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Technology has always benefited the sports that it is involved in, and this can easily be seen at major sporting events with large scoreboards or some type of electronic timer. Technology has also been used to create better golf clubs or light weight tennis rackets, but when personal electronic devices started to be produced in mass quantities in the 1990s some sports equipment manufacturers began to worry. They thought that this new technology would keep people indoors and hence would not purchase their sporting products. This fear was largely unfounded and with the cost of most electronic devices falling, it is the perfect time for companies to take advantage of this new technology. The biggest piece of technology that is becoming common in outdoor sports such as running or bicycling is global positioning systems.

GPS is quickly becoming the standard for navigation while bikers, runners or even kayakers are out in wilderness or even in the city. GPS systems can now be linked to Google maps so that a jogger can look at the device on their arm and be told where to turn in order to reach their destination. Previously this technology was generally used in cars but more and more it is becoming more popular for sporting purposes. The overall market for sporting equipment is on the rise and companies that do not take advantage of the new technology will fall behind. Nike has placed an electronic in one of their shoes that records the mileage that the runner has run. Then this mileage is put on a social networking site and users can chat with each other about their runs, how far they have run, where they like to run et cetera. These social networking sites have become very popular in many different areas of sports. Technology has become such a force that the Sporting Goods Manufacturers Association is hosting a three-day conference on the subject starting Tuesday. Speakers are to include executives from Google and Nike. It is no surprise sporting has benefited from technology and consumers can assume that technology will continue to be integrated into their sport to make it more enjoyable.



Source by John Severin


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There is no agreement among teachers, psychologists, politicians, and philosophers as to the purpose of education, nor is there any agreement as to what constitutes education. If the purpose is to train good citizens, we are faced with the fact that conceptions of good citizens differ in different countries. Can be an attempt done by the adult members of a human society to shape the development of the coming generation in accordance with its own ideals of life. This seems an unsatisfactory definition because:

a – It is a definition of training rather than of education, and

b – The rising generation will live in the world of to-morrow.

Whatever definition we accept of education and of the purpose of education, it will be colored by our own philosophy of life. There appears to be a need for each one of us to define our own ideals and purposes. We may then hope for the good fortune to be able to realize them in part.

The attainment by each child of his maximum potential intellectual efficiency through the cultivation of good mental habits would result in an increased measure of human happiness.There is perhaps nothing new in this, for many will see in this belief merely a variation of a Greek conception of happiness. This belief, held by a teacher, gave rise to a personal problem. What means can be evolved that will result in each child’s attaining the maximum possible intellectual efficiency. The problem has been tackled in a restricted sphere, latterly among a group of children whose mental powers are so limited that only by exercising them at their maximum efficiency can they hope to attain any real happiness.

We have to draw attention to a view that the overriding aim of the teacher is the matching of capacity by attainment.

Education has been passed down from above, and hitherto attempted chiefly through the medium of words. We believe that it should be built up from below, and that for the majority it should be chiefly through the medium of the concrete, the visual, and the everyday.

The first requirement for all who teach, or who aspire to teach, appears to be an appreciation of:

a – The difference between education and instruction,

b – The different levels of ability among children,

c – The different types of ability among children.

There is a fundamental distinction between education and instruction; between the concept of the development of talents inborn and individual, and the conveying to a person of a body of information. The transition in schools from” chiefly instruction to chiefly education has been delayed by large classes, but it is taking place.

Teaching, as we understand it, should be generally not lecturing or talking by the teacher, but largely

a – The preparation before the lesson period of exercises that afford opportunities for activity by the pupil;

b – The stimulation of interest, i.e. the creation of the right emotional environment (in which, or course, oral teaching has some place).

Learning is the pupil activity:

a – In observing (one aspect of Experience);

b – In comparing and contrasting (Relations);

c – In applying the relationships observed in order to obtain new knowledge (Correlates);

d – In observing given new isolates and bringing them into relation in right sequence with knowledge and skills that have already been acquired (application); and

e – In planning and thinking in series and sequences.



Source by Artur Victoria


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