarks, Twins tower of World Trader Center and the Pentagon, at 8:46 a.m. on September 11, 2011. The notorious Al-Qaeda chief Osama-bin-Laden masterminded the attacks. According to CNN News, the September 11 attacks killed 2,966 people and injured more than 6,000 citizens in New York City (CNN). Moreover, as reported by Health Department WTC’s Health Registry, the attacks brought on the post-traumatic stress disorder, and they concluded that 1,140 people who worked near the Manhattan and the New York City at the time are diagnosed with cancer caused by exposure to toxins at Ground Zero (Bendix). On September 11, President G eorge W Bush addressed a plausible but flawed explanation, â€Å"America was targeted for attack because we’re the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining† (The Boston Globe), which indirectly reveals that Bush is blaming Muslims for the fault for 911 attacks. While most of the Americans believe that Muslims are fully responsible for the 911 attacks, the U.S involvement in Middle East affairs and the exploitation of Middle East resources sparked offShow MoreRelatedNational Security : Congress And Defense Policy Essay724 Words   |  3 PagesPolicy / LGAF 6270.LH Session 2 Issue paper / Chapter 3 6 of 911 Commission Report The terrorist attack of September 2001 was a tragedy that could have been prevented by the United States Intelligence professionals. 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My Ski Boots A Learning Experience Essay Example For Students

My Ski Boots A Learning Experience Essay When I was handed the giant pair of ugly grey boots, I immediately felt a sense of repulsion, longing for my delicately soft brown ugg boots that were waiting for me back in my hotel room. Ski boots were easily the biggest cause of my ski-related misery on my ski trip; something as simple as the boots can make or break your experience and the discomfort can be enough to ruin your day of skiing. The most annoying thing in my opinion is that the boots may feel fine in the ski school, but the minute you walk a distance them for fewer than five minutes or by the time you get to the top of the mountain, you can be crippled with pain. So I grabbed my boots, looking at them miserably, the weight of them alone made me dread the thought of putting them on. I walked to the closest bench and set them beside me; glancing around me I could see angry skiers furiously jamming their foot into an unforgiving boot, and other people desperately trying to buckle the straps. And so I decided to try my hand at putting the boots on, and with this I immediately joined the group of people furiously jamming their foot into the boot. Wriggling my toes around, slamming my foot on the ground, pulling the boot up with every ounce of strength in my body, but to no avail. Id become convinced that Italian shoe sizes were different and Id somehow rented a boot two sizes too small, but I had then been informed that I was completely wrong with this opinion. Then, I looked down to see that one of the buckles I was supposed to open, wasnt open. I put it down to my lack of experience. My foot was then in the boot, buckling them was up next. Slipping the buckle into the ridge and pushing it down seemed like an easy task, but as I was soon to learn, it wasnt. The two bottom buckles were easy, I slipped the buckle into the ridge and pushed down with ease, which gave me confidence, and so I thought it couldnt be that bad of a task. They added a little pressure to my foot, but nothing to great. So I moved onto the task of buckling the top of my boot. Managing to get the buckle to reach a ridge was a struggle itself, and so pushing it down was gruelling. There was a very thin line between the boot being too loose, and the boot being too tight, and for me, that thin line was one the was difficult to reach. As one buckle was tightened, the other was loosened, a game of back and forth. My calves and shins were immediately put under more pressure than I would have expected. I was tempted to loosen them, but I was informed that the looser they are they more at risk I am to break and ankle, and the tighter they are, the more sharp your movements on the slopes would be. So I made the personal decision that a little pain would be better than a lot of pain if I was to break my ankle. I moved onto the second boot, and it was then that I figured out that there was a loop on the tongue of the boot to pull it forward to aid you in putting the boot on. The second boot was on and buckled a lot easier than the first boot was. I was then due to get my skis and head off to my first day of skiing. Feeling as though all my energy had been wasted on putting the boots on already, I couldnt see how I was going ski for 4 hours, nor could I see myself putting these boots on two times each day for 5 days. .u93510c4d8c8e05f1fb369ef4d4cefba1 , .u93510c4d8c8e05f1fb369ef4d4cefba1 .postImageUrl , .u93510c4d8c8e05f1fb369ef4d4cefba1 .centered-text-area { min-height: 80px; position: relative; } .u93510c4d8c8e05f1fb369ef4d4cefba1 , .u93510c4d8c8e05f1fb369ef4d4cefba1:hover , .u93510c4d8c8e05f1fb369ef4d4cefba1:visited , .u93510c4d8c8e05f1fb369ef4d4cefba1:active { border:0!important; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .clearfix:after { content: ""; display: table; clear: both; } .u93510c4d8c8e05f1fb369ef4d4cefba1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u93510c4d8c8e05f1fb369ef4d4cefba1:active , .u93510c4d8c8e05f1fb369ef4d4cefba1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .centered-text-area { width: 100%; position: relative ; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u93510c4d8c8e05f1fb369ef4d4cefba1:hover .ctaButton { background-color: #34495E!important; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .u93510c4d8c8e05f1fb369ef4d4cefba1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93510c4d8c8e05f1fb369ef4d4cefba1:after { content: ""; display: block; clear: both; } READ: Thomas Eliot (1328 words) EssayStanding up and walking was not something I had thought about. It didnt even cross my mind that it would be such a struggle. So as I stood up and took my first step, I nearly fell over. Feeling as though I was learning to walk again, each step I took was a careful as the next. I was most definitely sure that ski boots were made solely for skiing, and not walking, and in particular not walking down steps. The ski boots had your knee locked in a slightly bent position at all times, and so walking down the few steps I had encountered during the week were an endeavour. Walking in ski boots was a slow process, and running was something that I most definitely would not have attempted. The boots weighed your whole body down, and suddenly being able to lift your leg above the level of your knee was a thing of the past and something that I couldnt even make an attempt at anymore. Walking up beginner slopes with ski boots was a backbreaking process. On the first day of walking up beginner slopes, I kept convincing myself that all this hard work would be worth it as I would have toned legs at the end of the week. Taking the boots off was much easier than putting them on, and I looked forward to the moment at the end of the day when I would be fortunate enough to take the boots off, every time I put them on. The buckles came out of the ridges with ease, and I could pull the boots easily and eagerly. Feeling in my calves and feet quickly returned after I took the boots off. Im now home and Im comfortably wearing the ugg boots I longed for so much and although I miss the days of skiing I had, the one thing I do not miss is the gruelling task of putting on ski boots, and manoeuvring myself around in them