Expert reaction: Should Colleges Have Weight Loss On Their Curriculum?

Description

An expert is somebody who has a broad and deep competence in terms of knowledge, skill and experience through practice and education in a particular field. Informally, an expert is someone widely recognized as a reliable source of technique or skill whose faculty for judging or deciding rightly, justly, or wisely is accorded authority and status by peers or the public in a specific well-distinguished domain. An expert, more generally, is a person with extensive knowledge or ability based on research, experience, or occupation and in a particular area of study. Experts are called in for advice on their respective subject, but they do not always agree on the particulars of a field of study. An expert can be believed, by virtue of credentials, training, education, profession, publication or experience, to have special knowledge of a subject beyond that of the average person, sufficient that others may officially (and legally) rely upon the individual's opinion on that topic. Historically, an expert was referred to as a sage. The individual was usually a profound thinker distinguished for wisdom and sound judgment. In specific fields, the definition of expert is well established by consensus and therefore it is not always necessary for individuals to have a professional or academic qualification for them to be accepted as an expert. In this respect, a shepherd with 50 years of experience tending flocks would be widely recognized as having complete expertise in the use and training of sheep dogs and the care of sheep. Another example from computer science is that an expert system may be taught by a human and thereafter considered an expert, often outperforming human beings at particular tasks. In law, an expert witness must be recognized by argument and authority. Research in this area attempts to understand the relation between expert knowledge, skills and personal characteristics and exceptional performance. Some researchers have investigated the cognitive structures and processes of experts. The fundamental aim of this research is to describe what it is that experts know and how they use their knowledge to achieve performance that most people assume requires extreme or extraordinary ability. Studies have investigated the factors that enable experts to be fast and accurate.Reaction may refer to a process or to a response to an action, event, or exposure:The English modal verbs are a subset of the English auxiliary verbs used mostly to express modality (properties such as possibility, obligation, etc.). They can be distinguished from other verbs by their defectiveness (they do not have participle or infinitive forms) and by their neutralization (that they do not take the ending -(e)s in the third-person singular). The principal English modal verbs are can, could, may, might, shall, should, will, would, and must. Certain other verbs are sometimes, but not always, classed as modals; these include ought, had better, and (in certain uses) dare and need. Verbs which share only some of the characteristics of the principal modals are sometimes called "quasi-modals", "semi-modals", or "pseudo-modals".A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college offers undergraduate programs; it may be independent or the undergraduate program of a university, it is generally also used as a synonym for a university while in some instances a college may also be a residential college. A college in some countries—France (see secondary education in France), Belgium, and Switzerland—provides secondary education. However, the Collège de France is a prestigious advanced research institute in Paris.In science and engineering, the weight of an object is the force acting on the object due to gravity.Some standard textbooks define weight as a vector quantity, the gravitational force acting on the object. Others define weight as a scalar quantity, the magnitude of the gravitational force. Yet others define it as the magnitude of the reaction force exerted on a body by mechanisms that counteract the effects of gravity: the weight is the quantity that is measured by, for example, a spring scale. Thus, in a state of free fall, the weight would be zero. In this sense of weight, terrestrial objects can be weightless: ignoring air resistance, the famous apple falling from the tree, on its way to meet the ground near Isaac Newton, would be weightless. The unit of measurement for weight is that of force, which in the International System of Units (SI) is the newton. For example, an object with a mass of one kilogram has a weight of about 9.8 newtons on the surface of the Earth, and about one-sixth as much on the Moon. Although weight and mass are scientifically distinct quantities, the terms are often confused with each other in everyday use (i.e. comparing and converting force weight in pounds to mass in kilograms and vice versa).Further complications in elucidating the various concepts of weight have to do with the theory of relativity according to which gravity is modeled as a consequence of the curvature of spacetime. In the teaching community, a considerable debate has existed for over half a century on how to define weight for their students. The current situation is that a multiple set of concepts co-exist and find use in their various contexts.In education, a curriculum (; plural curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. In a 2003 study, Reys, Reys, Lapan, Holliday, and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program. Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curriculum is split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular.Curricula may be tightly standardized, or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education, such as the United Kingdom's National Curriculum. UNESCO's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide.