I find it more than a bit cavalier in a developing land (or even in any so-called developed country) to assume that good study habits come by a sort of osmosis. It might be acceptable at the most elite colleges or school to assume that most every student comes into the classroom as sort of wind-up-machine which simply needs to be wound-up to operate properly. However, such an assumption is dangerously naà �ve concerning almost any other educational or developmental setting. Nonetheless, too many teachers, professors, and Middle Eastern students state through both voice-and-action that they, too, see no link between attendance and success in education.
Concerned about this very issue, I have recently written two articles: The first is called
Group Evaluations that Support and Clarify Professional Practices and Soft Skills for Students http://www.opednews.com/populum/printer_friendly.php?content=a&id=149541
The second simply raised this attendance question for global discussion:
How important is Classroom Attendance for University Students? http://www.opednews.com/articles/How-important-is-Classroom-by-Kevin-Anthony-Stod-120425-216.htmlGood study habits--just like good work habits--are often time-sensitive phenomena and need to be treated like that. This is true even as we simultaneously teach or train students on a daily and a weekly basi--while attempting to encourage them to see life as a life-long learning undertaking.
When the first industrial revolution took place in the
According to one article concerning architecture in
http://articles.timesofindia.indiatimes.com/2012-01-01/mumbai/30578636_1_clock-tower-time-pieces-cst
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