All System Education

The Pros of the Trading Pro System – Educate Yourself Before Making Any Trades

June 9th, 2017

Strategies and techniques are two of the things that matter most when it comes to the Forex market. A lot of people make the mistake of assuming that it would be just like gambling. You place a trade and hope that everything goes well. This is not the right way to approach the market. No wonder a lot of people end up failing and in debt due to the massive losses that they have incurred. Do not be one of these people and make the smart choice. Educate yourself before making any trades. But how can you do this?

You can begin by giving the Trading Pro System a try. This system was designed, specifically, to help beginners out when it comes to understanding the basics of the market. This is important because without the proper guidance, beginners are likely to fail. Instead of attending seminars or buying tedious e-books, this system would provide you with home video tutorials. As a matter of fact, they are considered to be among the least time-consuming video tutorials, instructions and demonstrations in the market. It is spread into a 41-hour video instruction which you do not have to watch in one sitting, of course.

You can treat it the same way you would a regular class. A few hours a day should help you get acquainted with the basics and onto the more advanced aspects of the business. Creators David Vallieres and Eric Holmlund guarantees that users would be learning about trades in stocks in no time, while offering a one-month money back guarantee to those who are not at all satisfied with the home videos.

It is no secret that the stock market can be unpredictable and might throw challenges along your way ever so often. Whilst there is no way of predicting or avoiding them, you could always prepare yourself beforehand. The Trading Pro System would do just that. It would teach you what you should do during certain situations and would also help you get through these things in a calm manner so that you do not end up hastily taking action only to realize that you’ve made yet another mistake.

It is important for you to understand that the Trading Pro System is not designed to do the trades for you. However, it will guide you through the process of placing one and making sure that you’ve chosen a profitable trade to enter. This is important because it would eliminate some of the guesswork involved in trading. In this way, you will be trading blindly and would make better choices. Not to mention the fact that it would significantly boost your confidence too.

So think about it. Would you rather learn from experience and find out too late that you could have learned about a certain pitfall sooner and not after you’ve lost a great deal of money just because you did not understand the possible consequences of your actions. Get started with learning now.

Challenges in Education in Today’s Society – Globalization and Changes in Education

June 2nd, 2017

Recent investigations in the study of demographic trends at global level are currently making light on a very controversial aspect, although ignored by global institutions, like O.N.U., U.N.D.P., G 20, same by organizations with attributions in the educational field (as UNESCO, Youth International Authorities and other). The so-called “demographic winter” phenomenon, which reveals the dramatic consequences of the “modern” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity and irresponsibility. Considering this demographic trend offers a new dimension to the way in which abundance and resource of the world are distributed and also gives a new vision on elementary educational issues.

The globalization of education is reflecting itself in the extension and unification of educational practices, used by all those public or private entities, involved as active social educators. Over time, the public education systems in developed or emerging countries, which promote formal education, are illustrating with consistency the practice of a classical education system. In the field of non-formal education there are used more innovating and diverse methods of education, but unfortunately few of this are oriented upon individual behaviour reshaping in the global context, and they are looking only to proliferate consumerist habits, by preparing youngsters for a successful professional career start. The presence of NGO’s with international coverage and professional training companies has fixed the currently understood “development in education” in comfortable limits. This makes room for a reshape of educational fundamentals and, more obvious, for the ultimate purpose of learning.

Most people think that education should equip them with the proper exploitation instruments so that they can forever trample over the masses. Still other thinks that education should furnish them with noble ends rather than means to an end. The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

Socially speacking, the technological revolution, the broaden access to information and the modern lifestyle facilities have made possible the appearance of an irreversible phenomenon in the conflict between generations. In our present times, the children, “sons of globalization” have access to multiple sources of information, with the internet being most of the time an instrument of self-education. The balance is leaning in the favour of the power of informed youth, who become “the teachers”, explaining the new world order to the eldest. This theory takes into consideration the acceleration of technology and the way of our lifestyle, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.

Therefore we are raising the question regarding the way organisms responsible for educational issues should reconsider the basic fundamentals of this basic activity, which clearly has guided the evolution of our world so far. It isn’t enough for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of primary education and the discrimination regarding access to education in underdeveloped countries, to avoid resettling the educational needs inside an inappropriate system. It is necessary to deal with these aspects in proper time, because we consider education the key-element which can slow down the process of planet and people self destruction.

The proposal regarding fundamentals reshaping and reviewing the individual education, approached in all stages and cycles of life, starts with the assumption that “Man has to be educated to act responsible towards the environment and civilization, and not interfere in the harmony and balanced world development with his behaviour”. This observation, not exactly recent, triggered a chain of initiatives in the educational system in countries like France, Italy, Germany, including Romania, but I consider that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.

We feel that the new fundamentals and principals of education, which must be known, understood and applied by every teacher, through all the range of educational processes in the long life learning of individuals, and also in the non formal educational process, whereat people have access during existence are:

1. Self-consciousness – is essential because it allows every individual to find his role in society, to know his weak points and to develop them according to his unique talents genetically inherited. A person aware of his/her self can easily act in choosing the occupation or the carrier to practice that he or she will be able to direct his energies to and recognize the real problems that the world and society faces. Consciousness-based education, introduced in 1971 by Maharishi Mahesh Yogi, is unique in its ability to effectively develop the total brain potential of every student.

2. Stimulating creativity – this special quality is reflected in the mental and social process of generating new ideas, concepts, associations, and permits individual adaptation to unpredictable contexts and situations. There are simple techniques, associated to lateral thinking that can promote this capacity, for example: improvisation, fiction as imaginary product, (Randomness, Improvisation, P.S.).

3. Communication – in the actual forms and methods used as learning practices, communication is not capitalized at being the supreme value, because mostly individual activity it’s encouraged, which promotes inappropriate values like egoism, indifference, self-interest. Without communicating problems and discussing difficult situations, there is no way to claim solving the issues in optimal parameters of time, quality and accuracy. The man can not act in terms of social responsibility, as a “macro attitude”, which I consider as being shallowly approached, especially in the economical environment.

4. Promoting a responsible role in society – education must train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. This is the way in which he or she could develop and exercise an active role in society.

5. Changing opening – in order to be able to intervene in the actual course of the life circle, accepting and promoting the changes is considered a healthy habit, which stimulates the flexibility and the disruption of existing corporately stereotypes, which are heading humanity to destruction, because of the ignorance or simply because of unknown problems that Terra is facing. From this perspective, the change tackling implies a real transformation at psychological level and of human behaviour, therefore to satisfy those priorities needed to be handled immediately. Here we refer to: the necessity of a re-conversion of world economy from a military economy to civil one, immediate solutions for energetic and environmental problems, as well as for the underdevelopment and poverty aspects propagated into the world.

6. Global vision upon world – the actual educational system, as a whole, is constituted by a sum of operations (method -> evaluation -> communication), whose final objective must reflect a pragmatic and global view on the world. At present, the youth is informed regarding global problems through sources like mass media, not making possible a healthy analysis, not making possible a debate and a thoroughness facilitation that could lead to the understanding and building-up personal opinions regarding aspects like underdevelopment, global economical relations, international monetary system, etc.

7. The ability of solving problems – solving problems is the easiest way to re-create conditions and actions in an artificial manner, experience which allows pupils and students to deal with in a constructive way and to develop solutions for different problems. Learning systems which are basically constructed like this are superior because it helps individuals to recognise and adapt to specific economic, social, psychological, spiritual context and to detect real problems in any form, associating optimal alternatives of decision. For example, simulating a complex economical context for a start-up enterprise leads to the stimulation of individual creativeness and decision-making abilities.

8. Multidisciplinary teams – to permit the reshaping and the restructuring of scholar curricular in the needed form in order to develop these abilities and capacities, we are suggesting even some changes in the study of discipline, considering the logical and contextual relations between them, providing an understanding of all existing correlations at a certain point. For example, Public Finances should be studied in the International Monetary System context and not separately. At the same time this characteristic involves, according to those said before, the start point of collaborations between students coming from different specialization, in order to accomplish complex projects with a multidisciplinary approach. In this case, the elaboration of a business plan would unite students from different specializations in economical science discipline (services, marketing, management) and students from engineering, agriculture and others profile Universities.

In recent years, there have been promoters that recognise the importance of remodelling and updating the learning systems and they have introduced some of this principals through various pedagogic and psychology methods and ideas, which became guide-lines in Universities educational activities from regions around the world. A recent example at this point is the study made by Clay Shirky, author of “Here Comes Everybody”, in which he proposed an innovating learning model, named Open Model of Education. In the Closed Model of Education or Classical System, education is limited because the ideas that a school or district can consider can come from only a limited number of sources, usually teachers, administrators, and consultants. A great deal of thought must be put into the consideration of ideas because the time and cost of failure are so high. Time spent with meetings, staff training, and materials, has a cost. This means the filter for ideas is very high. Only those ideas that seem to have the most benefit will be implemented, though there is no way to know in advance that one of the ideas picked will bring the desired benefit, and one of the ideas left on the table could be the most effective and beneficial.

It is true that by putting into practice an educational system based on the same universal fundamentals it essentially means stimulating globalization through its universal optic itself. Although the manner in which this model contributes to the globalization phenomenon is clear, still we must consider the fact that the final purpose of education is no other then confronting globalization’s effects and influences, as well as the global negative impact upon environment and, ultimately, upon the way people live everywhere. Education will allow us to know the actual estate of the world, with all its pluses and minuses, and also will increase the awareness of the impact of every individual upon the world and upon the next generations. In other words, we consider politics, economy or administrative sciences weapons of less importance in the process of global issues eradication, compared to education, as a social science.

To conclude, I would like to specify the way these ideas were generated and which were their fundamentals. This actual study is not a result a thorough research activity, neither a genius idea. I am myself a “product” of a classic, formal educational system, but also had some benefits form the non-formal educational system by involving myself in a volunteer organization that developed soft skills and hard skills both. I consider that these educational practices are not adapted enough to the global context that we are facing everyday, and that specialized literature is exposing, bringing up to light its pronounced effects of human existence on Terra. I am a person that does not hold sufficient information and power to be a voice and to be able to get involved in a sustainable and constant development of society, whose values are not profit, nepotism, indifference towards future generations, but responsibility to create and offer equal chances. I am an ambassador of a civilization which is plunging headfirst, shy daring to change the dissonant order and murderously world.

The Business of Education

May 25th, 2017

Education has, since the early 1700s, been a fundamental right for all citizens of this country. We have always recognized education as necessary for the development of good citizenship, stable society and a secure country. Today, those virtues have given way to the concepts of accountability and fiscal responsibility. Will these new parameters serve the nation and larger society better in the coming decades?

In earlier articles, I looked back at the beginnings of education in America, and the impact it has had on the nation’s development. From the creation of the first school systems to the spread of college education through summer programs by college professors, an early system for leveraging the limited number of colleges, which lead to the first junior colleges in this country, we have worked to make education available to the largest number of people. After World War II, a series of reports on the need for technological education spurred the growth of science and engineering programs opened the doors of universities to new classes of students to meet the need of the new technological world.

Today, we look at accountability as the first of two central goals that will shape our education systems in the future. We need to hold teachers accountable, so the programs will deliver quality education to students? I ask this as a question because teachers do not, for the most part shape programs; administrators do. Yet, each administrator gets a contract for services, which must often be bought out before that person can be held accountable. Teachers on the other hand are little more than at-will employees, terminable for any reason, including political hubris.

I acknowledge that tenure exists for a select group of college professors, a form of contract comparable to being an administrator. It is the exception rather than the rule. How can there be accountability if we hold only the teachers to a strict level of accountability and not the administration that create the programs? Even in for-profit education systems this holds true. If programs fail to perform all parties, teachers and administrators as well need to feel the sting of accountability. In a truly capitalist system, all parties would be on the same footing; produce or leave.

Capitalism requires competition by all parties in order to show they are worthy to, or should survive. The true model of capitalism is a froth in which constant testing occurs. There are no exceptions, and only winners are allowed to continue the struggle. But everyone struggles. The current structure where some are excluded from the struggle is not a true business model, nor is it true capitalism. Only by putting everyone into the froth will we have a correct business model, and true accountability.

The second pillar of the current business model is fiscal responsibility. Education systems must be held to account for the public dollars they spend. This is a fair measure of success applied poorly. We often hear the American Education system compared to other advanced nations, with less than a favorable outcome. By some measure, our system is in the thirtieth percentile when compared to other nations. Our students in grades K-12 are often placed in the fiftieth percentile, while we spend several times the amount of money on each student as other higher ranked countries. The question rings in the air; what are we paying for??

The answer to this is complex, and I do not wish to diminish that complexity by being overly simplistic here. Yet, trying to compare students from different cultures, political systems and geographies is at best art, rather than science. Each time I hear the analysis of how expensive our system is by comparison to others, I ask so what. We ask so much more of our system than other countries. The average American student enters a competitive environment like no other. They live in a country that is the global leader in scientific research. From genetics to Nano- technology to advanced control systems this country is the undisputed leader. In Financial systems, from banking to the stock market, America leads the world.

In Aerospace and Space systems, NASA is still the front runner. Medical treatment and research in this country has no equal. The American military is the dominant military on the planet. In the field of energy development and exploration, American Oil companies are without peer. The American school child cost more, because we demand so much more of them. If you buy a million dollar car to drive to work, you should not be upset when your neighbor pulls up beside you in his Hyundai to go to the same place. Despite all the claims of failure, the American success is still the gold standard for the world.

That comes from people educated in the schools of this country. It is true there are problems, but that is a result of the increased complexity of an evolving technological society. That other nations are catching up to us in some areas is a complement to our success and the success of the educational system that got us here. Any and all systems must evolve, change, and face new challenges if the system is to survive. This process of adjustment is not always smooth and it does not come without cost. Just because your new and expensive car will occasionally need an oil change or tires is no reason to declare it obsolete. These adjustments will cause you to slip a position or two in the race, but you can still catch up and win, although it may still be costly.

The true business model if applied to the education system will work, but it must be applied and evaluated fairly. The measure of accountability should fall on all participants, as the capitalism requires. If we want to live in the froth of true capitalism, then we must play by those rules. Everyone competes on the same basis. We must also stop making false comparisons between a dynamic, but mature system and younger less dynamic systems. The purpose of setting an example is to encourage others to follow it.

We should not be disappointed, or displeased when others follow the example to success, sometimes at our expense. After all that was the reason we put the example there. Cost comparison should not be a part of evaluating differing educational systems, unless we are willing to acknowledge the comparison may be terminally flawed if we do not make allowances for the differences in achievements of older systems versus the younger systems and relative differences in complexity of the systems.

America leads the world, not just by word, but in practice. The example we imposes on ourselves is a severe burden on our systems and a necessary burden for those that will lead. Neither I nor anyone else can promise the success or failure of so complex a system, but the goal is certainly worthy. The American education system moves a world, not just a nation forward, and I for one hope it continues to do so. However, we must make accountability on an equal basis for all parties in education, and recognize the large goals of the American system must be judged by different standards than those of other countries.