Physical Journey Essay Example

Physical Journey Essay A physical journey is an act of travelling from one destination to another, which may seem like a rudimentary process at first, but are often far more intricate. Physical journeys may consist of challenges but may lead to a vast range of positive experiences to benefit the traveller. The two poems, ‘Migrants’ and ‘Drifters by Bruce Dawe and related text Journey to freedom by Hai-Van Nguyen are all successful texts which cleverly conveys the travellers journey’s resulting in a positive experience. The first poem is Migrants by Bruce Dawe, which depicts a group of helpless migrants who are struggling to integrate into their new country. The idea of pjs being a positive experience is captured in this poem as the migrants eventually become accepted into the community after facing a number of hardships. Evidence of positivity in the migrant’s journey is when the children â€Å"less often came home red-eyed from school† This alludes to the fact that the children once faced many difficulties such as bullying. Imagery and descriptive language was employed to emphasize the early obstacles faced by the young travellers. With the effective use to language techniques, it is indicated that the children and now facing less difficulties and are having a positive experience to finally be able to fit in with their peers. The migrant’s positive experience is further enforced with the quote â€Å"and they were†¦Ã¢â‚¬  This gives the readers the notion that the migrants finally arrived to their new homeland after a rough journey. We will write a custom essay sample on Physical Journey specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physical Journey specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physical Journey specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The use of the ellipsis creates a pause to also suggest the unpredictable outcomes to be faced in the journey. From the quote provided it is apparent that the migrants have faced a difficult time travelling to the destination but the outcome was positive that they have made it to the new land safely. Another positive experience faced by the Migrants, is the fact that they were gradually becoming accepted into the community. This is evident in the quote â€Å"In which earth and water were being blent as it pulsed up in rich wells from underground†. Imagery and metaphor is used to reveal that the journey for the Migrant’s has ended as a positive and multicultural experience, in which the migrants and the locals accustomed to each other to form a national identity. From the examples and techniques used, it is seen that the Migrant’s journey first started off as a difficult one, but eventually accepted into the community benefiting them as good, learning experience for them. The next poem is ‘Drifters’ also by Bruce Dawe, and it follows the life a very transient and nomadic family who are constantly fleeting from home to home, in search to find a better life. Throughout the journey, the family has endured many difficult hardships but did not give up because they still had hope of a positive future. Some examples of the challenges they have encountered is when the children were â€Å"getting wildly for no reason†. Paradox is used to highlight the family’s mixed perspectives and show that physical journeys in can be very unpredictable. Despite the fact that the journey stimulated mixed feelings, the kids still managed to remain strong and stay sane. The next quote is interconnected and shows the emotional challenges tackled by the children. â€Å"The oldest girl was in tears because she was happy here† and green tomatoes†. Imagery and descriptive language is demonstrated throughout the first quote to emphasize the constant rush of the family and the distress the family has to face, as they were not ready to leave yet. This quote leads to the picking of the â€Å"green tomatoes† in which a metaphor was cleverly utilized to suggest that the children were not ready to leave just as green tomatoes are not ready to be eaten or harvested. The obstacles and challenges dealt by the family are manifestations of the journeys complications before ending positively. In the last line, â€Å"make a wish tom, make a wish†. Repetition is used to signify an end to the long journey and highlight the sentimental aspect of it. After experiencing a long restless journey, the family could have possibly came to an end resulting in a better future for them.. In the related text, ‘Journey to freedom’ by Hai-Van Nguyen, embarks on the author’s parent’s journey from war-torn Vietnam to Australia as refugees look for a better life. Throughout their journey they have faced some obstacles and barriers, which are manifested in the text through the use of language techniques. An example is evident in the quote â€Å"My parents have learnt that language barriers can be insurmountable as giant waves†. The use of simile highlights Hai-Van’s parent’s struggle to communicate with others due to their language disparity. This wasn’t as bad as it seems because it gives them a chance to open up a new learning experience which helps to benefit them throughout their journey, making a lot of it much less difficult. The repetition of â€Å"you† and use of inclusive language is very evident though out the text and that is because invite readers to experience the journey to give them a better insight and understanding of physical journeys. In the very last line, the author encourages the readers that, â€Å"we should listen to their words, hear their voices and document their stories†, Inclusive language is used to evoke a sense of community between the migrants, author and reader. From this text it is revealed that the author is tryinwg to cajole other people into being more thoughtful and that physical journey’s may have positive influences on other people as well as the travellers. From the Dawe poems and related text, we may learn that physical journeys may have many different positive outcomes regardless of all the challenges and obstacles entailed to the journey.

Batik essays

Batik essays During recent decades, we have found ourselves searching for personal identity and values in a world that seems to have little room for them. The vast expansion of technical information expertise and the population explosion impinge on our relationships to each other as individuals and to the world. The need for self-identity has never been greater, and the arts and crafts provide one outstanding means of making contact with the creative potential hidden within all of us. The need to produce and own man made objects in is part a reaction against the machine dominated aspect of almost all we see and touch, and also a search for our own worth has human beings. Handcraft fashions have come to a new importance because they impart a feeling of great pride and joy in knowing the work was imagined and created by an individual and not a machine. Today Batik has resurfaced revitalized and invigorated, proving to be a technique that effectively represents the production of personal statement, a true work of art. Batik is used for individuals who wish to express their individuality through a highly rewarding medium. The relationships between several techniques reveal what is special to each, and says something about the people who have made or value them. The study and appreciation ingenuity and sensitivity sharpens both our general awareness and our sense of process in craft. Taking for granted all the time taken to produce the craft, when all that surrounds us in the cast of nothingness, or the fabrication of elements around us, made with staples and glue, exists the structure of disciplinary interest is welcomed. You can view the pleasure through the true craftsmanship scene. There is sense of process; the combining of thirsty cloth and liquid color produces ornament not on cloth but within it. You can see within the cloth the combination and sharing with the viewer the process and identity in which it is formed. ...

How to deal with coworkers you dont like

How to deal with coworkers you dont like It can be unbearable having to go show up every day and see someone who drives you absolutely nuts. It can be even worse if major parts of your workday involve interacting with this person. Before you reach a breaking point and say or do something you might regret, try a few of these helpful strategies instead. You can’t change someone’s personality, but you can find a healthy and productive way to deal.Don’t badmouth to your coworkers.Don’t let your hatred of this person spill into the rest of your work life or poison your other colleagues. This isn’t high school- it’s a workplace. Talking trash is a bad, immature look. Staying classy also means watching your body language, sighs, and eye rolls in that person’s presence. You might think you’re being subtle- or funny- but you’re not. Rudeness is never a good look.Kill with kindness.When in doubt, default to the most polite version of yourself. Fake it ’til you make it if you have to- acting sweet as pie might not come easy, but you’ll come across as professional. Try simple pleasantries: say hello or nod when passing them in the halls and say goodnight when leaving for the day. You can’t change someone, but you can change how you act around them and the energy you put into the world (and the workplace).Have a heart to heart.Some work antagonism is just due to a personality clash, which is hard to fix. But if have tension with someone because of one or two specific and heated incidents, that’s easier to fix. Your best bet is to hash it out. Ask your coworker to go to a quiet conference room, go for a walk, or have a cup of coffee. Bring up recent tensions and tell him or her you want to work together to move past them.  Who knows, you could end up having a fruitful work relationship- even a friendly one- if this sort of gamble pays off. If it doesn’t? Ask yourself how much worse off you would be for giving it a tr y.Don’t take it personally.Some people are just not worth your energy. Your coworker could be just plain incompetent- or a huge jerk. Either way, it’s not about you and it’s not worth letting annoyance get in the way of your work and professional growth. Focus on being a good person and a valuable employee- that’s why you’re at work.Think about all the energy you’re putting into hating this person. Or just being perpetually annoyed. Could you be doing something better with your time? Focus on yourself, your job, and the good you can do to counteract the rage this person drives you to! Remember, you can only control how you act. So act better. Every chance you get.Remember: you don’t have to like everyone.(And everyone doesn’t have to like you.) Sometimes you’re just going to run into people that you simply don’t quite jive with- it’s all part of being an adult. Vent at home to your loved ones if you must, t hen show up at the office every day, smile politely, and get your work done.

Surprise ending Essay Example | Topics and Well Written Essays - 250 words

Surprise ending - Essay Example The reader anticipates that Swift will come up with a realistic solution by which these poor children can â€Å"contribute to the feeding, and partly to the cloathing of many thousand† (para.4). The reader’s suspicion is aroused when Swift begins to talk about children being â€Å"saleable commodities† (Swift, 1729, p.7) and calculates a cost-effective selling price. At this point, the reader realizes that there is a catch in the argument and that Swift’s suggestion will be out of the ordinary. Then comes the â€Å"surprise ending†: Swift suggests that that â€Å"a young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled† (Swift, 1729, p. 9). He continues to devise plans for the sale of children and various ways to convert their flesh into delicacies. The reader is now aware that Swift’s suggestion is pure irony. By giving the reader a jolt with his â€Å"surprise ending,† Swift greatly strengthens the validity of his real suggestion to improve the social and economic condition of Ireland under British rule in the eighteenth century: the taxation of absentee landlords, the promotion of locally manufactured goods, banning foreign luxury goods, practicing thrift and temperance and encouraging nationalism, brotherhood and virtue. He urges â€Å"landlords to have at least one degree of mercy towards their tenants† and shop-keepers to adopt â€Å"a spirit of honesty, industry, and skill† (Swift, 1729, para. 29). This is Swift’s real proposal. Swift skilfully uses his â€Å"surprise ending† to stimulate interest, rouse the reader’s conscience and make the reader more receptive to his concrete suggestions to rectify the ills of the suffering Irish

Technology and Early Childhood Education Research Paper

Technology and Early Childhood Education - Research Paper Example Technology is used on all sorts of classroom scenarios including early childhood education. Some technologists and educations specialists, however, cite that use of technology in early childhood may be detrimental. This paper seeks to explore both the positive and negative attributes of use of technology in early childhood education. Technology forms the most vital element of life in the world today. Every aspect of our lives is dominated by technology and its importance in our lives is indispensable. One of the outstanding facts about technology use in schools is its controversial nature. There is no common agreement by stakeholders in technology and educations sectors about the use of technology in schools. There are two different factions, one supporting use of technology as a positive aspect, while the other faction disagrees, citing the detrimental effects of technology in students. However, the use of technology in classrooms catering for children continues to increase, as education develops more interesting ways of enhancing understanding in children. eLearning provides the future for classroom teaching. Debates have centered on the appropriateness of computers in development of children. According to Elkind (1998), computers are development appropriate for children above the age of three, and children within this age and above can successfully use computers. Haugland (1999) dispels the notion that computer use among children is developmentally inappropriate by citing that many factors that may affect children usage of computers are still the same with the factors that affect usage of computers even at old age. These factors involve the ‘tasks of manipulating a wide variety of tools in the process of learning about themselves and their environment’ (Haugland, 1999). Developmental psychologists have noted that the use of computers by children lie within the

Construct Theory of Personality | Analysis

Construct Theory of Personality | Analysis Describe Kellys personal construct theory of personality, and compare this approach with other psychological theories of personality. Over the years psychologists have developed different theories to define observable differences in individual’s personalities (Chamorro-Premuzic, 2011). The history of personality psychology datedates vack for man centuries and has been traced as far as four centries before Christ (Cervone, 2013). Earlier records of personality theories all tended to have a philosophical basis. Suc as Aristotle who believed that personality could be broken down into four facors, iconic which ddepicted an individuals social place within society (Ryckman, 2012).). During the mid 18th century personality theories began to move towards meurological assumptions to explain behaviour and personality which adopted an anatomy perspective, for example Gall argued that by measuring the skull explanations could be drawn regarding an individuals personality type (ref). During the 1920’s Freud famousy conceptualised personality traits in relation with conscious and unconcsioucs thoughts which depicte d behaviour (ref). The psychodynamic approach move towars humanist approaches to personality in the 1940’s and 1950s with Maslows development of th eh hierarchy of needs approach theoryRogers in the latte 1950s who argued that we strive to acieve our best according to our persoaity taking influence fro the likes of Maslow (Ryckman, 2012). Finally, cognitive psychology is the most modern approach to understanding personality. Cognitive psychology refers to the study of mental processes and adopts a more biological approach which has been integrated significantly into modern understanding of personality psychology (Eysenck Keane, 2010). Personality theories attempt to understand behavioural variation in individuals using a range of psychological characteristic definitions such as introvert and extrovert personality types (Chamorro-Premuzic, 2011). A significant amount of earlier research focused upon personality traits as being heritable particularly in the behaviourist and ps ychodynamic theories (Eaves, Eysench, Martin, Eaves, 2014) and before the 1950’s it was generally accepted that personality traits were inherited which followed with an influx of twin based studies (Allport, 1937). In 1955, George Kelly developed the personal construct theory. Personal construct theory was designed as an alternative approach to understanding individual personality which viewed personality as an individual experience (Maktby, Day Macaskill, 2007). During the 1950’s Kelly revolutionalised the ways in which personality and human understanding were approached by moving away from the behaviourist and psychodynamic approaches. Instead the personal consttuct theory was deeply scientific adopting a phenomenological approach which moved away from the more favoured observational approaches to personality research methodology (Chamorro-Premuzic, 2011). Using this phenomenological approach personal construct theory allows for variation to be made in personality so as not to refine it into categories but whilst also accepting that personality can change either thrugh individual of social influences (Chamorro-Premuzic, 2011). Additionally, the sceitnific approach to personal construc t theory means that it take a qualitative research perspective which give s the teory greater research power than other methods such as the psychodynamic and behaviourist which are heavily biased towards quantitative methodologies.(Ryckman, 2012). The personality construct theory changed personality theory in the 1950’s by presenting the view that people should be treated as scientists. Kelly argued that individuals undertake an ongoing experiment from which their understanding of the world continually develops ( Chamorro-Premuzic, 2011). Kelly believed that during this experimental process the individual would internalise ideas of reality which would lead to a greater understanding of the world (Kelly, 1963). Interpretations, observations, experiences formed the basis of the personality construct theory (Kelly, 1963). The personal construct psychology stance challences the notion that experience should simply be separated into categories of thining and feeling and how these impact upon individual personality and behaviour (Raskin, 2013). Kelly successfully argued towards a scientific, quantifiable approach to understanding personality traits however, the approach has received extensive criticism for failing to incorpor ate an account for emotion. Chiari (2013) has stated that previously Kelly’s approach to the personal construct theory has failed to include the role of emotion whch is considered by many modern psychologists to be fundamental to the development of personality. Chiari (2013) has stated that instead Kelly overlooks what would experiences which would normally come under the realms of emotion and suggested instead constructivist epistemology approach. However, it has been argued that the use of tese transitions o not aquately account for the role of emotion in human life (Chiari, 2013). For example, the cognitive approach to understanding personality has viewed personality relate to resulted in a deficit in the schemata which wauses issues relate to judgement and cognitive error (Eysenck Keane, 2010). Fundamental to Kelly’s approach and what seperates the pesnal construct theory from other approaches is the argument that expectation and prediction drive the human mind ((Maktby, Day, Macaskill, 2007). Kelly believed that from this events can be predicted and anticipated in a process of continual personal development which was not centred upon predisposed genetics or biological factors (Maktby, Day, Macaskill, 2007). Kelly (1963) believed passionately that personality development aimed for the individual to achieve utmost knowledge of the world around them from which they could develop a sense of self and belonging (Maktby, Day, Macaskill, 2007). Similarly to Kelly (1963) Rogers (1947) believed that perception of self was the driving factor behind behaviour and understanding of the world and based successful non-directive theory upon this principle Similarly to Kelly, Rogers believed that personality development was a lifelong, ongoing process of development (Rogers, 1963) . However, Rogers’s theory of self-actualisation has been heavily criticised for providing very limited understanding and application within human personality in the twentieth century and in modern western society (Geller, 1982). Viktor Frnkl was another highly inflencital humanist psychologist Austrian neurologist and psychiatrist.Frankl delwas highly influential in the development of existential therapy as well as being a source of significant in the development of humanist psychology. Frankl was a holocaust survivor and a great deal of his work fucesd upon seeing positive in the darkest of scenarios, his work on suicisde prevention strategies received significant attention.Frankl belived that people were innately driven by a desire to find meaning in life which allowed people to survive and overcome incredibly dark and traumatic experiences.Franks experience in the concentration camps shaped his therapeutic approach and philospophical approach to psychology. Franl’s work demonstrated the impact of socio-polictical influences on personal development by demonstrating the innate human drive to find positives in desperate circumstances and suffericng. George Kelly believed that humans had an innate need to gain knowledge and experiences from their environment throughout all stages of life (Butt, 2008). Dependent upon these life experiences the personal construct theory presented a flexible and highly person centred approach to personality (Kelly, 1963). Kelly believed that by constructing a situation based upon previous experience and what we have learnt from similar in the past allows individuals to be active problem solvers who can formulate accurate hypotheses for the future (Butt, 2008). One of the key strengths of the personal construct system is that the theory has allowed for reliable behavioural predictions to be made on an individual basis and throughout adult life which do not rely upon preconstructed personality traits or genetic factors (Butt, 2008). For example, personality trait theory focuses upon quantifiable personality traits which are used to predict individual thought processes and behaviour (Chamorro-Premuzic, 2011). Trait theorists have argued that individual personalities individuals can be understood in terms of returning patterns of thoughts, emotions and behaviour which can be scientifically examined using quantitative methodologies (John, Robins Pervin, 2008). However, there are a number of issues and implications relating to stereotype colliery when all individuals are categorised dependent upon their personality traits. To demonstrate this Lee and Adams-Webber (1987) conducted a projective test of the golden section hypothesis in a perosnltiy trait stereotypy setting. The golden raio is normally used in mathematics and refers to two quantifiable objects being in the golden ration if their ratio is equal to the ratio of their sum to the larger of the two objects qunantitities.Lee and Adams-Webber (1987) conducted a projective test o the golden section hypothesis during which twenty-fourtdents were required to complete a grid which categorise their personalities into ten comic book characters using twelve bipolar constructs as the basis for their selections such as â€Å"generous-mean†. The oerall results identified that the proportion of characters which were assigned to positive poles of constructs was 0.615 which was identified to be significantly in line with the golden section (approximately 0.618).That is, out of 2, 880 judgements, 1772 were identified to be positive in nature which suppo rt the mathematical model fo the golen section hypothesis. This These results suggest that the proportion of positive personality jusdemetns can be computed to be approximately 0.615 which is very close to the experimenters hypothesised estimate of 0.618. The experimenters have also reported that simpliar results were identified using similar sets of ersonality constructs. The study has also ifentified the negative aspects of negative judementss and stereotypes which can be construed base upo appearance nd impressiin the society.ons which cause individuals to assign a negative construct with further implications However, despite the limitations the trait theory approach to personality testing remains to be a popular choice by researchers due to the ability to provide an accurate description of an individuals personality which can be accurately assessed scientifically. Similarly to the person construct theory personality traits are universal and relevant regardless of age, race or gender however they are more concrete and less flexible which has formulated the theories main criticism (Ryckman, 2012). Furthermore, as th study by Lee and Adams-Webber (1987) demonstrated to an extent the trait theory approach does not adequately account for issues such as abnormal personality disorders and can encourage negative personality stereotypy (Chamorro-Premuzic, 2011). Throughout the history of personality theory, the hereditary and biological explanation has had a tendency to be overused in research. A substantive proportion of this work has relied heavily upont win and adoption studies. However, the reliance on such studies has caused a large amount of criticism in recent years where a more integrated approach to research has been favoured. Twin studies have a number of experimental biases including reliabilitu and replicability, the results tend not to be generalisable to the general population due to the unique nature of the twin relationship and nurturing environment (Eaves, Eysneck, Martin Eaves, 2014). Loehlin, McCrae, Costa and John (1998) investigated the heritability fctor of the Big Five personality imensions using data taken from the National Merit Trwin study The researchers used behaviour-genetic models to identify similiarites bbtetween the three separate measures the results of the model identifie that the Big Five personality dime sntions were significantly heritable and substantially so which was ine wih other similar studies. No significant variation was identified between gender, for measures agreeableness and conscientiousnsess shared environment was found to be measure specific and for estraversiona nd neuroticisim models which ncorporated a genetic element provided better fits.The results from†¦ are consistent across the majority of twin and genetic base studies for all five of the Big Five Personality Facts. For example, Jang, Liversley Vemon (1996) identified the following braod genetic influence on the five demensions of Neuroticism, extraversion, Openness, Agreeableneess, and Conscentiousness at 41%, 53%, 61%, 41% and 44% rerospectovely. Overall, it has been concluded that there is a strong genetic component to the individual differences basis to theories of personality which overwhelms theories of learnt traits (Ryckman, 2013). Overall, when Kelly’s theory of personality is compared to the humanist, behaviourist and psychodynamic theories, the approach provides an accurate scientific model for understanding personality and one which can be applied without limitation in childhood and adulthood. Personal construct theory has a significant streghth in its detailed and holistic view which has significantly increased understanding in individual differences in regardto personality rather than theoryies such as the trait theory (Eynsneck) which has viewed personality as being biologically determined and et in rigid categories which leaves little room for individual adaption and variation (ref).( Langdridge Taylor, 2007). However, there are issues of generalisability with the personal construct theory which are less of an issue compared with other approachs such as thetrai thery, References Allport, G. W. (1937).Personality. Holt, New York. Butt, T. (2008). George Kelly: The psychology of personal constructs (Mind shapers). Palgrave Macmillan: USA. Bleidorn, W., Klander, C., Caspi, A. (2014). The behavioural genetics ofpersonality development in adulthood- classic, contemporary and future trends. European journal of personality, 28, 244-245. Chamorro-Premuzic, T. (2011). Personality and individual differences 2nd edition. John Wiley and Sons, UK. Cervone, D. (2013). Personality psychology. John Wiley and Sons, UK. Chiari, G. (2013). Emotion in personal construct theory: A controversial question.Journal of constructvist psychology, 26, 249-261. Eysenck, M., Keane, M, T. (2010). Cognitive psychology: A student’s handbook, 6th edition.Psychology press, USA. Eaves, L, J., Eysench, H, J., Martin, N, G, L, ., Eaves, J. (2014). Genes,culture, and personality: An empirical approach. Academic press limited, London. Frankl, V, E. (2008). Man’s search fofr meaning.Rider and Co, USA> Geller, L. (1982). The failure of self-actualization theory. A critique of Carl Rogersand Abraham Maslow. Journal of humanistic psychology, 22, 56-73. Jang, K, L., Livesly, W, J., Vemon, P, A. (1996). Heritability of the Big FivePersonality dimensions and their facests: A twin study. Journal of personality, 64, 577-592. John, O, P., Robins, R, W., Pervin, L, A. (2008). Handbook of personality, third edition : Theory and research. The Guildford press, New York. Kelly, G. (1963). Theory of personality: Psychology of personal constructs. W. W. Norton and Company, New York. Lee, C., Adams-Webber, J. (1987). A ‘projective’ test of the golden sectionhypothesis. Social behaviour and personality, 15, 169-175. Loehlin, J, C, McCroe, R, R., Costa, P, T., John, O, P. (1998). Heritabilities of common and measure-specific component off the big five personality factors. Journal of research in personality, 32, 431-453. Langdridge, D., Taylor, S. (2007). Critical readings in social psychology. The open university press, UK. Maktby, J., Day, L., Macaskill, A. (2007). Personality, Individual Differences and Intelligence 3rd edition. Pearson education limited, UK. Rogers, C, R. (1947). Some observations on the organization of personality.American psychologist, 2, 358-368. Rogers, C, R. (1963). The concept of the fully functioning person. Psychotherapy: Theory, research and practice, 1, 170-126. Ryckman, R. (2012). Theories of personality. Wadsworth publishing Co Inc, USA. Raskin, J,, D. (2013). Thinking,, feeling, and being human. Journal of constructivist psychology, 26, 181-186.

Importance Of Tertiary Education

For many individual students preparing to graduate from high school, wondering whether or not they should pursue a higher education at a university or other learning institute is an issue that weighs heavily on their minds. It is a very difficult decision that depends on many different factors, such as the individual’s personal goals. Some students choose to go straight from high school directly into the workforce after graduating. Other students choose to go into the military after graduating from high school. While these are all different options, recent research indicates that higher education is extremely valuable.Recent research indicates that higher education is extremely valuable. For, individuals whom attended a university and obtained at least a four-year bachelor’s degree make more money on average than people who have never obtained a university degree according to the United States Bureau of Labor Statistics. In a study conducted by the United States Bureau of Labor conducted in 2009, it was concluded that someone with a four-year bachelor’s degree makes on average $20,748 more per year than someone without the degree.In a report done by the United States Census Bureau published in the â€Å"Current Population Report† by ? Jennifer Cheeseman Day and? Eric C. Newburger, it is estimated that high school graduates earn on average $1. 2 million throughout the course of a lifetime. It is also estimated in the report that individuals with a bachelor's degree will earn on average $2. 1 million total throughout their lifetime. As you can see, the facts show that getting a higher education is worth more value financially than stopping an education after graduating from high school.In addition to the high financial value of higher education, higher education also makes individuals much more intelligent than what they would be with just a high school education. The more intelligent an individual is, the better quality of life they a re likely to have. In â€Å"Wechsler's Measure and Appraisal of Adult Intelligence, 5th Edition† by Joseph D. Matarazzo, Matarazzo states that the average intelligence quotient (IQ) of a high school graduate is 105 points. He also states that the average intelligence quotient (IQ) of a college four-year graduate is 115 points.To quote Sociologist Linda Gottfredson of the University of Deleware, â€Å"IQ scores predict a wider range of important social outcomes than perhaps any other psychological trait; †¦ bright people have a tail wind in virtually all aspects of life. † What she means by this quote is that the higher an individual’s intelligence quotient, the higher the quality of life that they will have. This is true because those with higher intelligent quotients have higher problem solving abilities that correlate to better life qualities.In an Australian study studied by Gottfredson, motor vehicle fatalities were studied, correlating intelligence quo tients with motor vehicle fatalities. In the study, there was a direct correlation discovered between those with lower intelligence quotients, and higher death rates per 10,000 people. Ian Deary of the University of Edinburgh, in the United Kingdom did another study that shows how those individuals with higher intelligence quotients have higher qualities of life than those with lower intelligence quotients. For his study, he looked into the childhood intelligence quotient scores of a group of 80 year olds.In his study, he found that those who scored the highest on their childhood intelligence quotient tests were also the healthiest at age 80. These studies serve as evidence that having a higher intelligence quotient improves the quality of your life. College students who graduate with at least a Bachelor’s degree have on average higher intelligence quotients than those students who didn’t attend college, which means that those students who do graduate college with a de gree will have a better quality of life than those who don’t.Another reason why getting a higher education is very valuable is because it offers many new opportunities to students that they would be unable to get without having attended a university. Most, if not all, universities and other higher education systems offer many activities in which students will get to meet many other new students. Many students will meet new friends who often become some of the best friends that they’ve ever had. There are also almost always sports, clubs, and other activities to get involved with that would be unavailable to those not attending a higher education system.Many people participate on sports teams in high school such as football, baseball, field hockey, soccer, basketball, wrestling, track and field, and softball, to name a few. After they graduate high school they do not have many opportunities to participate in their favorite sports ever again. Whether it is for competitiv e purposes or just for enjoyment purposes, universities offer the opportunities to participate in some of their past favorite sports, or experiment with new ones.Another opportunity that students of higher education systems have exposure to that those who do not attend higher education systems do not have as readily available is the opportunity to study abroad. Studying abroad means taking educational classes in a country other than one’s own. Unless they are particularly financially wealthy, the majority of the individuals that do not attend higher education systems never get the opportunity to live in foreign countries for the entire length of a semester.According to a BBC news report, about 114,000 higher education system students study abroad each year at universities in foreign countries. Studying abroad is a great opportunity for higher education system students to take advantage of. When one studies abroad, they get the chance to learn about another culture through fir st hand experience, they get the chance to learn how to fluently speak a foreign language by merely being exposed to it for a period of time, and it is very prestigious to have on a resume. Author W. E. B.DuBois among other successful celebrities studied abroad. He studied at the university of Berlin in Germany for two years. Studying abroad is just another example of a way that higher education systems give their students more opportunities than those who do not attend them. Higher education systems can also be considered very valuable because they provide individuals with life skills that are essential to being successful in life. While studying at a higher education system, one is forced to develop essential time management skills much more so than at the high school level.With time needed for studying, attending classes, completing homework, relaxation, and doing fun things as well, one needs to manage their time in order to avoid failing out. These time management skills help o ut individuals later on in life. Another important life skill that individuals who attend higher education systems gain is money management skills. Some higher education system students work part-time jobs, but the majority are unable to find the time to do so on top of their schoolwork, so the only money they have for spending is either money their parents give to them, or money that they saved up before going to college.Either way, most students are on tight financial budgets that require discipline to maintain. Students learn to only spend money on things that they absolutely need, and to save up their money rather than spending it all at once. These money management skills help the students later in life. While attending a higher education system offers many positives, it also offers certain negatives. One negative is the fact that higher education schools are often very expensive. Colleges are expensive, and it is hard for a lot of families to afford to pay for, however this is not a good reason for not attending.If one starts early enough, they can save money, look into financial aide opportunities, and apply for scholarship opportunities to help pay for their tuition. It has already been shown that the amount of money that college students will make after graduation is much higher than the amount of money those who do not attend will make, so if someone can make sacrifices in order to pay for college then when they have a career someday they will make it all back plus more. Another negative to going straight to a higher education system is that people are getting later starts to their careers.Some people choose to work minimum wage jobs, or take other opportunities like opening their own businesses. These options are all respectable, and sometimes do end up making people large sums of money, but the facts given to us by the United States Bureau of Labor show that the vast majority of the time this is not the case. No matter how tempting it may be to tak e a good wage job right after high school, it is always more financially beneficially to attend a higher education system.In conclusion, the evidence shows us that attending higher education systems is extremely valuable. One reason that it is extremely valuable is that it offers many great financial benefits. Another reason is that it makes individuals more intelligent. Those who attend higher education systems also have more opportunities available to them than those who do not attend them. Attending higher education systems also teach great skills that are essential for being successful in life. In short, higher education systems are extremely valuable