College america sucks-Brooklyn College: The Most Racist College in America

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College america sucks

College america sucks

But you cannot get skills and knowledge by cramming. I am a human right activist with more than 10 years of experience, well documented and can be verify online. The board, he recalls, explained that Newbury could go in one scuks College america sucks directions. I cannot recommend Redhead online video the power of community colleges and commuter universities especially when students are unsure what they want to do or even if they want to be in college. Hell yeah it sucks. Students are unable to adequately prepare for the college years simply because they do not know enough about themselves. This College america sucks a great article. The scope of the empire the founder amedica CEO of Amazon has built is wider.

Bi young. What’s up with campuses today?

This is used to detect comment spam. Here are my thoughts. The number of people who take a negative view has increased from 26 percent in to 38 percent in As someone who has edited student papers and theses and tutored college students both as a volunteer and paidI feel that many students are not really interested in learning. Tagged: akintodd akinlegitimate raperaperapistpregnancyabortionpregnantmissourirepublicanconservativeusaamericaidiot College america sucks, assholedickfucktardsexistsexism. You ever hear of the old adage that A students work for C students. Really though, if most don't have the willpower and I understand that money is an issue and it is not always a matter of will to study hard when given the opportunity to do almost nothing but that, how can you expect these same people to College america sucks on their own without the motivation provided by college To provide a better website experience, owlcation. Like Surf the internet and fuck was, except I was also learning skills in college. Be prepared for to-do lists with dozens of items you will never complete. My first 3 years I was basically at a regional campus that wasn't actually the main campus.

They are less likely to suffer from depression than their less-educated peers.

  • Saying that women who are promiscuous deserved to be raped is like saying men who enjoy swimming deserve to drown.
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  • On the evening of November 8, , a horde of frantic Americans crashed the Canadian immigration site when they realized the election wasn't going the way they had expected or hoped.
  • However, what I failed to mention was the seedy underbelly of the college experience — the terrible moments that accompany otherwise great times.
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  • One thing we're not short on is our large list of reasons why we don't believe college is a good option for most kids

It is obviously very easy to shout from the sidelines that our current education system is, to put it at its mildest, seriously flawed. Therefore I will describe in detail why I absolutely believe this to be the case. But first of all I wish to make it clear that I have no quarrel with-, and mean no disrespect for individual, passionate, dedicated members of the education realm. It would be wrong of me to express any contention towards any individual who wishes to devote their lives to helping students grow as a person and reach their full potential.

It is not these individuals my antagonism is targeting. It is the system they are bound to work in which piques my discontent. In , Sir Ken Robinson, a British author and international advisor on education, held a moving, must-see TED talk which has been viewed by millions on how schools kill creativity. This highly ineffective system is nothing more than a memory test and leaves no room at all for creative thinking.

The dreadful result is that at the end of their education all kids, young adults by then, are afraid of being wrong, because they have been taught that there is nothing worse than making mistakes.

Our children start primary school as young artists and leave university as imaginationless sheep. Everyone always says that you learn from your mistakes, and while this is absolutely true, our tests are designed in such a way that you have to memorize a thick book filled with facts, then regurgitate those facts on a test, and three weeks later receive a grade back. In other words, no learning takes place. Sure, you are often allowed to review your graded tests to see what went wrong, but three weeks after the test you hardly remember what the name of the course was, let alone learn from the mistakes you have made on the test.

Tests should not have a right answer which the student has memorized, instead students must be stimulated to use their creativity, their intelligence, to "find out" the right answer and receive immediate feedback during their efforts to see if they are on the right track.

This creative learning process of trial and error has much in common with programming. Let's say a programmer gets an assignment, e. There is no predefined way for him to complete this task, or, as the saying goes, all roads lead to Rome.

Our programmer has to its disposal a programming language which offers him a set of basic functionalities, for example a function to retrieve data and a function to output that data on a blank web page. He will have to come up with a creative way to combine several basic functions to create the desired result, a fancy graph in this case.

These bugs, and the error messages they produce, provide valuable feedback on what could be wrong. He goes online to see how other people approached similar problems -- every professional programmer looks things up all the time -- and he tries again. This process repeats itself until he gets the code to work without hiccups.

No creativity required. Besides the flawed way of testing the intelligence read: memory of our children, we also approach education as mass-production instead of recognizing and valuing that every person is unique. For example, every education system around the world views art, music and drama classes, the creative classes, as a trivial part of their curriculum, and emphasize the importance of math and languages.

I am not here to dismiss math and languages as unimportant, on the contrary, but do we really need 6 billion mathematicians? Some people are born dancers or artists, but we punch that out of them with arguments that they will never be able to earn a living doing that. A more sophisticated system is needed which nurtures every person's unique strengths instead of the one-size-fits-all methodology of the present curriculums. In today's fast-paced world, new knowledge is generated at such an alarming rate that nearly everything you learned during your studies will be completely outdated by the time you graduate.

In fact, chances are that when the book you learnt all of that incredible knowledge from got to print, the information contained in that book was already outdated. The danger of giving students a page book which claims to contain everything we know on a certain subject, is that we lock each new generation of thinkers into old paradigms.

By teaching them preconceived notions of truth we kill off revolutionary ideas by their roots, because every student will start its career from the same frame of reference. They will all be thinking inside the same box. Now imagine that what we taught them turns out to be wrong.. A painful example of this is cancer research. We believe, and therefore we teach, that cancer is a genetic disease. This year alone approximately Christofferson is promoting a radically different theory and believes that cancer is caused, and can therefore be fought, by changes to our diet.

While this theory needs to be researched more in depth, early studies with so called ketogenic diets show very promising results. Put simply, ketogenic diets starve cancer cells by drastically reducing their main source of energy: carbohydrates. The fact that we may have wasted 40 years, hundreds of billions and, most importantly, countless innocent lives, goes to show how destructive our dogmatic way of teaching can be.

Grand theories like gravity and the Somatic Mutation Theory of cancer are vital in furthering our understanding of these fields, even when they later turn out to be imperfect, but presenting them to students as the one and only truth is a dangerous thing to do, because it stops innovation dead in its tracks.

Being convinced something is true does not make it true. We should accept that we do not know everything and that the things we do know may be wrong. Teaching our children facts is therefore both dangerous, because these facts might turn out to be wrong, and uneconomical, because we have Google and Wikipedia to find on-demand, up-to-date information on every possible subject.

Stimulate them to ask interesting questions beyond what is currently known. Don't lock them into old ways of thinking and inspire their curiosity instead. Teach them to have an open mind by showing them conflicting theories to let them find out their own truth, because, according to F.

Scott Fitzgerald, "the test of a first-rate intelligence is the ability to hold two opposing ideas in mind at the same time and still retain the ability to function.

Schools prepare our children for a job, while it should prepare our children for living life. Important issues our children will face in their future are completely neglected during their education, leaving them to figure it all out on their own, often with disastrous consequences.

Take for example money, relationships, and raising a child, to name just a few very common stress factors. Sure, middle school covers basic economics, but it does not teach an individual how to handle the money they will earn later in life in a smart way. The result is catastrophic! This way many people end up getting trapped in a disappointing job and struggle financially all their lives, simply because they are never taught how money works.

We do not learn the basic difference between An asset is something a company owns which generates money. Examples of current assets are cash, inventory, and accounts receivable. Examples of fixed assets are equipment, buildings, and real-estate. I find it a highly disturbing fact that some of these individuals, which lack a proper financial education, will rise to positions of significant influence, be it at a large corporation or in the government.

This might explain some of the excruciating financial decisions we read about in the newspapers on a daily basis. Some will argue that not schools, but parents should teach their children how to handle their money.

However, how can we expect parents to teach their children something which they have never learnt themselves? Even more disturbing is the fact that many people are absolutely clueless as to how to raise a child, myself included.

I would literally have no idea how to change a diaper or even what to feed my child if I were to have one today. Sure, new parents eventually learn by doing, but a child should not be some experiment in parenting.

I am convinced that many childhood traumas and disastrous upbringings can be prevented with some basic parenting lessons. Our school system is mass producing standardized batches of graduates, as if it were a factory where each student is a product to which some value needs to be added before it can be sold for a profit.

Sure, you can choose a direction to study, but you will still be in a class with hundreds of people. Do you really believe you are identical to all of them? I hope not. So why then do you all have to learn the exact same material at the exact same time? Not only do all students have their own personal passions and skills, but not every student learns at the same pace, or in the same way for that matter. The result of having hundreds of students with identical degrees is that it makes it harder for them to distinguish themselves from their competitors on the job market.

However, if all your peers have a Bachelor's degree, you could get an edge by getting a Master's degree. But if everybody does that, then only a PhD can provide an additional competitive advantage. This means that many students have to overreach in order to try to get that higher degree, since their Bachelor's has become worthless in the job market.

No wonder so many students -- some studies place it around 13 percent of all high school students -- reach out to so called "smart drugs" like Modafinil, Adderall, and Ritalin to be able to pass their exams at all. This obviously leads to health issues, but also to lower quality education in order to make sure that not too many students fail their exams, because who wants their children to attend a school where hardly anyone makes it to the end?

Also, there are incredibly high switching costs in the current system; once you have made the big decision to study a particular subject, you will lose significant time and money if you decide it is not really your cup of tea after all. To counter this, schools must, just like factories have, change from mass production to mass customization by using modern day technology to create highly personalized, constantly adaptable curriculums.

I do not have anything against the one-to-many format of teaching, but while a lecture can work very well for a certain subject, like history, there might be a much better way of teaching a different subject, like math.

There are countless of inspiring example of online educational tools which have developed a unique learning system for particular subjects, like Duolingo for languages and Codecademy for programming. Also, web sites like Coursera make high quality university courses available to the public free of charge.

Other successful initiatives are the School of One and NoRedInk, which are pioneering a new method of education geared towards individual learning needs by providing students with their own personal learning environment. These wonderful initiatives create the rough outlines of an imminent and necessary revolution in education. If you take a hard look at our higher education system, the only conclusion you can draw is that it is essentially a 4 year traineeship for becoming a university professor.

However, many of my friends have said to me at some point, and I share their sentiment, that they hope they will never ever have to do any academic research again for the rest of their lives, yet that is, ironically, exactly what university is preparing them for.

And although I believe that the critical academic way of thinking universities teach is a valuable asset, it seems to me that 4 years is a bit of an overkill if that is the only result it achieves. What happens is that people with a Master's degree know very well how to do something which many of them do not want to do, academic research, but have exactly zero relevant work experience when they graduate.

This makes it extremely difficult for them, especially during times of economic malaise, to find a job, because every business prefers people with practical experience over book worms, and rightfully so. It is actually quite paradoxical for companies to look for Master students with practical experience, because those two attributes do not naturally go together. Some will argue that you should not attend university if practical experience is what you are aiming for, but that argument is a bit of a clincher.

The fact of the matter is that many businesses look for highly educated workers, and university happens to be the highest form of education one can attend.

This hierarchical system is bad for all parties involved, except for universities themselves for which it creates a huge pool of potential professors to choose from. Businesses took the initiative and have addressed this misalignment between theory and practice by offering traineeships and internships to bring applicants up to speed with how things work in the real world. These programs are now one of the most popular ways for graduates to land a job.

After doing an internship, many people say that they learnt more valuable lessons during those few short months than they learnt during their 4 years at university, and I wish I could tell you otherwise, but I have to fully agree with that observation. If, after 4 years of highly specialized education, someone still needs to learn nearly everything needed to succeed at a job during an internship, maybe we should consider substituting a chunk of the theory for some more practical lessons.

This would not only benefit workers and businesses, but also makes sure professors gain some real world experience in the things they are planning to research, which could be a significant advantage for them.

The College works tirelessly to ensure that society has informed, ethical financial service and insurance professionals it can trust. That's what I do to talk on the phone I'm terrified of it. At first, I thought that my specific online shopping addiction curse you, Nasty Gal made it difficult to reign in my bank account, but after talking to friends and classmates, I realized that going broke is a fairly universal collegiate experience. The College is distinguished by resources of the highest quality, innovation in program delivery and design, and results that create sustainable career advantages. Follow Thought Catalog.

College america sucks

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What It’s Like When Your College Shuts Down - The Atlantic

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College america sucks