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This-essay is a7309191.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %DYNAMIC PLANNING 730919 College science teachers often have firm convictions regarding what level content material is (or is not) appropriate at the college level. Some feel quite strongly that such material as is usually not appropriate at the college age level, should never be taught at the college level. "Students should not be babied." "Standards should be maintained." Such views are not without truth. However, often another perspective should be examined. Most physicists understandably feel that teaching students how to wire a battery and bulb together so that the bulb will light---is far too elementary for inclusion in a college physics course. "Students-should have learned such elementary things before they get to college, and should not be granted college credit for learning such elementary science." Other examples of elementary science which is inappropriate for college science courses might easily be cited. What is the most helpful way of behaving to eliminate the teaching of excessively elementary science at the college level? One course of action is to insist on maintaining standards and, as a matter of policy, refuse to grant credit for such learning at the college level. The natural consequence of this course of action is that future mothers and future elementary and secondary school teachers will not have mastered even elementary science, and so will raise another generation of students who will arrive at college without having mastered even elementary science. The maintaining standards course of action is thus likely to be self defeating. It would be helpful to adopt a dynamic planning course of action which makes conscious value judgments regarding what science content can be helpfully included at each developmental age level --- making these value judgments within a value system which facilitates authentic meetings. Then through a systems analysis approach helpful behavior will enable the new generations of college students to learn elementary science before the age that their parents did. Thus it is that only by dynamic planning which results in teaching elementary science at the college level---will it be possible in future generations to eliminate the need for teaching elementary science at the college level. Science curriculum planning which ignores human reproduction as an essential feed-back loop in science education---is foolish science curriculum planning. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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This-essay is a7309191.htm which is available at the web-site www.essayz.com. These 5 lines echo top lines. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One