problemsolversworld@gmail.com

samtiyelov1:


Really? Are you à student of Education?

Well, let's just say that it's more like being a proponent of a fundamental overhaul and reform in our educational system in order to attain Swift National development.

[quote uthor=samtiyelov1 post=78484925]

Education is not basically to get you à job, it is to train the mind. To develop the total man![/quote
You took those words out of my mouth!

Biglittlelois:


You are not welcome, move along schmuck.

Thank you and do have a hassle-free day

Biglittlelois:



They result to insults when they have nothing upstairs, I repeat, jump and pass, then run.

"Resort" please. Thanks

akj26:
Tecno pouvoir 2 in good working condition for sale.

6.0-inch, IPS LCD capacitive touchscreen, 1440 X 720 pixels
Android 8.1 (Oreo)
Quad-core MediaTek MT6737 CPU with 2GB RAM
16GB built-in storage, up to 128GB with a memory card
13MP rear camera and 8MP front camera
Face ID
Fingerprint sensor (rear)
4G LTE
5, 000 mAh non removable Li-Po battery

Original tecno Charger, included.

Price 30k.

Call or WhatsApp 08167044626

Picture before negotiations

4FACEADELEKE:

The Rational Male -: Positive Masculinity
Rollo Tomasi,
The book of Pook-By Pook
The game -By Neil Strauss
Manipulated man-By Esther viller
Men on strike-Helen Smith
Mystery Method-By Mystery
No more Mr Nice guy-By Robert Glover
Polygamous Sex -By Esther viller

And so many more I can't remember for now.If you need red pill books I can lend you some......…..I am done with teaching niggers about the game,I only accumulate and learn as much as I can,I keep learning,reading and widening my horoscope of the red pill.Men of this generation will mostly worship pussy and few will be an exception, I leave all men to their fate.

Pls, is there a way I can get these books in electronic or digital format? Royaldiadem4ever@gmail.com. Thanks

Freelancerx:

Platform: Android 5.1 (Lollipop)
Processor: 1.3GHz quad-core Processor
GPU: –
Memory: 1 GB RAM
Colours: Numerous Colours
Dimension: –
Weight: –
SIM Type: 1 Micro SIM, 1 Mini SIM
SIM Count: Dual SIM, Dual Standby
Display: 4.5-inch Touch Display, 480 x 854 pixels (218ppi)
Display Protection: –
Camera
Rear Camera: 5 MP Camera, Video
Rear Camera Features: LED Flash, Autofocus
Front Camera: 2 MP Camera
Storage
Built-in Storage: 16GB Storage
Memory Card Support: Yes, up to 32GB
Bundled Cloud Storage: –
Network Support
2G GSM: 900 / 1800 MHz
2G CDMA 1X: No
3G WCDMA: 2100MHz
3G CDMA EVDO: No
4G LTE: No
Internet & Connectivity
GPRS: Yes, up to 48kbps
EDGE: Yes
3G/WCDMA/HSPA: Yes
HSPA+: Yes
CDMA EVDO: No
4G LTE: No
WLAN: Wi-Fi 802.11 b/g/n
Wi-Fi Hotspot: Yes
Bluetooth: Yes, Bluetooth 4.0 with A2DP
NFC: No
Infrared Blaster: No
USB Port: Yes, microUSB 2.0, USB On the Go

No, thanks. I'm not interested.

davidtuzy:
Fairly used Tecno boom j5
Price: 15k
Location: lagos, oshodi
Contact: 08100894157

davidtuzy:
Fairly used Tecno boom j5
Price: 15k
Location: lagos, oshodi
Contact: 08100894157

Specs pls

traihit:
The writeup is nice except the part that says "education should be plan B". This is wrong and it's not the op's fault because we've misconstrued the term "education". Education in the real sense is supposed to make an individual improve his potentials (what you called talent) so that the person will contribute meaningfully to his society. But what we have today is the education that makes people dependent.

Take high five! You captured the Concept of Education so Succinctly. Beautiful!!!

Pls, can you help me out with this:
How were the Area (nr^2) and the circumference (2nr) of a circle arrived at? Plus, how did the value of the mathematical constant, pi, (n) present in each formular of the Area and Circumference of a circle, computed to be 22/7 or 3.142 apprx?

Can anyone walk me through the logical steps mathematicians engaged to arrive at these formulae?
Great math gurus, over to you!

Thank you ma, for bridging the obvious gap and timely too!

Jobabori:
The main task is to work well and seek no preferential treatment or attention. I do not care to know if a lecturer is difficult or not once I am ready to do my work effectively. I do not seek for favour from any lecturer neither do I want him or her to notice me but if I am asked to go one kilometer in his or her course, i will make effort to add extra kilometers.

You've simply hit the nail on the head.

Stephaustin:


I give you kudos for this wonderful and indispensable message.
I really learnt a lot from this. In fact, I see this message as personally directed to me.
Thank you very much.

Please if you wouldn't mind, you can make this an update to your first post.

On another note, I seek permission to copy this but with proper acknowledgment.

I'm sorry this is coming somewhat late. I'm excited to know that you found the post relevant and that you could relate with its content. For that, I'm grateful.
And yes, permission is granted. Please feel free to copy it and spread the message.
Meanwhile, you gave two wonderful suggestions:
1) To make this post an update to the part 1, instead of having it separately.
2) To make use of paragraphs in order to enhance readability.
I'm a novice in this arena. I've been trying to implement these suggestions but I couldn't get it. Maybe it's the phone I'm using. Could you please help me out?

"If you can't explain it to a six year old, you don't understand it yourself"
(Albert Einstein)
How can a student understand his/her subjects so well that he or she could simply explain it succinctly to a six year old? Is that even possible?
Yes it is. I assure you it's possible, if only you're willing to put in the intellectual work required. In my last post, I did say that the proper place to start studying your textbook is the fundamental concept of the subject. And that you can express the definition of the central concept of the subject in your own words, without distorting its sense.
To succeed at this, you need to do some due diligence in checking up the meaning from other sources outside your textbook such as an encyclopaedia, dictionary, internet e.t.c. Then compare your findings with the definition in your textbook. Try to determine what is common to all of them and get a sense of what they all agree on. Write out what you think their shared meaning is. Do you understand it? Can you express it again in other words? Can you explain it further? Can you illustrate it? Can you give an example of how it applies to real life situations? Once you succeed in having a firm grasp of this central concept, being able to express and explicate it in your own words, it becomes a formidable framework within which you can integrate other "parts" of the textbook.
You see, the proof of your understanding of a subject or course is not your ability to reel out definitions but in your ability to express basic concepts briefly and concisely, in your own words, explain it in clear and simple terms, illustrate it using analogy, as well as give example of how it applies to real life scenarios.
What is calculus? Can you explain the concept of calculus to a six year old, using your own words? How does calculus apply to your everyday life? Can you illustrate the concept of calculus, using the appropriate analogy?
Friends, I kid you not, there is a path to real knowledge. Though the terrain is rough and tough, the discoveries it makes possible are phenomenal!
Can I digress a bit? Please indulge me.
We are living in very strange times and we can't afford to continue in this feeble mode of learning any more. The times have changed. The quality of your life is a function of the quality of your thinking. Please, don't do yourself a disservice by being obsessed with merely obtaining a good certificate (it's not wrong in itself), but concern yourself more with cultivating your intellect. Learn to exercise your mind by thinking through the logic of your textbooks.
Does it not bother you that despite spending 3yrs in studying the human anatomy in your secondary school biology(even if it's at the elementary level), yet, most biology students can't explain how all "parts" of their own body function together as a coherent whole? And this is after being taught the anatomical systems: The skeletal system, nervous system, respiratory system, reproductive system, circulatory system, digestive system, excretory system and immune system. Plus all the sense organs: the eyes, ears, nose, tongue and the skin.
It breaks my heart when brilliant and A-list biology students stutter and beat about the bush when asked to explain the functional relationship between the nervous system and the excretory system. If you belong or once belonged to these league of smart students, yet you cant give us a clear picture of how these several parts of our body interrelate mutually as a whole, please, "hide your face!" (I'm only kidding). Did I hear you say that what am saying are things that are supposed to be learned in a medical class? Not true. Remember that a medical class is an extension of a biology class.
Am I trying to have a go at biology students? Definitely not. I was a victim myself! It's not a student problem (students have a role to play though). It's a system problem. The dilapidated state of our educational system is my recurrent nightmare. But, I strongly belief you and I can effect a drastic change. Meanwhile, thanks for indulging me.

If Education were a religion, textbooks would be the bible or quran of academic subjects. All textbooks focus on a special way of thinking about a special set of things. Chemistry textbooks focus on a special way of thinking about chemicals and how they interact. Psychology textbooks focus on a special way of thinking about human behaviour. Mathematics textbooks focus on a special way of thinking about numbers, shapes and figures. Physics textbooks teach a special way of thinking about mass and energy and their interactions. Biology textbooks teach a special way of thinking about living things. History textbooks (not historical novels) teach a special way of thinking about events in the past. This is true of all textbooks without exeption. To study textbooks properly, students must be able to identify the Big picture within it. That is, to see and identify the "scaffolding" that connects all the ideas within the textbook. This scaffolding or framework is the basic and fundamental concept of the subject. What is psychology? What is physics? What is economics? What is financial accounting? More often than not, students tend to read this introduction to the subject or course and erroneously memorize the definition, before hastily moving to other parts of the textbook. This is absolutely wrong! It simply reveals most students' misconception of what knowledge really is. As a student, you need to understand that your textbook (in any subject) is a repository of knowledge, in a derivative form. Do you know what that means? Imagine, for a moment, a newly manufactured motorcycles from Japan, disassembled for the purpose of shipping to Nigeria. That's how textbooks are. They contain "disassembled" knowledge (Knowledge in its analyzed form). Now, when those motorcycles arrive in Nigeria, they are again reassembled, ready for sale. In like manner, students must learn to "reassemble" the "disassembled" knowledge in their textbooks. Which means your chemistry textbook, for example, is a body of chemical facts and information that you must systematically construct and integrate into your mind in such a way that they form a "system" of meaning in your mind. This system of meaning is what I call "knowledge" in that subject. But, this systematic construction requires "building" skills. Here's how it works:
*As a knowledge builder, like all skilled builders, your first preoccupation is the foundation of your subject. In the introductory page or preface of most of your textbooks, it contains the definition and general overview of the subject: What is sociology? What is government?
Pay a close attention to this definition, with a view to conceptualizing the meaning it expresses. That is, instead of trying to memorize the definition, you are trying to understand what the definition is saying about the subject.
Please, understand that "meaning" is created by the human mind and encoded in a system of language. To get the meaning, you must decode the system of language within which it is embedded. It is interesting to know that a given "meaning" can be expressed in several ways, without sacrificing the core sense of the expression. For example:
1)Chief Edmond gave up the ghost yesterday.
2)Yesterday, Chief Edmond breathed his last
3) Chief Edmond, yesterday, was taken away by the cold hand of death
4)Chief Edmond's demise occured yesterday
5)Chief Edmond kicked the bucket yesterday.
Etc etc
Here are 5 different constructions (there could be more), expressing basically, the same meaning without distorting its core sense of "death".
The point I'm making is that the definitions in your textbooks are not sacrosanct and you can succeed in expressing its meaning in your own words without distortion. Of course I'm aware that every subject has technical terms or "concepts" peculiar to it and sometimes, some of these concepts are used to define the subject. Moreover, retaining these concepts in your definitions lend more credence to it. So, how do we sort this out? This is a legitimate question and we shall consider it in the next post. Thanks for stopping by.

I appreciate his sensitivity to the students' welfare, knowing dehydrated or starving students have low concentration quotient. He's probably not only interested in his own delivery as a lecturer, but also in the academic value he adds to the students.

"Education is not the learning of facts; it is rather the training of the mind to think"
...Albert Einstein
We've come to the final part of the series on gaining mastery of academic content.
Incidentally, this final part is the most important of the series because it holds the key to the others. I deliberately saved the best for the last.
If you came late to the party, well, you don't have to worry. Simply check the other parts here:
In this post, we are concerned primarily with what makes discovery possible and how we can take advantage of the insights arising therefrom.
Recall that in the last post, we established that knowledge is a discovery. In this post, we are examining the instrument or organ for that discovery. Indeed, there wouldn't have been anything called "knowledge" without this instrument.
Every part of the human anatomy has a distinct role in the body, while exercising interrelated functions with other parts.
The eye is the organ of sight and this function is unique to it. No other part in the body can function in this unique capacity.
In like manner, the organ for "knowing" or "figuring out" things is an exclusive reserve of the human intellect. It has no substitute. Without it, man is permanently incapacitated.
History is replete with physically challenged persons, who, inspite of their impairment, impacted their world positively: Fanny crosby, steve wonders, Colbalms Asuquo, Yinka Ayefele etc. But, a man or woman who has lost his/her mind has literarily lost everything.
Virtually all things in creation are products of intelligence. Human civilizations, technological advancement, political and socio-economic systems of the world, are all brain-child of the human capacity to think.
To put this in proper perspective, all domains of knowledge, which constitute the academic disciplines in our schools and institutions of higher learning today, the world over, wouldn't have been possible without great thinkers.
Mention any academic field, in any domain of knowledge whatsoever, and prominent names of pioneers and contributors, who had extended the frontiers of those academic fields, immediately pops up.
These great thinkers discovered natural laws and principles, promulgated theories, formulated theorems and formulae, as well as masterminded significant and witty inventions which set the stage for the Industrial revolution and the Digital Age.
Who are these people? Where did they come from? What was their secret? How were they able to make such mindboggling discoveries?
Isaac Newton, Karl Max, Abraham Maslow, Albert Einstein, Pythagoras, Gallileo, Adam Smith, Darwin, Archimedes and host of others, belong to this cerebral hall of fame.
What has all this got to do with mastering academic content?
Ok, here's the point:
Simply put, as a student, you can not truly master your subjects or courses in school without the active use of your mind to enter into, think through and figure out the logic of those subjects.
How do I mean?
You see, every single subject we offer or study in school is a product of great minds, who were curious about specific aspects of our natural world and set out to figure out things, by way of disciplined inquiry.
In order to master what they have figured out for us, we need to engage our reasoning in following their train of thoughts.
Assume for a moment, that you offer biology as a course. To master biology, you need to learn how to reason through the logic of biology.
What is the central goal of biology? What exactly do biologists try to figure out about the natural world? How do they go about it? What kind of questions does biology asks or problems it solves? In what manner do biologists collect data or information? What point of view or way of seeing the natural world does biology make possible? What key concepts does biology generate? What are the underlying assumptions upon which biology rests? What kind of inferences or conclusions does biology come to? What are the implications embedded in the study of biology?
Wait for it, ok, here it is: these are the kind of questions a student of biology must ask and figure out answers to, in order to master Biology as a domain of knowledge. And this applies to all academic subjects without exception.
However, to figure out answers to the above questions from your lectures and textbooks, for they are there, you need to have your mind trained so as to develop certain basic cognitive and creative skills.
This is the essence of an education that is rightly conceived: training the mind to think( through the logic of contents), not the training of the mind to memorize and recall data.
To this end, I'm taking up the challenge to practically train as many students as are interested, how to cultivate their intellect, so as to to gain mastery of their academic content.
Please, be on the lookout for the details soon.

In part one, we highlighted what knowledge is not, by contrasting it with the recalling of undigested and fragmented facts. I employed a dramatic sketch to illustrate the analogy.
Just in case you missed it, find it here:

In this post, our goal is to explore the concept of knowledge itself, and how it bears on the mastery of academic subjects or courses.

What is knowledge? And how does it relate to mastering content?

There are several ways to conceptualize knowledge. One of such ways is to see knowledge as a discovery. Indeed, knowledge is a discovery attained through a creative and skilled construction of "parts" into a "whole".

In academic context, it means using intellectual skills(not cramming skills) to creatively construct bits and pieces of facts in a subject such as Physics, into a logical "whole".
Ok, let's use some illustration here :
For a moment, think of knowledge(in any academic subject or course) as the map of Nigeria.
Now, suppose a teacher or lecturer then labels the map with the names of all the 36 states in Nigeria including the FCT.
Next, he cuts the map into 37 pieces along the states' boundaries and the Fct.
Suppose the teacher/lecturer then gives out these pieces, one piece at a time, to a student who has no clue of what the map of Nigeria looks like.
The task is this: that the student should find a way of coupling or arranging the pieces on a plain cardboard to form a complete map like a Jigsaw pussle.
*the student is not given a sample picture of any map to work with( the teacher believes it's part of the task)
*neither is he given any guideline on how to correctly arrange the pieces (again, it is assumed it's the student's business to find out)
Nevertheless, inspite of these constraints, the student is faced with the herculean task of correctly arranging 37 pieces of a map, whose borderline he doesn't even know.
Moreover, the student is expected to stick the pieces, as the teacher gives out each piece, one by one, on a cardboard to form the map of Nigeria.
Now, this is a game of discovery. The teacher has given the student the task to "discover" the map of Nigeria.
If the student succeeds at this task, we can safely conclude that he has acquired knowledge (of the Nigerian map)
To be sure, the proof of the student's success lies in his ability to produce the picture of a "whole" (map) from the "parts" ( the 37 pieces). This is what knowledge is: Discovering the "whole" by skilfully constructing the "parts" together.
However, to succeed, the student needs both information and skill. He needs to be informed about what the Nigerian map looks like( atleast its shape or borderline), as well as the relative position of the states, one to another and to the fct.
Also, the student needs skill of correctly sticking the states to their proper places as he collects each piece from the teacher, since this is important if he is to arrive at the full picture of the map eventually.
Before I conclude, here's some insights on how the above illustration apply in academic context:
(1) The full map:- represents the entire body of knowledge in any particular academic discipline such as Mathematics, Geology, Botany, Anatomy, Psychology, Chemistry, Sociology, Geography, Astronomy, Physics, Economics, Biology, Political science, Financial accounting, Anthropology, Microbiology, Biochemistry, History, Literature etc etc
(2) The 37 pieces:- represent the fragmentation or breaking down of academic subjects or courses into "parts" for the purpose of teaching and learning (remember, the map was originally a "whole" before it was cut into pieces)
(3)The task:- represents the series of regular lectures or instruction a lecturer gives to his students throughout the entire period of their programme or schooling, which they are expected to integrate into their mind by logically connecting and interrelating these fragmented pieces into a cohesive whole.
(4)Skill for proper arrangement:- represents the student's cognitive and creative skills required to properly integrate and logically interrelate series of lectures into his mind.
(5)The cardboard:- represents the student's mind or intellect
(6)Successful completion of task:- represents a proof of the student's ability to gain mastery of content.
(7)Connected Picture of the map sticked on a cardboard:- represents a student's mind, which is furnished with well-integrated and logically interrelated insights into the logic of an academic subject. As a result, the student does not need to struggle to remember things in that subject. He simply glides smoothly with comparative ease, within the subject like an expert driver who navigates and manouvres his way in and out of a well known terrain with complicated network of roads.
In closing, if knowledge is a discovery, what is the instrument for this discovery?
This is the question I'll be attempting to answer in the next post.

In the introduction of this subject, I did hint on the fact that cramming of lecture notes or textbook, which many of us have become used to, does not amount to real knowledge. In case you missed that part, here's the link:


Meanwhile, as I take you through these series, I'm assuming that you are willing to go the long haul and not expecting some quick fixes.


The focus of this post is to paint a vivid picture of what knowledge is not, by contrasting it with the recalling of memorized facts.

So we ask: how is knowledge different from recall?


Picture this: You are sitting at a dinning table, seriously starving. The hunger is becoming unbearable as you grow increasingly impatient, checking your watch for the umpteenth time. You secretly hope the food arrive on time. Just then, your delicious meal makes its grand entry into the dinning, to your utmost delight. Protocols are unduely observed. Jack robinson! And the farmished you is already gulping large chunk of food down a pitiful throat in quick succession without any chewing ritual. The swallowed food makes a thud on the floor of your stomach in batches like a dispenser. Your stomach couldnt handle the traffick. It quickly decide on something and a reverse operation set in immediately to get rid of the "gridlock". And so like a motion picture in a fastbackward mode, the food come running up from your stomach through to the mouth in a torrent of vomit, even before it had any chance of being digested.


Whew! that's a bit too melodramatic! Yes, but that is what memorization and recall look like!


Just like the vomitted food add no real nutritional value to the growth of your body, except perhaps the momentary quenching of your hunger, the recalling of undigested facts for the purpose of passing a test or an exam contributes nothing substantial to the intellectual development of the student. At best, it may aid the student to obtain high scores and grades thereby give him/her a fleeting illusion of brilliance and smartness, or even genius. The student may bask in the euphoria while it lasts. Unfortunately, that's all there is to it in the long run. The market place of life will put such student where s/he really belong eventually. It's only a matter of time.


Admittedly, in fairness to crammers(most of us are), memorizing data is not wrong in itself. It has its place and usefulness in the learning process , eventhough it's a lower-order cognitive function. We are able to remember names of people and places, list of items, catalogue of things, lines of music or verse of poetry simply because we've perfected the art of employing mnemonic tools to store data into our memory for subsequent recall.


However, let's call things their right names. Recalling memorized data is simply not knowledge.


Now, picture the dinning table scene again, only this time table manners and protocol are duely observed. You eat the meal in a well-cultured manner inspite of the hunger, slowly chewing away in order to allow the appropriate enzymes act on it. And slowly, each mouthful makes its way down the stomach with no hassle. And as they arrive there, the stomach does its job of digestion, releasing nutrients for assimiliation into the bloodstream for onward transportation to appropriate parts of the body. This way, energy is released, dead cells are replaced and the body is revitalized.


This is knowledge in pictures. True knowledge results in the cultivation of the intellect, furnishing it with a robust capacity to be useful to the owner and to solve complex problems in society.


Meanwhile, the above illustration is intended to aid your imagination to appreciate what knowledge is not. Yet, this is only but a sketch.


Next, I shall be turning my attention to the concept of knowledge itself, in order to explore what it really is, in more relatable fashion and how it bears upon mastering academic subjects.

Unarguably, One of the lofty goals of education is the acquisition of knowledge. However, did you know that what most of us call knowledge unfortunately, is not what it is?
The word 'know' can be used in a number of senses such as: to have information, to be aware of, to take cognizance of, to realize, to be familiar with, to recognize, to be acquainted with etc...
On the basis of these meanings, many a student (a big time victim myself) have been misled to mistake rote memorization and recall for knowledge ( No thanks to Benjamin Blooms Taxonomy). But, in the real sense of the word, recall is not knowledge, or is it? Now, here is the point: that you have mastered the art of memorization so well that you can recall and write verbatim, word for word, the content of your lecture notes or textbooks in exams and obtain excellent scores does not necessarily mean you have acquired knowledge. This is no news because many of us are quite aware of this. Perhaps, we've all had the experience of "La cram, la pour" in the course of our schooling. (Chai, I don suffer!). You employ all the arsenal of mnemonic techniques and stuff your head with bits and pieces of undigested facts just to pass a test or an exam, after which the bulk of the stored data vanish into the thin air, until another exam comes knocking for a repeated cycle. What a sham disguised as education! What an intellectual fraud! Yet this is no news. We all know this too well. What is perhaps news is that in the next couple of series under this topic (this is just an intro.), we are embarking on an interesting journey to unravelling the secrets on how to gain mastery of our academic subjects or courses. Please don't miss it for anything. See you then.

brainpulse:
If you are living your life to become rich, you will never become wealthy. You will engage in all atrocities, rituals, illegal and criminal life styles and will never become happy. (A lot of rich men are dying in silence, with regrets and emptiness)

But if you live your life one at a time, happy, finding something that makes you fulfil, not looking for so much but contempt and adding values to life, you will realised you have passed the stage of been rich to wealthy and much more happy with your life.

I couldn't agree with you more

Donald3d:
It's simple create a product or service people can't do without Be consistent Be persistent Be resilient Be smart Use technology as much as possible You go make am

well said

Magnoliaa:
.....All you'll ever need to be rich (and successful) is in your MIND and knowing yourself.....

It's not a Nigerian/african thing to be poor and it's not an American/first world thing to be rich...: )

If this is the way u think routinely, and not mere rhetorics, then I am refreshed to know that there's still hope for our generation with people like you around!