Monday, September 14, 2009
Education
Education in its broadest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of youth. Teachers in specialized professions such as astrophysics, law, or zoology may teach only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, e.g., at museums and libraries, with the Internet, and in life experience.
The right to education has been described as a basic human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties Education in its broadest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of youth. Teachers in specialized professions such as astrophysics, law, or zoology may teach only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, e.g., at museums and libraries, with the Internet, and in life experience.
The right to education has been described as a basic human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.to guarantee the right to education. Technology
Main article: Educational technology
Technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.
Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.”[17] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings.[18] Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries.[19]
The use of computers and the Internet is in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.[20] The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming.[21] Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies.[22]
The term "computer-assisted learning" (CAL) has been increasingly used to describe the use of technology in teaching.
[edit] Educational Theory
Main article: Education Theory
Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various academic fields, which can be seen in the below sections.
[edit] Economics
Main article: Economics of education
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth.[23] Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital."[24] Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions[25] and the role of cognitive skills.[26]
At the individual level, there is a large literature, generally related back to the work of Jacob Mincer,[27] on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.[28]
Economists Samuel Bowles and Herbert Ginits famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.[29]
Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of youth. Teachers in specialized professions such as astrophysics, law, or zoology may teach only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, e.g., at museums and libraries, with the Internet, and in life experience.
The right to education has been described as a basic human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties Education in its broadest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of youth. Teachers in specialized professions such as astrophysics, law, or zoology may teach only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, e.g., at museums and libraries, with the Internet, and in life experience.
The right to education has been described as a basic human right: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.to guarantee the right to education. Technology
Main article: Educational technology
Technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.
Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.”[17] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings.[18] Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries.[19]
The use of computers and the Internet is in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.[20] The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming.[21] Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies.[22]
The term "computer-assisted learning" (CAL) has been increasingly used to describe the use of technology in teaching.
[edit] Educational Theory
Main article: Education Theory
Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various academic fields, which can be seen in the below sections.
[edit] Economics
Main article: Economics of education
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth.[23] Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital."[24] Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions[25] and the role of cognitive skills.[26]
At the individual level, there is a large literature, generally related back to the work of Jacob Mincer,[27] on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.[28]
Economists Samuel Bowles and Herbert Ginits famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.[29]
The history of education according to Dieter Lenzen, president of the Freie Universität Berlin 1994 "began either millions of years ago or at the end of 1770". Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on.[citation needed] The evolution of culture, and human beings as a species depended on this practice of transmitting knowledge.[citation needed] In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. Oral language developed into written symbols and letters. The depth and breadth of knowledge that could be preserved and passed soon increased exponentially.[citation needed] When cultures began to extend their knowledge beyond the basic skills of communicating, trading, gathering food, religious practices, etc, formal education, and schooling, eventually followed.[citation needed] Schooling in this sense was already in place in Egypt between 3000 and 500BC.[citation needed]
Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.[30]
Nowadays some kind of education is compulsory to all people in most countries. Due to population growth and the proliferation of compulsory education, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.[30]
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.[citation needed] Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.[citation needed]
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology.[citation needed] Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management.[citation needed] Educational psychology both draws from and contributes to cognitive science and the learning sciences.[citation needed] In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology.[citation needed] Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management.[citation needed] Educational psychology both draws from and contributes to cognitive science and the learning sciences.[citation needed] In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).
Family
Do you know what is family? Do you really understand what is behind the word family? Meaning of family.......... Here Is The Answer .......... FAMILY = (F)ather (A)nd (M)other (I) (L)ove (Y)ouWHY does a man want to have a WIFE? Because: (W)ashing (I)roning (F)ood (E)ntertainment WHY does a woman want to have a HUSBAND? because: (H)ousing (U)nderstanding (S)haring (B)uying (A)nd (N)ever (D)emanding Do you know that a simple "HELLO" can be a sweet one? Especially from your love one. (I mean not only from the boyfriend/girlfriend).The word HELLO means : (H)ow are you? (E)verything all right? (L)ike to hear from you (L)ove to see you soon! (O)bviously, I miss you .. ----------------------------------------------------------------This message was sent using NWebmail, BSNL's Webmail ProgramDo you know what is family? Do you really understand what is behind the word family? It gives me a shock when I know the answer. So long I never realize I don't know the real Meaning of family..........
Sayings
SAYINGS
God, when I Never doubt the Word of God!!!** *** It is written in the Bible (Galatians 6:7): " Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap. Here are some men and women who mocked God: JOHN LENNON: Some years before during his interview with an American Magazine, he said: "Christianity will end, it will disappear. I do not have to argue about that. I am certain. Jesus was ok, but his subjects were too simple, Today we are more famous than Him" (1966)". Lennon, after saying that the Beatles were more famous than Jesus Christ, was shot six times. TANCREDO NEVES: During the Presidential campaign, he said if he got 500 votes from his party, not even God would remove him from Presidency. Sure he got the votes, but he got sick a day before being made President, then he died. CAZUZA: During a show in Canecão ( Rio de Janeiro ), whilst smoking his cigarette, he puffed out some smoke into the air and said: God, that's for you. I can't even explain how he died. THE MAN WHO BUILT TITANIC: After the construction of Titanic, a reporter asked him how safe the Titanic would be. With an ironic tone he said: "Not even God can sink it" The result: I think you all know what happened to the Titanic.
God, when I Never doubt the Word of God!!!** *** It is written in the Bible (Galatians 6:7): " Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap. Here are some men and women who mocked God: JOHN LENNON: Some years before during his interview with an American Magazine, he said: "Christianity will end, it will disappear. I do not have to argue about that. I am certain. Jesus was ok, but his subjects were too simple, Today we are more famous than Him" (1966)". Lennon, after saying that the Beatles were more famous than Jesus Christ, was shot six times. TANCREDO NEVES: During the Presidential campaign, he said if he got 500 votes from his party, not even God would remove him from Presidency. Sure he got the votes, but he got sick a day before being made President, then he died. CAZUZA: During a show in Canecão ( Rio de Janeiro ), whilst smoking his cigarette, he puffed out some smoke into the air and said: God, that's for you. I can't even explain how he died. THE MAN WHO BUILT TITANIC: After the construction of Titanic, a reporter asked him how safe the Titanic would be. With an ironic tone he said: "Not even God can sink it" The result: I think you all know what happened to the Titanic.
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