Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
The how-to-be of instructing people in “the right way" has invariably been a topic of debate. On this topic, opinions are divided as to whether a discouraging method is beneficial for students or otherwise. When it comes to encouragement in education, it is my firm conviction that encouraging students to pursue whatever they want is by far more vital than the teacher than some teachers’ unorthodox views. The “right view” is essential to advance students and societies.
First of all, a human being is a complex system rather than a simple one. In complex systems, the only certainty is that everything can change autonomously. This kind of system has an idiosyncrasy: incomputability. In the long run, complex systems such as weather forecast and prediction of behaviors in a living being fail in computing complex events. For instance, presently, neuroscientists’ understanding of the human brain is as little as people’s understanding of gravity prior to Newton. The human brain is so complex that neuroscientists cannot, even with cutting-edge equipment for laying eyes on the inner part of the head, understand what consciousness is, let alone the prediction of the complicated-emerged behavior from consciousness. This difficulty in predicting the processes of the human brain explains the anomalous intellectual success of Einstein. For all his teachers' evaluation of his talent, he discovers one of the most mysterious problems in physics. Also, he stood on the shoulder of giants in natural philosophy and revolutionized the assumption behind normative principles in the concepts of time and space theretofore.
Furthermore, the responsibility of educational institutions is to encourage the interests of students rather than discourage them. For instance, on the one hand, if a teacher impaired a student’s interest because of his or her performance in a short time in a field of study, then that student would be disappointed. Our interests and desires need time to reveal for ourselves inwardly and for others outwardly. On the other hand, a teacher, with suitable encouragement, may provide a student with an opportunity in which he or she can decide to continue a field of study or otherwise. Moreover, even if a student decided to stop short of studying the field of study, she, having encouragement from effective teachers, would stop at nothing to be best at her desired field of study.
Admittedly, some fly in the face of the above reasons by saying that the educational system should lead students in the right direction where they can realize self-fulfillment, and where the education budget can be saved for advancing in education matter rather than for wasting on trial and error for students interest. However, if the educational system does not provide students with the opportunity to explore their potential with doing trial and error, then the educational system will come to a paradox because education per se is nothing if not the vintage of the history of tries and errors. In the end, experts in the educational institutions who overlook students’ desire and complexity do so at destructive dynamic societies and people as well.
In the end, if experts in the educational institutions overlook students’ desire and complexity, they will do so at destructive dynamic societies and people as well.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-29 | jenniferjack07 | 66 | view |
| 2020-01-28 | Kiho Park | 50 | view |
| 2020-01-27 | lanhhoang | 83 | view |
| 2020-01-23 | lanhhoang | 16 | view |
| 2020-01-22 | AkkineniAnuhya4 | 50 | view |
- Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed. 83
- Some people argue for a broad university education in which students learn about many different subjects Others argue for a specialized university education in which students learn only about a specific field of study Which position do you agree with U 96
- People today spend too much on personal enjoyment doing things they like to do rather than doing things they should do.” Do you agree or disagree with this statement? 90
Grammar and spelling errors:
Line 1, column 141, Rule ID: WHETHER[6]
Message: Can you shorten this phrase to just 'whether', or rephrase the sentence to avoid "as to"?
Suggestion: whether
...te. On this topic, opinions are divided as to whether a discouraging method is beneficial for...
^^^^^^^^^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...al to advance students and societies. First of all, a human being is a complex...
^^^^
Transition Words or Phrases used:
also, first, furthermore, however, if, look, may, moreover, so, then, well, as to, for instance, kind of, such as, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 27.0 33.0505617978 82% => OK
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 2868.0 2235.4752809 128% => OK
No of words: 533.0 442.535393258 120% => OK
Chars per words: 5.3808630394 5.05705443957 106% => OK
Fourth root words length: 4.80487177365 4.55969084622 105% => OK
Word Length SD: 3.40149110705 2.79657885939 122% => OK
Unique words: 269.0 215.323595506 125% => OK
Unique words percentage: 0.50469043152 0.4932671777 102% => OK
syllable_count: 891.0 704.065955056 127% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 67.1204819031 60.3974514979 111% => OK
Chars per sentence: 130.363636364 118.986275619 110% => OK
Words per sentence: 24.2272727273 23.4991977007 103% => OK
Discourse Markers: 6.63636363636 5.21951772744 127% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.213297744135 0.243740707755 88% => OK
Sentence topic coherence: 0.0560107585077 0.0831039109588 67% => OK
Sentence topic coherence SD: 0.0623975794355 0.0758088955206 82% => OK
Paragraph topic coherence: 0.124304125412 0.150359130593 83% => OK
Paragraph topic coherence SD: 0.0750482007662 0.0667264976115 112% => OK
Essay readability:
automated_readability_index: 16.0 14.1392134831 113% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.22 12.1639044944 117% => OK
dale_chall_readability_score: 9.03 8.38706741573 108% => OK
difficult_words: 142.0 100.480337079 141% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.