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This-essay is a7310023.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 ========================================================== %HELPFUL MAJORS 731002 Rarely have academicians worked outside academia. Upon completing their academic training they feedback loop right back into academia. Only a small fraction of those passing through the highest levels of academia---feedback loop back to the lowest levels of academia. Even a smaller fraction feedback loop from experience at the lower levels of academia to positions of influence and power at the upper levels of academia. The consequence is that the value structures of academicians are strongly dominated by the amplification factor created by the strong feed-back loop from upper levels of academia to lower levels. These value structures are determinative in the definition of academicians' concept of what constitute helpful majors at the college level. These determinations are often insensitive to the needs of real students and the needs of the world outside academia. Academicians often seek to validate their value structures without awareness of, or respect for, non-academicians. So long as society financed the academicians' power to impose their value structures upon students via bureaucratic violence---the academicians' definitions of academic majors could survive. To the extent that society undermines this power (via more humane examinations of the financial support of academicians) the academic majors which have had tradition as their primary support---will survive only to the extent that they serve human needs. The traditional physics major of colleges and universities is perhaps an extreme case. Its conception and the influence of that conception upon natural science education is pervasive at all levels of academia, from kindergarten through graduate school. Yet it is designed to fulfill the wishes of only theoretically oriented physicists. Rarely do students' science relevant experiences, present abilities, real interests, or deep hopes---play a primary role in generating evolutionary change in academicians' conception of what is a helpful major. The traditional physics major is not particularly helpful to most real students. There is a real need for an evolutionary process that will generate a helpful major--- involving physicists as instructors being helpful toward real students with whom they are familiar. (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 a7310023.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