<p>^^ I agree…what idiot would say no to harvard if accepted lol. Even the person that has that name will say yes i bet. lol</p>
<p>Nice try at avoiding my point
Anyways, harvard is honestly just for the misguided who think the harvard name will get them somewhere in life. Admittedly, there is a reason why many companies come to recruit at harvard for they have mastered the art of conformity so naturally they would make good corporate slaves</p>
<h1>exits and dumps harvard acceptance letter in the trash</h1>
<p>LOL, if you think all of that why did you even apply? The more time that I spend on CC I see that a good number of the people here are crazier than Charlie Sheen.</p>
<p>Truth…</p>
<p>lol no one’s crazier than charlie sheen #fact</p>
<p>This is just in reply so stuff I saw at the beginning about Native Americans being slaves longer that African Americans. Yall are aware that Native Americans count as URM and benefit from Affirmative Action and go to college for free right? I’m not opposed to that, I’m just wondering if yall were aware. I do think that AA as a current institution is corrupt and is not working as it should. Ok, bye.</p>
<p>I think some people on CC would be much crazier than Charlie Sheen if they were exposed to as many drugs, without the porn star girl friends or millions dollar salary.</p>
<p>What I think about affirmative action is that it is the wrong “solution” for a problem too big. They are just putting a band aid on a wound too big. The band aid won’t do any good. What needs to happen is putting on some antibiotics and stitching up the wound. I first suggest reforming the school, actually more like rebuilding it from the ground up. A council controlled system where all the money is distributed equally among the schools. Where the council is made up of representatives from every state. Drop affirmative action and have the system walk all the students from Kindergarten to college. Veer away from tests and focus more on results. Results such as more activity based projects. For example: every class revolves around a student’s “year” project where they learn along the way and add it to the main project while having smaller projects in the middle. I believe that reflects more of the real world than tests and homework. For English, that project might be a novel and short stories for younger students. For Math, actually explain its role in science and other disciplines and incorporate that into other subjects. Science must include engineering style projects. </p>
<p>In other words: affirmative action creates more problems than it fixes. If you want racism to go away, just stop talking about the races…</p>
<p>Veering from tests and homework would be a terrible idea. It’s much harder and more subjective to know if a child is actually learning through “touchy feely” projects. Theres no standard, no base to know where the child stacks up against others. Anyone can bs a project. Btw, projects suck. A ton more ppl, at least older kids, would rather have some hw and a test and be done with it.</p>
<p>Now, that is where my argument of: people focus on tests too much. I believe the lessens learned from projects are more worthwhile. People run into roadblocks while doing projects. It is learning from those roadblocks that engrave into someone’s mind. Teachers now days focus more on teaching students to do well on the tests rather than actually retaining the info for the rest of the life. Students will try cramming for a test, but you really can not cram for a year long project. Also, cooperatively working together produces better results regarding social and educational aspects of life. Linking the knowledge to real life produces better results than linking it to arbitrary questions on a piece of paper that students fill out. Then, also what is there to compare? How do corporations and businesses hire people? Through the applicant’s resume, not what grades he got or what rank he was. It revolves around the person’s personality, ability to produce quality work and ambition.</p>
<p>What you’re saying sounds like it makes sense, david. But my my question is, what would get students to try and do well and want to learn? What’s the incentive? </p>
<p>Idealistacally, we should all want to learn just for the sake of learning. However, that’s obviously not case</p>
<p>The incentive? I would hope that the feeling of actually finishing a project on time and actually having it meet the standards, or may be even surpassing it, should be enough incentive. Honestly, it might be just me, that is a bigger incentive than a number on a piece of paper. I know first hand. Why I think that system would work better is because the students choose what they would do as the year long project. As long as it is approved by the teacher and meets the minimum standards, I think the pupil will have a better motive to do great compared to a student given an arbitrary test that they had no choice in taking. I think the freedom gives people the incentive to do great. Trust me, I am a programmer, I have had lots of projects and even more unfinished ones. I do not succeed in environments where I am bound by constraints and restrictions.</p>
<p>Yes, what your saying applies to you and myself included. But in the long run, if you really think about it and the result of systems with similar principles, it’s just not how the world works. Learning for the sake of learning, working for the sake of working, etc… isn’t really incentive. It’s hard to get anything done without incentive.</p>
<p>Again, I believe in what you’re saying, but it doesn’t apply to most people.</p>
<p>I agree with Kali …most kids aren’t that mature to want to learn without a rewards and if you think about it most adults wouldn’t work for free either. That just the way out country is ruled if I do this I get this. If I give you a dollar I get a candy bar.</p>