LEARNING ACTIVITY 1: GATHER DATA

Learning Activity #  1: 

Descriptions: 

The development of a knowledge base to which that empirical data can be gathered for its evaluation and its comprehension. The proficiency of a knowledge base that are organized as such that it are clerical where it are applied within an effective environment.  The articulation of the synthesis of knowledge from empirical data can be formulized for possible hypothesis. 

Definitions: 

Empirical Data:  Information that are disorganized that are collected from observation. 
Clerical Data:  Empirical data that are organized and formulated as such that it is compressible.  
Objective:  Observation that are exhibited.  
Subjective:  Observation that require additional methods in which to verify an observation.  
Qualitative:  Written works.  
Quantitative:  Numerical data.  
Substantial:  Data that are found to be very significant
Conclusive:  Verifiable data through evidence. 
Phenomena:  An event, circumstance, situation and or scenario.
Anomaly:  Circumstance, situation and or scenario that are events that rarely occur which are not expected. 
 
Explanations: 
 
Empirical data are collected from observation.  From this observation the formulization of reasoning and rationale are developed.  From whence the observation is understood this information can hence forth be organized as such into clerical data.  Observation can either be objective and or subjective and these determine the context to which a direction can be sought out for a plan.  This plan is required to implement the qualitative and or quantitative data which therefore hence can be utilized for formal studies.  However, during the implementation anomalies and phenomena event/ (s) can be occor as such that it deters from the direction that which are sought out.  This direction are then assessed and objectives are required to be backed by conclusive and or substantial evidence to find resolutions to situational issues. 
 
Module: 
 
Pupils will collect information from the macroscopic environment.  They will analyze whether there are any patterns that develop and then they will formulate goals and objectives to meet their targets.  He or she will collect data from:  JOB SEARCH RECORDS, CONDUCT INFORMATIONAL INTERVIEWS OR INTERVIEW, AND OR EMPLOYMENT.
 
 Objective:
 
The pupil is expected to convey information pertinent to the data they have collected, and he or she should be able to conduct of field ops or field study, participate in field trips, do canvasing and or soliciting. 
 
 

SOCIAL: THERE ARE TWO TYPES OF HUMAN INTELIGENCE

According to the dictionary, inteligence is defined as:  the ability to acquire and apply knowledge and skills.  Society is hung up on measuring inteligence in a traditional way, the IQ test.  This test measures the individuals inteligence based on society and that which has permeated via conventional education, customs and traditions.  IQ tests examine the inteligence quotient of individuals which are based on scientific studies on humans regaurding inteligence.  These tests include proficiency in verbal comprehension, working memory, perceptual reasoning and processing speed.  This test assumes the expirience of the individual with relation to the population at large.  It does not measure the specific expirience each individual has proficiency in rather opting for a standardized way to generalize all human expirience.  This is a flaw in the test.  It is so because it does not factor in the concept of specialization.  According to Economic principles, specialization involves studying or mastering individual tasks rather than a large sum.  Conventianal IQ tests opt for general knowledge, but does not measure mastery in a persons individual expirience thus the basis of the IQ becomes  questionable.  Yes, the IQ test reveals important information regaurding how an individual stands against the rest of the population however it misses how an individual stacks up to their own expirience.  Therefore inteligence can be measured in two ways.  First how an individual stacks up to society and secondly how a person masters his individual expirience.  Both are dependent on the body of knowledge available which means freedom of speech is important to the development of inteligence.  There are pros and cons associated with each form of inteligence.  Let us explore the first mentioned.  This form requires the processing power to annalyze and decipher large amounts of knowledge.  It requires breaking down large amounts of information, in this, the individuals acuity gets affected.  With their acuity affected, the person becomes overwhelemed.  The term for this is refered to as cognitive overload.  The likelyhood of this occoring is rather high compared to those who specialize.  The former on the otherhand has a smaller amount of knowledge to process, this results in an increased probability for speed and efficiency thus increasing aquity.  This individual is able to more likely reorientate quicker than those processing large amounts of knowledge.  Furthermore this form of knowledge can disociate at a quicker pace because there are less considerations.  With this, the individual can look at an event and quickly be impersonal to it.  This person also has the benifit of specializing in multiple subject matter that he or she values and this occors quicker as compared to the former who is knowledgeable on a lot of subject matter of which some he or she is not ever going to use.  Those that are traditionally high IQ are disadvantaged because there ability to decipher so much information complicates their ability to specialize as they seek to sift through a large multitude of avenues.  Therfore utility plays a major role in inteligence.  In our opinion the goal of inteligence is to determine what type of inteligence an individual has and work their way towards the other.  For example, if an individual is considered high IQ he or she should attempt to specialize to practice and hone his or her inteligence.  If an individual is considered to have mastered a specific specialization, he should therefore explore the options and alternatives which increase his or her knowledge.  Each form of inteligence serves as a benifit to specific professions and it is up to the employer if the person is adequate to grow in any position offered.  Our opinion further does not factor in what is refered to as emotional inteligence or EQ.  Regaurdless, it provides enough speculation of what we believe are both types of human inteligence which should encourage further expansion by academics.