Вопрос № 1058572 - Английский язык

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Grouping Students for Instruction
1. Some educational theorists believe that students should be grouped together with similar students for instruction. Other educational theorists believe that instructional groups should be made deliberately diverse. The criteria, employed for differentiating students, include chronological age, mental age, IQ, skin colour, sex, social class, geographical location, and parental income.
2. A mental age is a measure of someone’s ability to think, obtained by comparing someone’s ability with the average ability of children at various ages, for example, a 25-year-old man with a mental age of seven. An IQ is someone’s level of intelligence, measured by a special test, with 100 being the average result, for example, an IQ of 130.
An individual’s intelligence quotient is his mental age, as shown by intelligence tests, multiplied by 100 and divided by his chronological age. Such criteria as mental age and IQ often have the effect of separating rich from poor or elites from cultural minorities because of the cultural content of the tests used.
3. Arguments in favour of homogeneous grouping tend to emphasize speed and efficiency in instruction and learning. Heterogeneous grouping is characterized by lack of racial discrimination, sex discrimination, and discrimination against students with low IQ or with low income. Arguments for heterogeneous grouping tend to emphasize tolerance towards each other and the importance of mutual understanding.
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Heterogeneous grouping makes instruction free from …

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Grouping Students for Instruction
1. Some educational theorists believe that students should be grouped together with similar students for instruction. Other educational theorists believe that instructional groups should be made deliberately diverse. The criteria, employed for differentiating students, include chronological age, mental age, IQ, skin colour, sex, social class, geographical location, and parental income.
2. A mental age is a measure of someone’s ability to think, obtained by comparing someone’s ability with the average ability of children at various ages, for example, a 25-year-old man with a mental age of seven. An IQ is someone’s level of intelligence, measured by a special test, with 100 being the average result, for example, an IQ of 130.
An individual’s intelligence quotient is his mental age, as shown by intelligence tests, multiplied by 100 and divided by his chronological age. Such criteria as mental age and IQ often have the effect of separating rich from poor or elites from cultural minorities because of the cultural content of the tests used.
3. Arguments in favour of homogeneous grouping tend to emphasize speed and efficiency in instruction and learning. Heterogeneous grouping is characterized by lack of racial discrimination, sex discrimination, and discrimination against students with low IQ or with low income. Arguments for heterogeneous grouping tend to emphasize tolerance towards each other and the importance of mutual understanding.
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The Purpose of Education
1. Some educational theorists believe that education should serve the needs of the individual. The second opinion on the purpose of education is that education should serve the needs of the society. In industrialized nations it is common for both of these goals to be held but for different classes of the population.
2. For the elite, the needs of the individual tend to prevail, and thus upper-class schooling often tolerates diversity and encourages idiosyncrasy. For the masses, the needs of society tend to dominate, and schooling usually serves to prepare children to become obedient, well-drilled, uncomplaining workers in industry and agriculture.
3. In France and Germany, the primary purpose of education is intellectual development. In England, the primary purpose of education is character building. In Roman Catholic and Communist countries, moral or religious training is usually the primary purpose of education. Hence, every subject is imbued with religious or ideological content, and there is a constant attempt to draw moral lessons from educational material. In the United States, where large-scale immigration once brought the fear of social disintegration, preparation for citizenship and development of national consciousness have tended to be emphasized. Even today, some rituals, such as displaying American flags here there and everywhere and pledging allegiance to the flag of the United States of America at the beginning of the school day, distinguish American schools from those in most other countries.
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Nuclear physics
1. The study of the nucleus of an atom is known as nuclear physics. As a result of this study, scientists have discovered ways of splitting the nucleus to release huge amounts of energy. There are two types of nuclear reactions: nuclear fission and nuclear fusion. A controlled nuclear reaction inside a power station can be used to provide heat and light for our homes.
2. Nuclear power stations use fission to produce their energy. Fast-moving atomic particles called neutrons are fired at the nucleus of an atom to split it. This splitting is called fission and it causes other atoms to split in a chain reaction. Some mass (the number of heavy particles inside an atom) is lost in the process. This is converted into large amounts of nuclear energy.
3. Nuclear fusion is a type of nuclear reaction that creates huge amounts of energy. It takes place naturally inside the sun, creating the heat energy that we need to survive on Earth. At temperatures of about 14 million C dgr. the nuclei of two hydrogen atoms fuse, or join together. In the process, some mass (the number of heavy particles inside an atom) is lost and converted into energy. Scientists are trying to develop this form of nuclear reaction as a safer alternative to the nuclear fission that takes place in power stations.
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Solar energy
1. Solar energy, radiant light and heat from the sun, has been harnessed by humans since ancient times using a range of different technologies. Solar radiation, along with secondary solar-powered resources such as wind and wave power, hydroelectricity and biomass, account for most of the available renewable energy on the Earth. Only a minuscule fraction of the available solar energy is used.
2. Solar powered electrical generation relies on heat engines and photovoltaics. Solar energy's uses are limited only by human ingenuity. A partial list of solar applications includes space heating and cooling through solar architecture, potable water via distillation and disinfection, daylighting, high temperature process heat for industrial purposes. To harvest the solar energy, the most common way is to use solar panels.
3. Solar technologies are broadly characterized as either passive solar or active solar depending on the way they capture, convert and distribute solar energy. Active solar techniques include the use of photovoltaic panels and solar thermal collectors to harness the energy. Passive solar techniques include orienting a building to the Sun, selecting materials with favorable thermal mass or light dispersing properties, and designing spaces that naturally circulate air.
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Gravitation
1. Gravitation is a natural phenomenon by which physical bodies attract with a force proportional to their mass. In everyday life, gravitation is most familiar as the agent that gives weight to objects with mass and causes them to fall to the ground when dropped. Gravitation causes dispersed matter to coalesce, and coalesced matter to remain intact, thus accounting for the existence of the Earth, the Sun, and most of the macroscopic objects in the universe.
2. Gravitation is responsible for keeping the Earth and the other planets in their orbits around the Sun; for keeping the Moon in its orbit around the Earth; for the formation of tides; for natural convection, by which fluid flow occurs under the influence of a density gradient and gravity; for heating the interiors of forming stars and planets to very high temperatures; and for various other phenomena observed on the Earth.
3. Gravitation is one of the four fundamental interactions of nature, along with electromagnetism, and the nuclear strong force and weak force. Modern physics describes gravitation using the general theory of relativity by Einstein, in which it is a consequence of the curvature of spacetime governing the motion of inertial objects. The simpler Newton's law of universal gravitation provides an accurate approximation for most physical situations.
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