College Is Not for Everyone Essay Example for Free

College Is Not for Everyone Essay College is not for everyone, but for these three high school students that is all they believe in. Most students’ think about boys, girls, prom, sports, etc. the list could go on in a teenagers head, nothing about their future or college. So when talking to an uplifting student such as Philippian about her education, it gives hope to educators, and inspires others to take their education seriously. Philippian Chatman a 17 year old senior, who attends Aldine Senior High School, is very passionate about school. â€Å"If you want to pursue your career and goals, college should be one of your main priorities, my parents have instilled in me to go to school and college, they worked hard to provide a life for me so that I can have an opportunity to go to college. † Said Chatman Education is such a big deal to many people but for Chatman it is her main priority. â€Å"I want to major in debate, teaching, and photography. I really like photography because people always see action in movies but photography you can say a lot without words. † Said Chatman. When asking what college’s Chatman was looking into, she had set high standards for her to achieve. â€Å"I would love to go to Duke, University of Texas, or PV. â€Å" Wondering why not Texas Southern University, she said â€Å" It’s a nice campus but just not for me, I would rather go away from home and venture out on my own. † Statistics shows total number of high school drop outs annually is 3,030,000. The numbers increase every year, especially for male students. Education is the future for today’s students, yet little take so seriously. For Edwin Rebollar, a 16 year old senior at Aldine high school, works very hard to make his education his first priority as well. He talks highly about going to college and goes out his way to make good grades. He also speaks highly about his parents pushing to go further with his education. â€Å"I feel like college can open so many opportunities for me, and I want to be something in life. † Rebollar said â€Å"my parents are really strict on my education, if I didn’t go to college they would be very disappointed to let my education go to waste. † Said Rebollar â€Å"I am really interested in films and that is what I want to go to college for. † Rebollar said. Also another great student who attends Eisenhower, is 15 year old McKenzi Pope, who talks nothing but about college, was very excited about what Texas Southern had to offer for their annual high school day. â€Å"I feel like everyone should go to college because it help expresses them, and also it’s a new beginning of getting to know who you are. † McKenzi said. â€Å"My family is so proud of what. I’m trying to do. † My mom always said my speech is going to take me far and I’m trying to let it take me all the way to Harvard University. I want to major in communications, I’m going to become something that my family will be proud of. â€Å" One thing that all students had in common was their passion for their education and the support of their parents to back them up. There is also the educators who always want to teach their students and making sure their retaining all the knowledge that they are giving out. Most teachers feel as though if there is no family support nor the want to learn then the student will be just another statistic and drop out. Omar Peters who is a Media teacher at Jack Yates High school, feels highly strong about his students learning and making sure they are able to go out and use it in the real world. â€Å" I make sure they understand the fundamentals. † I wanted my students to understand this is a very competitive field, and if you do not understand the technical side of this business you will not make. † I have gotten most of my students internships, jobs, e.

Les Demoiselles d?Avignon Essay -- Essays Papers

Les Demoiselles d?Avignon As strolled through New York City?s Museum of Modern Art , one particular painting grabbed me , shook me , then through me to the ground to contemplate its awesome power. Like a whirlwind of art , Les Demoiselles d?Avignon , by Pablo Picasso , sent my emotions spinning. I felt extremely uncomfortable glancing at it , let alone staring at it closely for twenty minutes. The raw sexuality and tension that Les Demoiselles d?Avignon radiated was absolutely overwhelming yet very confusing. Other art lovers in the room also expressed discomfort as they glanced at the enormous 96x92 inch painting. Most people would only allow quick glances in between long stares at the more typical paintings on the other walls. I even heard one girl remark ?it?s so gross!!? in a nervous and uncertain voice. I had to know why Les Demoiselles d?Avignon was doing this to me and the others in the room. Les Demoiselles d?Avignon was the product of an irritated and restless Pablo Picasso. In 1906 , Picasso began to tire of painting in the fairly traditional manner that governed his paintings up to Les Demoiselles d?Avignon. His solution was to revolutionize painting.1 Why was Picasso unsatisfied with traditional painting? Essentially Picasso?s overall dissatisfaction for sticking with anything for a long period caused him to take up the difficult quest of revolutionizing painting. He was known to constantly change the styles and mediums through which he created his art. Andre Salmon, a poet and friend Picasso, was once quoted as accusing Picasso of ?trying to force his friends to speculate on the whole problem of art every time they took a brush in their hands.? 2 This quote is very telling of Picasso?s need to change and solve artistic problems. In 1906 he abandoned the painting traditions that stretched all the way back to the Renaissance , and began Les Demoiselles d?A vignon. Les Demoiselles d?Avignon was the product of intense study. The comments of Salmon , shed light on the intensity of the project; ?....He became uneasy , He turned his canvases to the wall and threw down his paintbrushes. For many long days and nights , he drew....Never was labor less rewarded with joy , and without his former youthful enthusiasm Picasso undertook a large canvas that was intended to be the fruit of his experiments.? 3 Every aspect o... ...ing is an enemy!.....the fetishes were weapons. To help people avoid coming under the influence of spirits again , to help them become independent.......I understood why I was a painter....Les Demoiselles d?Avignon must have come to me that very day , but not at all because of the forms ; because it was my first exorcism painting-yes absolutely!? 15 Picasso used Les Demoiselles d?Avignon to free himself from what the world had told him was absolute. Les Demoiselles d?Avignon mocks and teases the faith that people put into their ignorance of the unknown. Picasso?s Les Demoiselles d?Avignon continues to challenge a shake people to this day. Bibliography: John Richardson , A Life of Picasso volume 2 1907-1917 (New York : Random House Press 1996) 15. Arriana S. Huffington , Picasso:Creator and Destroyer . (New York : Simon and Schulster , 1988) 89. Marie-Laurie Berndac and Bouchet , Picasso: Master of the New Idea . (New York , Abrams , 19 Kirk Varnedoe , Response to Les Demoiselles d?Avignon. (http://www.moma.org/docs/collection/paintsculpt/c40.htm , 1997) George H. Hamilton , Painting and Sculpture in Europe 1800-1940 . (New Haven : Yale U. Press 1993) 46-47 Les Demoiselles d?Avignon Essay -- Essays Papers Les Demoiselles d?Avignon As strolled through New York City?s Museum of Modern Art , one particular painting grabbed me , shook me , then through me to the ground to contemplate its awesome power. Like a whirlwind of art , Les Demoiselles d?Avignon , by Pablo Picasso , sent my emotions spinning. I felt extremely uncomfortable glancing at it , let alone staring at it closely for twenty minutes. The raw sexuality and tension that Les Demoiselles d?Avignon radiated was absolutely overwhelming yet very confusing. Other art lovers in the room also expressed discomfort as they glanced at the enormous 96x92 inch painting. Most people would only allow quick glances in between long stares at the more typical paintings on the other walls. I even heard one girl remark ?it?s so gross!!? in a nervous and uncertain voice. I had to know why Les Demoiselles d?Avignon was doing this to me and the others in the room. Les Demoiselles d?Avignon was the product of an irritated and restless Pablo Picasso. In 1906 , Picasso began to tire of painting in the fairly traditional manner that governed his paintings up to Les Demoiselles d?Avignon. His solution was to revolutionize painting.1 Why was Picasso unsatisfied with traditional painting? Essentially Picasso?s overall dissatisfaction for sticking with anything for a long period caused him to take up the difficult quest of revolutionizing painting. He was known to constantly change the styles and mediums through which he created his art. Andre Salmon, a poet and friend Picasso, was once quoted as accusing Picasso of ?trying to force his friends to speculate on the whole problem of art every time they took a brush in their hands.? 2 This quote is very telling of Picasso?s need to change and solve artistic problems. In 1906 he abandoned the painting traditions that stretched all the way back to the Renaissance , and began Les Demoiselles d?A vignon. Les Demoiselles d?Avignon was the product of intense study. The comments of Salmon , shed light on the intensity of the project; ?....He became uneasy , He turned his canvases to the wall and threw down his paintbrushes. For many long days and nights , he drew....Never was labor less rewarded with joy , and without his former youthful enthusiasm Picasso undertook a large canvas that was intended to be the fruit of his experiments.? 3 Every aspect o... ...ing is an enemy!.....the fetishes were weapons. To help people avoid coming under the influence of spirits again , to help them become independent.......I understood why I was a painter....Les Demoiselles d?Avignon must have come to me that very day , but not at all because of the forms ; because it was my first exorcism painting-yes absolutely!? 15 Picasso used Les Demoiselles d?Avignon to free himself from what the world had told him was absolute. Les Demoiselles d?Avignon mocks and teases the faith that people put into their ignorance of the unknown. Picasso?s Les Demoiselles d?Avignon continues to challenge a shake people to this day. Bibliography: John Richardson , A Life of Picasso volume 2 1907-1917 (New York : Random House Press 1996) 15. Arriana S. Huffington , Picasso:Creator and Destroyer . (New York : Simon and Schulster , 1988) 89. Marie-Laurie Berndac and Bouchet , Picasso: Master of the New Idea . (New York , Abrams , 19 Kirk Varnedoe , Response to Les Demoiselles d?Avignon. (http://www.moma.org/docs/collection/paintsculpt/c40.htm , 1997) George H. Hamilton , Painting and Sculpture in Europe 1800-1940 . (New Haven : Yale U. Press 1993) 46-47

Psychology and education in the twentieth century Essay

The twentieth century was innovative in a multiplicity of fields, including psychology and education. The attempt to develop the understanding on how humans learn was a challenge upheld by a â€Å"huge and diverse cast of characters† (Harrà ©, 2005: p7), with some so prolific that they didn’t only affect the classroom but â€Å"have left an enduring mark on our understanding of ourselves† (Harrà ©, 2005: p7). For this essay, I will describe and reflect on the theories of Burrhus Fredrick Skinner and Jerome Bruner, particularly focusing on Operant Conditioning and Cognitive Learning and apply them to an educational setting. Jerome Bruner (1915-2016) is renowned as one of the most significant and influential cognitive and constructivist theorists of the twentieth century and specifically developed â€Å"the study of the mental processes of thinking† (Harrà ©, 2005: p49). His initial focus was the development of human cognition but psychology at Harvard, according to Bruner had become â€Å"centrifugal† (Bruner,1983: p252). In turn, this led Bruner to begin his exploration into child cognitive development, heightening the importance of categorization in learning as well as â€Å"challenge the old psychology in the latter years of the 20th century† (Harrà ©, 2005: p.60) Bruner was highly influential in educational thinking, especially after the release of his book â€Å"The Process of Education (1960)† that is now recognized as a classic. Himself and other cognitivist theorists such as Piaget were both interested in child development, and Bruner agreed with Piaget that biological organisation underlies cognitive development but queried whether age ranges were correct in his developmental stage theory and believed that â€Å"it paid insufficient attention to the role of social interaction† (Olson, 2005: p.25). Similarly to Bruner, I do not believe that a child’s age always indicates their level of understanding. Limited description is offered of a child’s learning necessities, capability level, or motivational influences; all of which will have an impact on their understanding. I believe that this is a notion that still hasn’t been explored deeply enough and has a negative impact on our education today, as some students are still failing as the curriculum is generalised â€Å"the exam boards adopt common ways of working† (Ofqal,2017). The Eminent Harvard Psychologist has contributed greatly towards psychology overall, but his works have been most recognized in education; he felt that it was substantial for a learner to attain the fundamental values of a subject – his theory generally expressed that learners develop new ideas and concepts based upon existing knowledge; correspondingly to Piaget, he used three phases to develop his theory on modes of representation (how a learner may think of an object). Each mode is foremost at different stages of development, but all are present throughout the process. The first stage (1-18 months), was termed â€Å"inactive†. Thinking is utterly based on the child’s physical actions rather than their internal thinking. This mode is continuously seen in the later years, an example of that would be when a child is learning how to get dressed for school or ride a bike. The second mode begins to develop when a child reaches 18 months and was named â€Å"iconic†, and is mainly obtained via pictures or icons. These are mainly based on the five senses (hear, touch, smell, visualise). In an educational setting, diagrams and/or illustrations are often useful when introducing a new topic. The third stage, mainly reached at the age of 6 is â€Å"symbolic† and is primarily based on the use of symbols. Language also serves the purpose of regulation in this stage; as children develop, they shift from being external to being internal in cognitive processes. Using language as a symbol is essential to develop the capacity to think in abstract terms. Based on this three-stage notion, Bruner recommended using a combination of concrete, pictorial and then symbolic activities which will lead into more effective learning. This remains true even for adult learners. The theory is conceptually useful in teaching, as it allows staff to engage with all learners regardless of their cognitive level. With a range of supplies (study materials, activities, and tools), a new topic can be taught easily as it can begin as a concrete representation, and eventually end as an abstract one. This also provides learners something they can return to if they come across any problems with the matter. A primary example would be to engross the learners to do physically create 3D shapes. The following exercise would be an illustration of a shape, and the names of the shapes would aurally be read out and explained by the tutor. Thirdly, the learners should discuss the concept of the lesson and discuss any findings. Not only is this a far more gradual and realistic way of learning, I believe it also encourages motivation; something Bruner felt strongly about â€Å"The act of grasping the meaning, significance or structure of a problem or a situation without explicit re liance on the analytic apparatus of one’s craft† (Bruner, 1966: p.) For Bruner, the purpose of education is not to impart knowledge, but instead to facilitate a child’s thinking and problem solving skills which can then be transferred to a range of situations. Bruner’s notions and concepts have been rejected and critiqued by other theorists. For example, Piaget trusts that patience is necessary to reach the stage where a child is ready, whereas Jerome Bruner believes that the speed of cognitive development process can be increased if necessary. Unlike Piaget who was â€Å"resistant to criticism, sticking to a fixed position in the face of theoretical objections and empirical refutations† (Harrà ©, 2005: p57), Bruner was â€Å"unafraid of words like mind, and expectation, and perception, and meaning† (Miller, 2003: p.142). Bruner places a broader focus on his theory and attempts to be more open-minded and take a variety of studies into account

A Brief Look At Healthcare - 1618 Words

A Brief Look at Healthcare There are fewer hotter and polarizing topics in the United States of America than health care. Healthcare is a modern favorite for news networks and reporters. From the controversy involving Martin Shkreli and price gouging in the pharmaceutical industry, to reports that Americans pay much higher rates than those in other developed Western nations. Healthcare as a concept has been even had a large impact on politics in the country. Recently our current president, Barack Obama enacted the Affordable Care Act, in 2010, which was intended to help lighten the weight of healthcare fiscal responsible on the American people. Many have stood up to oppose the act including other politicians, they claim that the bill is†¦show more content†¦provided $45.9 billion in annual unpaid care. The debt doesn’t only lie on the shoulders of the hospital and other parts of the healthcare industry. The Commonwealth Fund Biennial Health Insurance Survey of 2012 found that 41% of adults between the age of 19 and 64 were to reported to have had medical debt, of that 41%, 42% stated that they had difficulties staying current with those bills. The inability for patients to maintain timely payments can be an even further hinderance on the quality of life. Lack of payment and delinquency can lower credit ratings and lead to a garnishment of funds. It’s because of these financial troubles that the American people and politicians scrutinized the structure of the American healthcare system. While the America has been a major power and leader in advancement in many aspects for the Western world, the country has not done so in healthcare and could considered behind the times. Sometime near the end of the 1800’s and the early 1900’s, Western European nations, began experimenting in providing social insurance for their citizens. Some of those social insurance’s were meant to provide benefits for protecting citizens against loss of pay, during periods of illness. Although the introduction of these benefits were a positive introduction, they weren’t initially provided to all citizens and were often used to leverage employee favor. During the same period of time the