Research indicates that less populareducationtips men are more responsive than educated men. That means that overall (including all forms of sexual activity) educated men have fewer orgasms on average than less educated men. It is strange that something such as education should have an effect on responsiveness. Responsiveness is an innate characteristic of the human mind and body. It is not determined by environmental factors. We need to differentiate between our potential to orgasm and what we actually achieve.
Less educated men tend to have more intercourse than more educated men. This is because more educated women are more assertive about making their own sexual decisions. They are potentially more financially independent and so have less need to keep men happy. Such women are less inclined to marry and to be asked to marry than less educated women. So less educated men who marry less educated women have an advantage.
Lower socioeconomic status families to early childhood programs, which would lead to increased diversity and ultimately to better quality programs. The current “you get what you pay for” mentality that exists would be eliminated and all children would begin their education on a level playing field.
– Universal access to daycare and preschool programs should be seamless, creating a continuity of learning for children. Curriculum and assessment standards must be aligned and services should be comprehensive and aimed at intellectual, physical, and social development of children and their readiness to achieve learning success in elementary schools.
– High-quality, well-trained, well compensated educators and staff are key to student achievement at all levels of education. Professional development for early childhood educators and staff must be improved and focus on early childhood development, curriculum design, best practices and pedagogy, and parental involvement.
– A balance of focus in preservice and inservice professional development programs must be maintained. The issue of maintaining a substantive balance of pedagogy versus subject matter mastery in teacher preparation and inservice professional development programs has been a persistent debate among educators. Teacher education programs often emphasize subject matter knowledge and offer little training in developing a great understanding of the learning of young children. It was generally agreed that teaching, teacher development, and curriculum delivery needs to focus on what has the greatest impact on healthy development and life-long learning of each child. Professional development should not only strengthen staff and teachers’ knowledge of subject matter and curricular issues, but should emphasize methods for recognizing and addressing children’s developmental and learning needs.
– Parental involvement is crucial to the success of early childhood programs. Involving parents at all levels of decision making, including curriculum design and professional development, increases parents’ sense of ownership of these programs and encourages collaboration between schools and the communities. Most parents want to be involved in every aspect of their children’s education. By including parents in the early childhood equation, learning that begins in the classroom is reinforced at home. A critical element of this reinforcement is the development of a common vocabulary that teachers and parents can use to discuss a child’s progress and methods for improvement.
