The Current State Of South Africa Essay - 2016 Words

The current state of South Africa, 20 years post-apartheid, is regarded by many as desegregation achieved. However, in order for this to be completely true, it has to apply on every level. Pettigrew (2008), defined desegregation as the mere physical mixing of groups, and on this level, yes, we can say that the racial mixing of those previously segregated, is desegregation achieved. Yet, there is a distinct line between desegregation and genuine integration between the same people (Pettigrew, 2008). Contact theory has been widely studied for many years, the conditions crucial for it to be successful and to facilitate the effect of reducing prejudice between the groups are: cooperation between the groups/’s members, equal status between the two groups, authority support, and common goals (Pettigrew, 2008). Members of the dominant group have negative distorted perceptions about members of the subordinate group (Reicher, 2007). The theory was developed during a time when racial tension and racism were thought to be rooted from irrational beliefs and attitudes of and towards outgroups, as well as the assumption that behaviour and attitude were connected and that if one changed, the other would follow (Emerson, Kimbro, Yancey, 2002). Although contact theory is very effective in increasing intergroup relationships and reducing prejudice, there are limitations. Contact theory requires a utopian setting for it to be tested and rated effectively, where optimal contact andShow MoreRelatedThe Current State Of South Africa1175 Words   |  5 PagesBACKGROUND ON SOUTH AFRICA 1. South Africa was called the hopeless continent 16 years ago. Much of the negative world view stemmed from wounds created by government supported racial segregation which continues to affect South Africa’s economy today; however, the abundant resources and potential economic growth of this country should not be overlooked. Despite wounds from its past South Africa has a wealth of resources which make it an important country to the world and to the United States. South Africa’sRead MoreThe Epidemic Of Botswana, South Africa Essay1282 Words   |  6 Pages1 ​Today, in the world, especially African Countries in the South are facing an epidemic that has gone completely ignored by their very own government. Instead of proposing policies directed towards reducing the amount of HIV/AIDS cases that continue to rise each year, they have chosen to implement failed policies or none at all. Countries that have attempted to enact government policy to try to decrease the spread of the epidemic has ultimately failed in a broad sense. The epidemic is known asRead MoreThe Global Economic and Political Implications of the South African 2014 General Elections1164 Words   |  5 Pagesyear for South Africa. The first elections after the death of South African ex-president Nelson Mandela will take place and after twenty years of democracy, the world will be watching us again. The world holds much interest in the economy and politics of South Africa as was discussed in Appendix A and Appendix B and it is safe to assume that the world is a stakehold er in the politics and economy of South Africa. The purpose of this essay is to explore the world’s stake in South Africa, its natureRead MoreSouth Afric A Country Of Diversity1269 Words   |  6 PagesSouth Africa is a country of diversity, with 11 languages that are officially recognized--Afrikaans, English, Ndebele, Northern Sotho, Sotho, Swazi, Tsonga, Tswana, Venda, Xhosa, and Zulu (Statistics South Africa, 2011). Although South Africa has diverse communities, much of its history has proven a lack of representation. Up until 1994, South Africa was ruled by a white minority government, which came into power in 1948 and enforced a racial segregation policy called apartheid—a policy that mandatesRead MoreThe Long Term Potential Growth Rate Of South Africa Essay1006 Words   |  5 PagesThe long-term potential growth rate of South Africa under the current policy environment has been estimated at 3.5%.Per capita GDP growth has proved mediocre, though improving, growing by 1.6% a year from 1994 to 2009, and by 2.2% over the 2000–09 decade, compared to world growth of 3.1% over the same period. The high levels of unemployment, at over 25%, and inequality are considered by the government and most South Africans to be the most salient economic problems facing the country. These issuesRead MoreThe Curious Enlightenment Of Professor Caritat By Steven Lukes1283 Words   |  6 PagesCurious Enlightenment of Professor Caritat, by Steven Lukes (whom will be referred to as â€Å"Lukes† from now), the professor is sent out to find the best possible world. The essay will include a discussion on which society will best work in South Africa. In the current society, Communitarian and Libertarian systems are already evident, whereas Utilitarian rule is not. Utilitaria encourages people to be helpful and contribute to society; everyone is treated equally, hence creating an overall sense of purposeRead MoreTaking a Look at the Monash University896 Words   |  4 Pagescampuses affiliated to it spread across the world, in India, China, South Africa, Italy and Malaysia, at the same t ime linked to the Monash website. This essay will make an attempt to provide a critical analysis of the Monash website and the current affiliation with Laureate group of universities. Firstly, an analysis of Monash around the world link will be explored. Secondly, an attempt to discuss the affiliation of Monash South Africa University as part of the Laureate family with respect to the MonashRead MoreAuditing as a profession as evolved drastically over decades and as time has passed auditing1000 Words   |  4 PagesInternal Auditing Standards, the Current Role of Internal Auditing in SA, reviewing current crisis, the importance of Internal Auditing to management is evident. 2. FUNDAMENTAL PRINCIPLES RELATED TO GOVERNANCE 2.1 Corporate Governance in South Africa To understand the role internal auditors play in improving governance processes, one has to fully understand the meaning of the word governance and also the role governance plays in South Africa. Smerdon states that corporate governance is ‘theRead MoreForeign Policy : The Transition Of Democracy1039 Words   |  5 Pagesrelations with each other as well as international organisations and non-governmental actors. South Africa s post-apartheid foreign policy vision has become prosperous, peaceful, democratic, non-racial, non-sexist and united which contributes to the world that is equitable. This essay will discuss the transition to democracy and how the different heads have contributed to foreign policy since 1994 using the state and individual levels of analysis. This will be done with the following headings; heads ofRead MoreEconomic Growth And Development Of South Africa1193 Words   |  5 Pages2. CURRENT IMPLICATIONS 2.1. Growth and development According to Parson Viviers (cited by Vollgraaf 2016:p2) as a result of Brexit South Africa’s economic growth is expected to have a 0.1% cut-back due to its trading relations with the countries concerned. Bowler (2016:p1) stated that the UK’s pound depreciated after the Brexit occurrence, which could result in the UK’s imports being expensive. The country will be inclined to import less causing its trading import partners to suffer in the process

Role of Educational Leadership-Free-Samples-Myassignmenthelp.com

Question: Discuss about the role of Educational Leadership in rasing Teacher's Performance through Trainging on using of STEM Progam in Saudi Arabia. Answer: Introduction STEM system refers to the academic fields of science, technology, engineering and mathematics. The acronym that was used for the four fields is known as the METS system. This acronym took birth after a science education meeting between the various agencies that was chaired by Rita Colwell at the US National Science Foundation. This term is generally used to address the policies pertaining to education and the choice of curriculum thereby help to improve the existing competitiveness among the students in the departments of technology and science. The STEM system find its implications in a number of fields. These fields include the development of workforce, the policies of immigration and the concerns that pertain to the national security. The education systems and institutions such as the schools play a huge role in the determination of the interest of the students in the subjects that are covered within the STEM system. These institutions also look into the fact that the students are provided with equal opportunities to access as well as benefit from the education of the STEM subjects. In the Arabian region there has been a serious issue regarding the poor quality of the education that was being provided along with the high number of unemployed youth, which amounts to almost 30% of the total population of the Arabian Countries. It is observed that $0% of the employers are dissatisfied with the employees who lack proper skill and knowledge. The skills they lack the most constitute of those that are required in order to deal with the multi-faceted problems and the ways to devise integrative and creative solutions for the problems. Research Design And Approach Research Paradigm The proposed study requires the inputs on the perceptions and the attitudes of the teachers and the students that are involved in the study of the subjects of science, mathematics, engineering and technology. Thus, the research paradigm that needs to be applied to this study is the constructivist or the interpretivist approach. In this approach towards research, the qualitative methods gain predominance over the quantitative methods, which are also used in the activity of this research. Literature Review In the primary steps that are undertaken in the research, relevant literatures were reviewed. According to El-Deghaidy Mansour, (2015) the subjects of science and mathematics were taught from the starting point of education through the tenth standard as mandatory subjects in Saudi Arabia. The Saudi Arabian schools include both of these subjects in the eleventh and the twelfth standards only for those students who choose to pursue the scientific stream of education. The teacher orientation programs are based on the disciplines that the teachers are supposed to import education. These teachers are generally trained for their jobs through the various institutions that are dedicated towards the education of the teachers. The teachers are observed to prepare as well as deliver the lessons independently in the classrooms. This helps in the setting of the tone in which the teachers of various disciplines may interact across and within a number of disciplines. On the contrary, Heba et al (2017) argues that multidisciplinary learning refers to the type of knowledge gathering whereby the various fields of knowledge are combined though they remain separable and independent from the others. The interdisciplinary approaches to learning refers to the approach where the fields of study are integrated and the boundaries of these disciplines are blurred. The learners need to have a number of cognitive skills in order to process the knowledge that they gather. This helps them in the producing of a meaningful understanding of the interdisciplinary knowledge that they acquire. Thus, interdisciplinary learnings may be described as a radical restructuring of the complete process of learning. This may be possible through the construction of a model of integrative education, which may be based on the modern methodologies of curricula designing and pedagogy (Crampton, Ragusa Cavanagh, 2012). The radical learning structure is known to provide for a linkage to the context of the real world and for the quality in the learning (Erdogan et al, 2016; Hernandez et al, 2014). According to Biasutti and EL-Deghaidy (2012), the interdisciplinary learning systems affect the development of the skills that affect the knowledge management. According to Bybee (2013), there are nine different perspectives to the STEM method of education. These methods range from considering STEM to be a singular reference system to the same being referred to as a transdisciplinary program. STEM may be understood as having an interdisciplinary nature, which attempts to have a focus on solving problems in an authentic manner. The technique followed by the STEM method of education aims to replace the traditional ways of teaching based on lectures to the ways of learning that are based on the inquiries, problems and other projects. These ways of learning serve to be a means of presenting an integrated and me aningful experience of learning that is at times inclusive of two or more of the four principles fields of study that have been identified in the STEM education. This interdisciplinary philosophy helps in the development a deep conceptual understanding of the subject (Biasutti El-Deghaidy, 2014). In spite of the increase in the interest towards STEM education, Breiner et al (2012) argues that the promoters of the system have put in struggle to conceptualize the practices in an institutional setting. Vasquez, Comer and Sneider (2013) argue that the practice of STEM education is not a curriculum in itself. It is rather an approach that helps the teachers in the organization and the delivery of the instruction in a manner that aids the students in the application of their knowledge along with their associates in situations that lead to meaningful situations. In order to implement the ways of imparting knowledge on the STEM disciplines, the teachers need to be trained accordingly. The examination of the views of the concerned teacher on the STEM education may prove to be a part of the preparedness for the program implementation (Han et al, 2015). The necessary skills, knowledge beliefs and the experiences of the teachers should be taken into consideration while preparing the teachers for the enactment of such an integrated mode of instruction. In Saudi Arabia, the subjects of mathematics and science are compulsorily taught in the schools up to the tenth standards. The stream of science braches out to its subdivisions of physics, geology, biology and chemistry from the twelfth standard onwards (Moe.gov.sa, 2014). This leads to the limitations in the number of opportunities for the students to communicate between the different disciplines altogether. The efforts to increase the number of the female enrolments in the science related disciplines have been raised (Oecd.org, 2012). The teachers are trained to teach science subjects as a silo discipline in an educational system that is centralized. Mansour et al (2014) argues that the teachers follow the recommendations that have been mandated by the MoE while implementing the curricula of science via the top-down system. Research Questions It is a very common practice in the Arabian nations that the subjects like mathematics and science. There may be different aspects that may need to be looked into while introducing the STEM model of education in the schools. The teachers may require shifting from their comfort zones of imparting education in the silos and rather adapt to the STEM method of teaching. The teachers require having a deep knowledge of the content as well as believe strongly in the innovative strategies of teaching. The teachers should also have knowledge on how to bridge the subjects thereby aiding the growth of an interdisciplinary learning process. Strong teams of teachers must be developed in order to help facilitate the creation of a success culture in the schools through the professional communities. Reports claim that there are limited number of teachers who possess a hands-on experience of working with the STEM model of education. The teachers may also be mentioned to lack the required educational background that is needed to teach the subjects that are included in the pedagogy of STEM. According to a report by the National Science Foundation, 30% of the teachers in the science departments of the middle schools lacked in-field training (Casey, 2012). The study attempts to discuss the role of the educational leadership to aid the rise of the performance of the teachers with the help of training on the use of the STEM program in Saudi Arabia. The research questions in this study may focus on the topics enlisted below. What are the views of the teacher on the STEM model of education? What are the contextual factors that help the teachers to enact the integrated pedagogies of STEM? What are the contextual factors that prove to be a hindrance for the teachers of the science department in the enactment of the pedagogies that have been integrated in the STEM model of teaching? Methodology/Datacollection/Techniques Study population, sample size and unit of analysis The participants of this study will include middle school teachers of the science stream of the local educational institutions that are located in the capital city of Saudi Arabia, Riyadh. The chosen institutions will need to be a part of the partnership program that will be sponsored by the same educational center that will be aiding this study. The teachers involved in this study will need to sign a consent form in order to participate in this study. A minimum of 50 teachers will participate in the study. Research Methods: Survey Questionnaire The questions will be set based on the contextual factors that serve to either facilitate the implementation of the practices involved in the STEM model of education or pose to be a hindrance to the same. The teachers will be provided with an open-ended questionnaire that needs to be analyzed in a qualitative manner. The other group of interviewees would include the students. The students would be provided with a close-ended questionnaire that may be analyzed in a quantitative manner. Data Analysis and Interpretational Methods The research study will be conducted through the focus groups of study. These study groups will focus on the various matters that are relevant to the views and the understandings of the teachers on the STEM model of education. The groups of the teachers will be formed based on their teaching experiences. The responses that were collected from the focus group studies will be analyzed qualitatively. The qualitative analysis of the collected data may help to reveal the contextual factors in discussion in a clearer manner. Limitations The limitations that may be incurred in the completion of this study would pertain to the conditions of budget and the amount of time that may be allocated for the research. The sample size of the research being too low may result in the lesser variety in the data that has been collected for the research purpose. The budget that may be needed for a complete research on the subject exceeds the budget that is assigned thereby leading to the lowering of the collection of the data. The time allocated for this study may prove to be excessively less in comparison to the actual time that may be needed. Privacy The privacy of the participants of this survey need to be maintained. The personal details of the participants such as the names, age, institution of profession, educational background and other such details will not be disclosed under any circumstances. The participants will be addressed with the help of assigned pseudonyms if need arises. The focus groups that will be formed would be addressed by the numbers that were assigned to them. The data provided by the participants will not be used to identify them in future. The Original contribution The research study will make an attempt to look into the role that is played by the educators in the implementation of the STEM model of education in the educational institutions based in the capital city of Saudi Arabia, Riyadh. The study attempts to look into the training of the teachers who are employed in the teaching of the subjects that are included in the STEM model of education. Research Schedule Activities January February March April May June Chapter 1: Introduction Chapter 2: Literature Review Chapter 3: Methodology Chapter 4: Data Analysis and Findings Chapter 5: Conclusion References Biasutti, M., Heba, E. D. (2012). Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction.Computers Education,59(3), 861-872. Biasutti, M., EL-Deghaidy, H. (2015). Interdisciplinary project-based learning: an online wiki experience in teacher education.Technology, Pedagogy and Education,24(3), 339-355. Breiner, J. M., Harkness, S. S., Johnson, C. C., Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships.School Science and Mathematics,112(1), 3-11. Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J. L., Rubenstein, L. D. (2014). STEM high school administrators, teachers, and students perceptions of curricular and instructional strategies and practices.Journal of Advanced Academics,25(3), 272-306. Bybee, R. W. (2013).The case for STEM education: Challenges and opportunities. National Science Teachers Association. Casey. (2012).Jec.senate.gov. Retrieved 15 November 2017, from https://www.jec.senate.gov/public/_cache/files/6aaa7e1f-9586-47be-82e7-326f47658320/stem-education---preparing-for-the-jobs-of-the-future-.pdf Chiu, A., Price, C. A., Ovrahim, E. (2015, April). Supporting elementary and middle school STEM education at the whole school level: A review of the literature. InNARST 2015 Annual Conference. Crampton, A., Ragusa, T. A., Cavanagh, H. (2012). Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students.Research in Learning Technology,20(1), 14430. El-Deghaidy, H., Mansour, N. (2015). Science teachers perceptions of STEM education: Possibilities and challenges.International Journal of Learning and Teaching,1(1), 51-54. EL-Deghaidy, H., Mansour, N., Al-Shamrani, S. (2015). Science teachers typology of CPD activities: A socio-constructivist perspective. International Journal of Science and Mathematics Education 13(6), 1539-1566. doi:10.1007/s10763-014-9560-y Erdogan, N., Navruz, B., Younes, R., Capraro, R. M. (2016). Viewing How STEM Project-Based Learning Influences Students' Science Achievement Through the Implementation Lens: A Latent Growth Modeling.Eurasia Journal of Mathematics, Science Technology Education,12(8). Heba, E. D., Mansour, N., Alzaghibi, M., Alhammad, K. (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers.Eurasia Journal of Mathematics, Science and Technology Education,13(6), 2459-2484. Mansour, N., Heba, E. D., Alshamrani, S., Aldahmash, A. (2014). Rethinking the theory and practice of continuing professional development: Science teachers perspectives.Research in Science Education,44(6), 949-973. Moe.gov.sa. (2014).Moe.gov.sa. Retrieved 15 November 2017, from https://www.moe.gov.sa/en/Pages/default.aspx (In Arabic) Oecd.org. (2012).Oecd.org. Retrieved 15 November 2017, from https://www.oecd.org/edu/EAG%202012_e-book_EN_200912.pdf

Food Inc Essay Topics - a Short Outline

Food Inc Essay Topics - a Short Outline Details of Food Inc Essay Topics Hence, it's much advisable to purchase an essay and order it in advance in order for the team assisting you can formulate a strategy to give a top quality paper. You want to see the order details first. Additionally, a customer may ask the writer to submit part of the job for review and, if needed, ask her or him to make corrections. The only answer is EssayBasics. Based on your essay type, the body part can be quite different. No matter in which you produce your merchandise, it is going to require a label that fully complies with the FDA labeling guidelines. Food is a composite mixture of various substances, the number of which might differ from a portion of a gram in some specific cases to hundred of grams in other the term foodstuff is understood to be anything that can be utilised as food'. There's no food shortage problem in the us. Things You Should Know About Food Inc Essay Topics Halal meat isn't only healthier, it's also more tender and tastes better because it stays fresh longer as a result of lack of blood, which makes it resistant to bacteria. It's important to discover a minimum of three safe proteins to feed. With globalization and exchange of knowledge between different nations, food grows more accessible and now we've got an opportunity to try to investigate a variety of produce from various corners of earth. Healthy food also increases an individual's likelihood of living longer. The cost of an essay depends upon the quantity of effort the writer has to exert. Needless to say, whether your essay is going to be a success or failure is contingent on the topic you pick. The option of compare and contrast essay topics isn't a simple task because you must demonstrate your analytical skills. As a consequence, any argumentative essay topics that you decide to write about concerning nutrition should have at least two sides to them, so you could argue for or ag ainst something. How to Choose Food Inc Essay Topics Some choose to choose the fruits back home, but the majority of the folks like to have the juice over there only. Men and women eat foods that are readily cooked or ready cooked. If they do not eat the right foods, they can become sick. Along time ago, they ate foods that are very good for their health. Fast foods significantly save in time. Organic foods are a lot healthier than non-organic foods for a number of factors. Healthy foods also enhance the general body appearance. No food or diet can stop you from getting breast cancer. Any mobile app development company that you select, they must supply you with complete development services. So it's probable that digital technologies are rapidly altering the food shipping market. Cutting the lengthy story short you ought to start planning wisely to earn a food shipping app. To get started with your food shipping app development partnership Finding the most suitable food shipping app development provider is tricky. The Ideal Strategy for Food Inc Essay Topics Food pre-ordering is just one of the most trending technologies for restaurants at this time. American dishes could be seen a standard American food culture whereas they originated from foreign nations. On the flip side, on occasion the food doesn't need to get adverti sed by a renowned person because the food is already sexy. Junk food also doesn't cost a whole lot of money to get it. There are quite a lot of restaurants still to be listed to create a food shipping app database! If people eat an excessive amount of food, they can get overweight or obese. Local street food is really an emotion. The Pain of Food Inc Essay Topics Selling your merchandise at farmers markets or small neighborhood stores will permit you to judge the best price to charge and quickly identify your intended customer. Lots of food goes to waste and smallish businesses have major cash flow issues that may set them in debt or out of business. Talking to people in the food business or attending trade shows can provide you with a concept of how your product is going to do in the marketplace. Starting a little food company is an extremely risky proposition.

Creation Story in Research Paper

Creation Story in Research PaperA research paper is essentially the same as a story, only instead of being told from the first person, it's told from a third person. The primary difference is that the creator does not write about their own life experiences, they write about those of someone else. It would be a highly unprofessional author who attempted to write a scientific paper using this format. You can find examples of authors who have written well using this story format in research papers in journals and books.How should the creation story of a research paper to be presented? Not all information presented in a research paper should be true. For example, how about this passage:As you might imagine, this is a main topic for the author in the narrative, but would be completely inaccurate if presented in the research paper. These passages are telling the reader an opinion or idea about how things work, not providing the facts of the research. In order to properly present a story to the reader in a research paper, you must present facts and analyze the data, not make up stories.In a research paper, the presentation of information depends on how you present your ideas. In a narrative, the author will tell their story, and the reader will pick up on that story from there. However, in a scientific paper, the research is presented from a scientific perspective. The conclusions of the research must be supported by solid and verifiable evidence, and the information presented cannot be opinions or wild theories.Presenting a research paper correctly is also about the way you convey your information. You need to be clear and concise with your words. This means that if you are having a conversation with another person, you don't use slang or abbreviations. The reader will think that the author is trying to cover up a point with complicated terms.Instead, use a third person, narrative style to tell your story. You should always allow the story to flow naturally, without editing or commentary. When describing an event, you should speak plainly and clearly, even if it is difficult.The voice that you choose is highly dependent on your own personality and your needs as a writer. If you prefer writing to be fun and conversational, then it may be best to write in a colloquial or conversational tone. If you want the words to be refined and formal, then a more polished and classical style might be best.Creating a creation story in a research paper should never be an attempt to cover up a point with a bunch of technical terms. Your focus should be on the facts and analyzing the data, not making up stories. This will help you become a better scientist and a better writer.

The Introduction Paragraph For College Essay

The Introduction Paragraph For College EssayThe introduction paragraph for college essay is a very important portion of your essay, as this part will make the difference between getting an A C. You have to make sure that the introduction paragraph is written in such a way as to completely grab the attention of the reader. In this article, I am going to show you exactly how to write an introduction paragraph for college essay.First, you need to start off by providing some information about yourself and what you are going to talk about in your introduction paragraph. So first of all, tell your reader about yourself. What are your passions? What do you like to do? If you like to go out, describe what kind of places you like to go to!Now you need to present your topic. You can use one of these common topics, which most colleges have used for years, or you can come up with your own.Be sure to follow proper grammar rules in your paragraph, and use appropriate sentence structure to make you r paragraph flow nicely. Try to keep it to seven or eight sentences, and try to keep it as short as possible. If your sentence gets too long, it will look as if you are not focusing on your point.After the key information, you need to introduce the author's name, and give some idea of who he/she is and how they became the author of the paper. You also need to give the point, and a few sentences of explanation. Make sure you include the exact date when you submitted the paper as well.Lastly, you need to start a paragraph called the conclusion, and then another one, called the summary paragraph. These two parts should not be confused with each other. Make sure you have a clear separationbetween them, and don't forget to end your essay in a creative and interesting way.There are some great ways to improve your essay, and this is one of them. Don't be afraid to test your abilities, and try something new. There are plenty of writers out there willing to work with you and give you a helpi ng hand.

A Difficult Essay Topic

A Difficult Essay TopicIf you are like many students, it can be very difficult to write a difficult essay topic. You need to look at the topics that you have researched and determine what the content is. Is it an essay that will advance your career or another topic?The most common problem with this is that students simply choose a topic that sounds interesting. In most cases, these topics have little bearing on their careers. The topic does not advance the discussion and often the topic turns into a footnote to a discussion about something else. Once you start in on the easy topics, you find that you have no further information about the topic.That is why it is important to know the content of the difficult essay topics. You want to make sure that you are covering the content that is important to the topic. Often times you will not get a chance to get the information that you need from the easy topics.So what are some difficult essay topics? There are lots of things that you can rese arch.One of the most difficult of all difficult essay topics is the statistics of American soldiers. What makes this difficult is that statistics are an important part of life in America. The problem is that statistics are hard to understand and those who are searching for statistics need to become familiar with other areas.There are also some other problems that you have to look at in order to find the content that you want. For example, if you are trying to find an easy topic, there are going to be many times when you have grammar and spelling issues. It is easy to have those issues because of the writing style you will be using.One of the hardest of all difficult essay topics is the topic that involves being away from home for a long period of time. This is another area where you can get very little help from others in finding the right topics.

The Intelligence Quotient Essay Example For Students

The Intelligence Quotient: Essay The Contribution of Psychology to Standardized Social Darwinism It is safe to predict that in the near future intelligence tests will bring tens of thousands of these high-grade defective under the surveillance and protection of society. This will ultimately result in curtailing the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency. It is hardly necessary to emphasize that the high-grade cases, of the type now so frequently overlooked, are precisely the ones whose guardianship it is most important of the State to assume. ~ Lewis. M. Terman (1916)The commercialization of intelligence may be one of the most controversial issues American education has faced in the twentieth century. Lewis M. Terman introduced the concept of classifying students through IQ tests to the public at a time when society was probably eager for any solution psychology could offer for their social and educational problems. Between the 1890s to the early 1920s, many novel problems were arising in Americas educational system. A substantial amount of these problems were most likely caused by mere overpopulation; urban school enrollment was increasing at an unprecedented rate as immigrants flocked to the United States, a marked shift of families from rural to urban areas was also adding to school overcrowding, and finally newly enacted and enforced compulsory education laws were causing children to actually be present in classrooms. In a society where efficiency was of top priority, school administrators began focusing on new goals. Attention to college preparation shifted considerably to life preparation; people were being educated on how be useful members of society, not for higher education. Yet, at the same time, administrators may not have been ready to give up the ideals of American education and therefore were searching for a way to preserve academic traditions. On top of this, the costs of educating so many children were astronomical; education needed to be factorized and streamlined. Thus, the arrival of the IQ test came at what was probably a critical turning point in education philosophy. However, many questions regarding the philosophy and implementation of the intelligence tests themselves still remain. First of all, when did psychology first begin to affect education? What was the original purpose of the tests and how has this principle evolved over time? What groups were behind the IQ tests and whom did they aim their standards at? What has public sentiment been toward the tests? Lastly, what ha ve been the lasting effects of the intelligence quotient?iEducation as a Science: Thorndikes Infusion of Psychology into Social Policy During the time of Edward L. Thorndike, psychology itself was still a fledgling science, striving to prove itself through experiments and empirical data on human behavior. As a former animal behaviorist, Thorndike carried this meticulous nature over to his work on individual characteristics of humans, namely intellect and learning. Like many psychologists of his day, Thorndike found a lack of positions available for traditional psychology students and was forced to turn to new fields, such as child study and teacher education programs. By the beginning of the twentieth century, Thorndike had fully committed himself to education and began collecting data on learning theory. One of Thorndikes more important revelations established his career; in 1901; using empirical evidence, he disproved one of the central theories of 19th century education by provin g that learning difficult subjects like Latin and Greek does not in fact exercise and increase the strength of the mind. Thorndike then expanded this theory to say that intellect was genetically influenced and could not be improved nor changed in any way.iiIn 1910, Thorndike himself argued for the necessity of psychology in educational theory. He stated in his book The Contribution of Psychology to Education that Psychology contributes to a better understanding of the aims of education by defining them, making them clearer; by limiting them, showing us what can be done and what can not; and by suggesting new features that should be made parts of them. He argued that psychology gave definition and meaning to peoples perceptions of culture, knowledge and skill, and also that learning and comprehension were futile if they were not passed onto the next generation. Therefore, psychology was salient to education in that it not only defined concepts, but it designated the best methods to p ass the knowledge on. He conceded that mere classroom experience could indeed tell the best methods of teaching, but affirmed that psychological research was necessary to explain why methods were successful. This methodological inquiry into the why behind learning is probably the most important contribution of science to education.iiiThorndike then went on to define his new science with Laws of Learning. As with other sciences, Thorndike was quick to point to problems that needed to be focused on and solved within the educational system; namely, the aims, the material or subjects, the means, the methods and finally the results of education. He held that the most important aims of educational psychology were to find the most efficient means to educate men. Finally, and perhaps one of Thorndikes more accurate observations of education, were his Laws of Exercise and Effect. The Law of Exercise stated the more frequently an action is connected with a response, the more likely the action would be learned. The Law of Effect basically stated that a positive response to an action would bring a person to repeat and therefore learn said action. These two laws helped to set the foundation for future learning theorists.ivToward the end of his career, Thorndike believed that science could solve all of the social ills. More importantly, he rejected G. Stanley Halls developmental theory and advocated genetic psychology. This inflexible system did not allow room for growth and Thorndike capitalized on this by proposing a moral scale to measure people by. This idea could have set the foundation for the future proponents of the IQ test; Thorndikes rigid scale of morality could have easily been transformed to the scale of intellect used to classify children throughout the 1920s.vLost in Translation:The Intelligence Quotient Crosses the AtlanticThorndikes popularization of psychology as a necessary contributor to educational theory greatly influenced American acceptance of IQ tes ting. With this foundation in place, Alfred Binets work in France may have seemed like the optimal solution to problems with overcrowding in schools. Possibly in response to Charles Darwins publication of On the Origin of Species, people became interested in the heritability of human intelligence. Thus, in 1904, Binet was called upon by the French government to develop a technique to identify children who were struggling in school, and maybe due to this influence, he chose to quantitatively measure intellect. Before this request, Binet had been focusing his research on the individual differences in children that contributed to their learning technique. The French government called upon Binet not to sort the children, but to measure their potential so it could be told if the education system was utilizing every childs potential. With this goal in mind, Binet published three versions of an intelligence scale before his death in 1911. He wanted to measure the intellect of the children to find flaws in the system, not in the child. 1908 was probably the most critical year in the development of the original IQ test; this year Binet assigned age levels to his tasks and thus established the concept of mental age. However, it was not until 1912 that German scientist W. Stern put forth the idea to divide the mental age by the chronological age, thus birthing the term Intelligence Quotient or IQ. This system of measurement was soon after taken to America and eventually added to the lexicon of educational theory. The quantification of intellect was never an aim of Binet; he wanted to use the scales to help improve education theories, not to limit and categorize children. Psychologist Stephen J. Gould comments, But of one thing Binet was sure: whatever the cause of poor performance in school, the aim of his scale was to identify in order to help and improve, not to label in order to limit. Some children might be innately incapable of normal achievement, but all could impr ove with special help.vi Binets original purpose of the IQ test could have been altered anywhere between the translations of H.H. Goddard to Lewis M. Termans adaptation and mass marketing of the test. H.H. Goddard published the first English translations of Binets work and forever immortalized the categories Binet chose. People were designated as below average, average or above average. The subcategories of below average, imbecile and idiot, have menaced the English language since their translation. However, the most important mistranslation of Binets work came with the category right below average. Binets French word meant weak, yet Goddard decided to use the new word moron to describe this category of people. This category was designated to contain the people who would never succeed, but who could survive in society. With this designation, Goddard forever stigmatized the word moron and also put forth his ideas on categorizing people. Along with Terman, Goddard thought that these m orons should be stopped from reproducing and tainting American society, and elementary school seemed the perfect place to designate them.viiFollowing Goddards advice, in May of 1917 Lewis Terman developed intelligence testing for the united states army, which over the next two year supposedly increased the efficiency of the armed forces through categorically assigning men to positions by their intellect. By 1919, Terman had helped transform these army tests into the National Intelligence Test for school children; within a year he had sold and distributed over 400,000 tests across America. Having adapted Binets work, he called the tests the Stanford-Binet. Perhaps Termans most significant alterations to Binets work were that he extended the test ages between 5 and 16, put forth the concept of using the IQ to separate children and maybe most critical to the development of IQ testing in America, he standardized the process so that the test could be given accurately in any location.viii Real Life Application:Quotients in the ClassroomIn keeping with the new scientific nature of educational theory, before its implementation in schools nation-wide, Binet experimented with his new IQ tests. However, despite his best efforts, this initial assessment may have been a biased sample, giving the test itself a dubious beginning. Termans subjects were all from the surrounding Stanford area, and he purposely chose this homogeneous area where he said the schools were such as almost any one would classify as middle-class. Few children attending them were either from very wealthy or very poor homesCare was taken to avoid racial differences due to lack of familiarity with the language. None of the children was foreign born and only a few ere of other than western European decent. This study elicited criticism from the incipiency of the testing movement and possibly gave future critics basis to invalidate the test altogether.ixHowever, in the early 1920s the test seemed to be widel y accepted by the public and implemented in public schools across the nation. Although American schools had been grouping children sine the early 19th century, the lines were never as clear nor as easy to assign as they became with the IQ tests. By mid-century, terms such as ability grouping, homogenous grouping, and tracking were common in the English language. However, the methods and intent of grouping seems to have changed greatly with the implementation of IQ tests. In his book, Schools as Sorters, Paul Chapman states three main reasons why the IQ tests were developed in America. The first is that psychology was trying to pinpoint the quality of intellect by developing a variety of tests to measure both specific and general abilities. Second, the psychological research was stimulated by the practical need of the schools to explain individual differences in student performance and to identify poor performers. Finally, reforms in the Progressive Era might have enabled psychologis ts to promote their new measures of intelligence as a means of improving schools. In the time of muckrakers and intense social unrest, society was probably looking for order and Termans IQ tests provided just that for their children.xA 1921 article published in The New York Times detailed the implementation of such a system of order in one school district. Louis A. Marks, Principal of Public School 64 in New York, recounts his efforts to more efficiently organize his school using psychological tests to group children into five categories; gifted, bright, average, dull normal and defective. The article states that the courses were planned according to the rate of progress as follows: Gifted pupils, 8 years in 6; bright, 8 years in 7; average, 8 years in 8 or 9; dull normal, 8 years in 10; defective, assigned to special courses. In this way, pupils were grouped and teachers could concentrate on the individual differences of the groups. Also, the school kept records of each pupil and i f it seemed he or she was falling behind her predicted success the individual was referred to a psychologist to identify the factors holding him or her back.Marks states that such a method will mean a policy of prevention rather than one of correction. Furthermore, the article says of Marks,Although, he concludes, the question of expense may seem to hinder the fulfillment of this plan, it is probably most economical in the end, because its success will mean the elimination of many wasteful and expensive elements in the present system. There will be for example: Little retardation of pupils, less need for correctional institutions, better chance for true education because of better understanding of the children, much happier teachers, supervisors and parents, social improvement because of the lessening of early antagonism to education and social authority, and a really effective attempt at vocational and educational guidance. .uf5a03884c1053c786d7e3ce42aea449b , .uf5a03884c1053c786d7e3ce42aea449b .postImageUrl , .uf5a03884c1053c786d7e3ce42aea449b .centered-text-area { min-height: 80px; position: relative; } .uf5a03884c1053c786d7e3ce42aea449b , .uf5a03884c1053c786d7e3ce42aea449b:hover , .uf5a03884c1053c786d7e3ce42aea449b:visited , .uf5a03884c1053c786d7e3ce42aea449b:active { border:0!important; } .uf5a03884c1053c786d7e3ce42aea449b .clearfix:after { content: ""; display: table; clear: both; } .uf5a03884c1053c786d7e3ce42aea449b { 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; } .uf5a03884c1053c786d7e3ce42aea449b:active , .uf5a03884c1053c786d7e3ce42aea449b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf5a03884c1053c786d7e3ce42aea449b .centered-text-area { width: 100%; position: relative ; } .uf5a03884c1053c786d7e3ce42aea449b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf5a03884c1053c786d7e3ce42aea449b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf5a03884c1053c786d7e3ce42aea449b .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; } .uf5a03884c1053c786d7e3ce42aea449b:hover .ctaButton { background-color: #34495E!important; } .uf5a03884c1053c786d7e3ce42aea449b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf5a03884c1053c786d7e3ce42aea449b .uf5a03884c1053c786d7e3ce42aea449b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf5a03884c1053c786d7e3ce42aea449b:after { content: ""; display: block; clear: both; } READ: Elmer Kelton Essay We will write a custom essay on The Intelligence Quotient: specifically for you for only $16.38 $13.9/page Order now In effect, this article seemed to state that by removing the deficient children from classes that the more gifted will succeed. Throughout this Progressive Era, Terman made his intentions for the students clear. In keeping with the ideas of Social Darwinism, he wanted experts in schools to make reforms to better society. Terman seemed to be trying to extrapolate the gifted children from classrooms so that they wouldnt be held back by the deficient.xiThe whole philosophy of tracking was contingent on one idea; that IQ could not only be accurately measured, but remained stable throughout a persons life. It seems that education was taking a large gamble, determining a childs future based on his or her performance on one test. Furthermore, the test itself contained variables, including but not limited to, the administrator and the questions themselves. The Mechanics of the Test:The Fallibility of the AdministrationIn 1918, Thorndike commented on the use of educational measurement, What we do, or course, is to make not such a complete measurement of the total fact, but to measure the amount of some feature, e.g., the general merit of the composition or the richness or its vocabulary, just as physical science does not measure the elephant, but his height, or his weight, or his health, or his strength of pull. Every measurement represents a highly partial and abstract treatment of the produceIt should be noted also that single measurements are still in a sense complex, being comparable to volume, wattage or the opsonic index, rather than to length, weight or temperature. A decade into the twentieth century, IQ tests had been widely accepted and used by the public, this section will divulge just what was contained in the tests as well as how they were administered.xiiTo find the nature of the test, Terman himself is probably the best source. In 1916, he published The Measurement of Intelligence, from which some central ideas of the test can be extrapolated. The Binet scale itself is made up of series of tests that are categorized by mental age, the test taker completes each task and is assigned a mental age, to be used in comparison with his or her actual chronological age. As Terman states, How much the child has learned is of significance only in so far as it throws light on his ability to learn more. The tests were aimed at different areas of learning, such as differences in memory, the ability to compare, the power of comprehension, time orientation, facility in the use of number concepts, power to combine ideas, knowledge of common objects, and m any other categories. This range of categories was probably meant to ensure that the child got multiple ways to prove his or her intelligence. Some sample problems that Binet outlined are as follows:xiii Age 3:1.Point to nose2.Repeats two digits3.Gives family nameAge 4:1.Gives his sex2.Compares two lines3.Names key, knife and pennyAge 5:1.Compares two weights2.Repeats a sentence of ten syllablesCounts four pennies Age 7:1.Describes a picture2.Executes three commission, given simultaneously3.Names four cardinal colorsAge 151.Finds three rhymes for a given word2.Repeats a sentence of twenty-six syllables3.Interprets a pictureAge Adult:1.Solves the paper-cutting test2.Gives differences between pairs of abstract terms3.Gives three differences between a president and a kingThe answers to the tests were then compared to other childrens to determine ones grouping. However, Terman adapted Binets questions in such a way that made them more bias toward native English speakers by focusing the test culturally and linguistically on abstract concepts. One example of such a question was:An Indian who had come to town for the first time in his life saw a white man riding a long the street. As the white man rode by, the Indian said The white man is lazy; he walks sitting down. What was the white man riding on that caused the Indian to say, He walks sitting down. (Gould 206)To such a question, the only accepted answer was bicycle; the test did not leave room for interpretation. Furthermore, this Stanford-Binet test served as a starting point for many tests that followed it. The thinking was probably that if the Stanford-Binet measured intelligence accurately, than any test following its model would do the same; however, many of Binets original measures and goals were inevitably distorted. In this way, children had their futures subjectively determined in elementary school.xiv Moreover, a relatively significant flaw developed in the way the tests were administered. Thorndike not es that originally, the test was meant to be used scientifically by highly specialized experts, and yet it now hangs on the wall of thousands of classrooms as a means for pupils to measure themselves. Although one aim of the tests was to remove the subjective prejudices some teachers might have had against pupils, the tests were entrusted to the teachers themselves to administer and evaluate. Thorndike holds that the administrators, principals and teachers had been so sincere in their want to have tests which they could administer themselves, that psychologists were giving in to their requests. Tests were developed mostly to link intellect with achievement in school. Furthermore, he admits that the want to test vast numbers of pupils necessitated the creation of tests that could be administered by persons utterly devoid of judgment concerning the products in question. While it may be arguable that the original Stanford-Binet test had some merit, the subsequent mutations of it did ch ildren a great disservice.xvThe College Man:Predictions of the IQ TestThe 1920s can be considered the zenith of the IQ testing movement. This decade was marked by the philosophy that children should not only be separated by their IQs but that their intellect could predict the rest of their life. An avid believer in the strict heredity of intellect, Terman wanted to eventually separate children into professions at young ages, use the tests to choose who should be leaders and which people should not even be allowed to reproduce. In establishing this meritocracy, it was believed that paying extra attention to the deficient children was wasteful. In 1916, when commenting on a child with an IQ measured at 75, Terman said X is feeble-minded, he will never complete the grammar school; he will never be an efficient worker or a responsible citizen.xviInfluenced by such attitudes, the public began using the test as a standard for higher education as well. In an article published in 1919, Walt er T. Marvin defines a typical college man. He says that ninety-eight percent of men are not suited for higher education and that while some may claim reasons like poverty, lack of schooling or lack of interest in intellectual affairs for this, the prime reason was lack of intelligence. He used the empirical evidence that men of higher IQ fulfilled higher positions in life more frequently than those of a lower standing. Finally, he concluded his article with a very telling statement:From a mans score in the test, knowing nothing else about him, we can predict, with considerable probability, what his scholastic attainments have been or will be, or, what is even more important, what his scholastic attainments can be. Through the next ten years, the public did not seem to see any problem with categorizing and limiting people in such a way. Psychologists seemed to have found their niche in education and few seemed to have success disproving the power of the test.xviiChanging Public Sentiment:Dissent in the Latter Part of the 20th CenturyStaring with the Great Depression of the 1930s, public sentiment in general seemed to turn against the government, standardization and science in general. This attitude carried over to IQ testing, and people began to question the heritability of intellect. Perhaps the most telling evidence for this shift in attitude is Termans 1939 revision of his own ideas. He made a few concessions in what appeared to be an attempt preserve the use of the IQ test; mainly he moved the far boundary of mental age from sixteen to eighteen. He also admitted that perhaps not all factors contributing to the test and to intelligence were hereditary and stated that there may be no way to t ell how much environment influenced ones IQ. This publication was just the beginning of decades of controversy over the use of IQ testing.xviiiIt seems that the most controversy over the validity of the IQ tests manifested itself in the 1940s and 1950s. During this decade, newspaper articles were printed vehemently defending each side, which could show that public sentiment was strong in both directions. One such example of fierce controversy was an article in the New York Times written by Benjamin Fine in 1949 entitled, More and More, the IQ Idea is Questioned. Fines article stated that Such is the hold that intelligence measurement has on American schools that this revolt represents one of the most significant developments in education. He held that IQ testing did not take into account pertinent factors such as personality, character, social attitudes, physical development and common sense. Fine pointed to the fact that although a child may be intellectually capable, that in no wa y makes him or her emotionally ready to be placed into groups and tracked through school. He noted that the test had become a panacea for the problems of the education system; however, he agreed that in certain cases it could be useful. He urged teachers to buy the test for the pupils, administer them, but to use them only subjectively and not to attach any real significance to the numbers. Fine brought up the seemingly overlooked point of the effect that segregating children had on their emotional wellbeing, a fact that even the psychologists ignored. He wrote, For a time children of like IQs were placed in the same classes, on the theory of homogeneous grouping. In extreme cases children were segregated even within the classroom, those with the highest IQs occupying the front row and those with the lowest sitting in the rear in the dumbbell row.What this meant to the sensitive feelings of millions of doomed children is not hard to imagine. Fine proposed the solution of putting all the children back in the classroom together, and cited the fact that doing so would not hinder the learning of the brighter children. Finally, Fines used the point that children of certain backgrounds and ethnicities frequently did better on the tests than pupils with fewer advantages. This point was backed by Dr. Mark Roser who set up a clinic for children with lower IQs and using proper teaching methods was able to raise their scores by an average of twenty points. Fine brings up many interesting points in this article, namely those of the bias of the test and the flexibility of intellect. Yet, within a month, the same newspaper published an article directly opposing the work of Fine. Dr. N.E. Cutts, a professor of psychology at Yale University, and Dr. Nicholas Mosely, an educational consultant, wrote an answer to Fines argument saying that he assumed that the teachers used prejudice against the lower IQ students. They held that the IQ tests did far more to correct prejudice tha n to cause it, citing cases where teachers had assumed lack of ability in children that the IQ tests measured as bright. They argued that the IQ test acted as a challenge for any teacher to try and teach despite disability. Fine immediately responded that tests still prejudiced teachers because they were the people responsible for the administration and evaluation of the test. His counter argument was that the tests just furthered teacher bias. In public forums, the arguments for and against the IQ tests were zealously defended; however, one marked improvement was that both sides did agree that the tests were somewhat subjective and bias and therefore in need of revision.xixFrom the 1960s to today, psychologists and educators have finally begun conducting tests to study the role of testing in American education. One critical test took place in the 1960s when Nancy Bayley, a psychologist at the University of California, began to measure changes in test scores over long intervals and found that the results showed much variation. Bayley systematically retested pupils over the course of twenty-five years and found that even far into adulthood, the human intellect continued to grow and change. Through these observations, she not only proved that IQ was not absolutely fixed and heritable, but also said that, The job of the teacher is to try to trigger the next stage of development by providing the appropriate motivation. This was a critical change in the perspective of education since the beginning of the testing movement; that it wasnt the students who were lacking but perhaps the education system itself. Such ideas were in keeping with the civil rights movement of the 1960s. Some major complaints that arose during the following decades were that the tests were culturally biased against minorities, that psychologists could not accurately define IQ and therefore could not objectively measure it, that the tests were nothing more than a test of a persons ability to do well on other tests, and finally that IQ is nothing more than a measure of specific knowledge and acquired skills. Even today, most criticism of the IQ tests questions whether the human intellect can be objectively measured.xxStandardized testing is by no means a novel idea; in fact Horace Mann used such tests in 1845 as means to report on the success of Massachusetts school systems. He even predicted that such tests would be a popular tool in American education to evaluate teachers; however, this aim was twisted by the IQ tests which were used only to evaluate students. Even Binet, when creating the original IQ test, wanted to prove to teachers that they could maximize a students potential and set goals for the schools to live up to. However, in the time when the tests were popularized in America, society needed a quick fix to the ills of the education system; it was easier to blame the children themselves than to ameliorate the entire education system. Today the IQ tests are not used as measures to classify children, however they have by no means become archaic. Ironically, their use seems to have come full circle; the tests are now used to ensure that students are being taught to maximize their potential; if a problem student is identified, he or she is given individual attention as opposed to being deemed deficient. IQ tests no longer focus on the Darwin ideas of separating weaker human beings to improve society, now they aim to individuate students and eliminate weaker education policies.xxii Chapman, Paul Davis. Schools as Sorters: Lewis M. Terman, Applied Psychology, and the Intelligence Testing Movement, 1890-1930. New York: New York University Press, 1988. Pp. 39ii Beatty, Barbara. From Laws of Learning to a Science of Values: Efficiency and Morality in Thorndikes Educational Psychology. American Psychologist. Vol. 53, 1998. Pp. 1145-1147. .u432c150f1e84aa61aabc37c0112f7086 , .u432c150f1e84aa61aabc37c0112f7086 .postImageUrl , .u432c150f1e84aa61aabc37c0112f7086 .centered-text-area { min-height: 80px; position: relative; } .u432c150f1e84aa61aabc37c0112f7086 , .u432c150f1e84aa61aabc37c0112f7086:hover , .u432c150f1e84aa61aabc37c0112f7086:visited , .u432c150f1e84aa61aabc37c0112f7086:active { border:0!important; } .u432c150f1e84aa61aabc37c0112f7086 .clearfix:after { content: ""; display: table; clear: both; } .u432c150f1e84aa61aabc37c0112f7086 { 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; } .u432c150f1e84aa61aabc37c0112f7086:active , .u432c150f1e84aa61aabc37c0112f7086:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u432c150f1e84aa61aabc37c0112f7086 .centered-text-area { width: 100%; position: relative ; } .u432c150f1e84aa61aabc37c0112f7086 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u432c150f1e84aa61aabc37c0112f7086 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u432c150f1e84aa61aabc37c0112f7086 .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; } .u432c150f1e84aa61aabc37c0112f7086:hover .ctaButton { background-color: #34495E!important; } .u432c150f1e84aa61aabc37c0112f7086 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u432c150f1e84aa61aabc37c0112f7086 .u432c150f1e84aa61aabc37c0112f7086-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u432c150f1e84aa61aabc37c0112f7086:after { content: ""; display: block; clear: both; } READ: The Great Gatsby And The American Dreams Essayiii Thorndike, Edward L., The Contribution of Psychology to Education, Journal of Educational Psychology, vol. I, pp. 5-8, in Cohen, Sol ed., Education in the United States: A Documentary History, Vol. 4. New York: Random House, 1974. Pp. 2240-2243. iv Thorndike, Edward L., Edward L. Thorndikes Laws of Learning from Thorndike, Edward L., Education: A First Book. New York, 1912. Pp. 7, 60, 71, 90-92, 95-99, in Cohen, Sol ed., Education in the United States: A Documentary History, Vol. 4. New York: Random House, 1974. Pp. 2243-2247; Beatty. Pg. 1148. v Beatty. Pp. 1150-51. vi Gould, Stephen J. The Mismeasure of Man. New York: W.W. Norton Company, 1996. Pp. 179-182; Chapman. 19. vii Gould. Pp. 188-89. viii Chapman. Pp. 1. ix Chapman. Pp. 29. x Chapman. Pp. 1-2, 17-18. xi Psychology to Aid in Grouping Pupils. New York Times (1857-Current File). Jun 5, 1921. Proquest Historical Newspapers, The New York Times. Pg. 32.; Chapman, 22. xii Thorndike, Edward L., Edward L. Thorndike on Educational Measurement from Thorndike, Edward L., The Nature, Purposes, and General Methods of Measurement of Educational Products as quoted in National Society for the Study of Education, Seventeenth Yearbook, Part II. The Measurement of Educational Products. 1918. Pp. 7, 16, 18-20, 24, in Cohen, Sol ed., Education in the United States: A Documentary History, Vol. 4. New York: Random House, 1974. Pp. 2248. xiii Terman, Lewis, Lewis Terman on The Theory and Practice of Intelligence Testing as quoted in Terman, Lewis M., The Measurement of Intelligence. Boston, 1916. Pp. 19-21, 36-40, 65-68, 72-73, 114-16, 140-41. in Cohen, Sol ed., Education in the United States: A Documentary History, Vol. 4. New York: Random House, 1974. Pp. 2250. xivTerman, Lewis, Lewis Terman on The Theory and Practice of Intelligence Testing as quoted in Terman, Lewis M., The Measurement of Intelligence. Boston, 1916. Pp. 19-21, 36-40, 65-68, 72-73, 114-16, 140-41. in Cohen, Sol ed., Education in the United States: A Documentary History, Vol. 4. New York: Random House, 1974. Pp. 2250-51; Gould. Pp.206-7. xv Thorndike, Edward L., Edward L. Thorndike on Educational Measurement from Thorndike, Edward L., The Nature, Purposes, and General Methods of Measurement of Educational Products as quoted in National Society for the Study of Education, Seventeenth Yearbook, Part II. The Measurement of Educational Products. 1918. Pp. 7, 16, 18-20, 24, in Cohen, Sol ed., Education in the United States: A Documentary History, Vol. 4. New York: Random House, 1974. Pp. 2249xvi Gould. Pp. 186, 209. xvii Marvin, Walter T., Intelligence Tests. New York Times (1857-Current Fil). May 11, 1919. Proquest Historical Newspapers, The New York Times. Pg. 36. xviii Gould. Pp. 221-222. xix Fine, Benjamin. More and More, the IQ Idea is Questioned. New York Times (1857-Current File). Sep. 18, 1949. Proquest Historical Newspapers, The New York Times. Pg. SM7.; Cutts, N.E., Ph.D., and Moseley, Nicholas, Ph.D., The IQ Idea Is Upheld. New York Times (1857-Current File). Oct. 23, 1949. Proquest Historical Newspapers, The New York Times. Pg. SM6xx Yarmolinsky, Adam, Quizzing the I.Q. Test. New York Timed (1857-Current File). Jan 29, 1949. Proquest Historical Newspapers, The New York Times. Pg. SM11.; Chapman. Pg. 2. xxi Chapman. Pp. 33-38.