Sample of Expository Essay on Education Innovative Education

The term innovative education has been presented to scientific community by American pedagogue James Botkin about twenty years ago and received numerous and rather controversial response, for it suggested complete and irreversible revision of the principles traditional educational theories consider to be axiomatic. To begin with, while traditional education considers the main value of educational process to be the knowledge transferred to the student, Botkins innovative education presents the knowledge as a means rather than an end, at the same time orienting at the development of the students personality through knowledge. It is less concerned with controlling the educational process, trying to create circumstances in which the student would establish his or her own goals and achieve them, while transforming his or her own self and self-regulating the studying process. Traditional education represents in itself more or less stable structure, without undergoing dramatic differences in the course of years. The accumulation of knowledge goes on, of course, but only in the subjects where it is impossible to avoid, for example, history and literature, which are being expanded all the time. Curriculum for exact sciences, like physics or mathematics may not change for decades. Botkin offers another decision, which presupposes that educational system is dynamic, everchanging structure that is being regrouped and renewed constantly, with new programs and educational disciplines appearing all the time. As opposed to reproductive nature of traditional education (the student perceives information and reproduces it), innovative education is supposed to be only and specifically creative process. It should teach students to create text irrespectively of its subject, understand information even if it has never been perceived by the student yet, solve any problems by means of independent thinking rather than applying preexisting, memorized solutions. It also cancels the long-lasting tradition of relationship teacher-student as superiorinferior, making both the teacher and the student equal participants of educational process, who work on one and the same task in cooperation, rather than submission. Any kind of outside control is supposed to be harmful for the process and, therefore, abolished, with its place taken by self-control, mutual control and coordination. Of course, the self-sufficient system of education based on equality of teacher and student may look really alluring, but all the same, it is more of a utopia than reality. Botkin idealizes children and thinks that it is possible to create such system; reality would most likely say no.

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Sample of Comparison Essay on Architecture Comparison of French and Italian Gothic Architecture
When we hear about Gothic architecture, we immediately imagine buildings of this style: Cologne Cathedral, Notre-Dame de Paris, Mont Saint-Michel and so on. They all seem to share a number of common features: they are tall, thin, produce ethereal impression and with all their form reach for the sky, thus tuning people to a solemn mood. It is less known, however, although completely logical, that Gothic style is not

homogenous, and the Gothic structures from one region and period of time may be rather different from the ones found in other place, in different time. The distinctive feature of the French Gothic is the fact that its architects strive to create a perfect Gothic style, greatly emphasizing the above-mentioned characteristic features. French cathedrals (and Gothic is, most often, the architecture of cathedrals) make impression of their complete and astounding verticality, created by the proportions between their horizontal and vertical projections. Moreover, in them the word style makes more sense than, for example, in English Gothic, where almost every building has its own unique features that dont appear at all or only rarely in other examples. The French Gothic, on the contrary, is unified and has more definite set of characteristic features than any other Gothic subtype. Italian Gothic, being formed in the place where the most famous Classical culture thrived not so long ago, is more eclectic and eager to make its buildings historicallyconscious, bringing the elements of classic architecture in them. The most distinctive feature here is the wide-spread usage of polychrome decoration that used different colors in painting both external and internal elements. The black, white, red and other colors interspaced each other; the interior was full of mosaics and frescoes, creating impression that was unique for this branch of Gothic. In fact, although the stained glass, one of the most well-known trademarks of the Gothic architecture, is present here, the windows were smaller than in French churches and they werent considered to be the most important adornment of the interior this honor belonged to frescoes. Thus, we can see that, although the Gothic was commonly accepted as the main European style of architecture in high and late medieval periods, it wasnt unified. Keeping the same distinctive features whenever it was applied, it still had certain differences respectively to the region, which presents a wide and extremely interesting field for research.

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Thesis Statement:
In terms of validity it is very important to point out its two important types: content validity and predictive validity. Educational psychology: Content and predictive validity essay Introduction: Among the most important features of a test validity occupies a very important position, due to its importance to the eligibility of the test. Validity is a complex feature of a test. It is a term indicating what exactly the test is measuring and how well it measures it. Validity includes information concerning certain characteristics of personality about which definite inferences can be made according to the test. In terms of validity it is very important to point out its two important types: content validity and predictive validity. Content validity outlines the straight correspondence of the contents of the test tasks to the trait or particularity that is measured. It is an inspection of the content of the test made in order to determinate this correspondence. To make the content validity high the test is required to embrace all the aspects of the phenomena under study in the right proportion. Predictive validity works on the possibility to judge the aspect of the behavior the psychologist is particularly interested in a client according to the results of the test. In order to define this validity in the process of test-execution it is necessary to correlate the contents of the test to the criterions it is supposed to predict theoretically. In different cases this validities may substitute each other. For instance, we can use it in case of working with a test that deals with the examination of a wide range of

characteristics similar to MMPI. As we need to define the tests ability to measure every single trait it is supposed to measure, the correct choice of the target group and so on this type of validity becomes the best solution. In other words it may be used in order to determine the correspondence of the test to the name it carries and the trait it measures. This type of validity deals with observable constructs and is one of the widespread validities due to its effectiveness in eliminating non- eligible tests. Predictive validity comes into play when it is necessary to theorize. For instance, it possible to claim that a measure of creative ability should be able to predict how well a man will do in an art-based profession. Conclusion: The scores should correlate with the salaries these people get paid. Therefore a high correlation means that this test can correctly predict what it theoretically should have the possibility to predict. Or for example, a measure in math ability may predict high performance of a worker on a math-based job and so on. In these cases predictive validity will be more important than content validity due to the peculiarity of the situation or in other words the unobservability of the construct that it is intended to measure. Therefore, it is impossible to say that either content validity or predictive validity is more or less important. The choice made is completely based on the measured construct and its nature. Nevertheless, both of them provide information about the validity of the inferences and the predictions made on the bases of the test results.

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