Funny Story Essay Example | Topics and Well Written Essays - 250 words

Funny Story - Essay Example Luckily, my girlfriend was there to get me out otherwise I probably would have drank the entire fountain. Then we had to walk all the way back to the hotel; I was freezing, cold, and miserable. Needless to say those photos showed up on facebook. The second time I fell into a fountain I was with my family. We were at Universal Studios with my grandparents and we entered one of those little kid areas. My younger brother and I brought a football so we could throw when we got bored. My parents were getting a picture of my grandparents next to a fountain. My brother threw me a long pass and as I ran to catch it, I knocked my grandma into the fountain with me. Luckily no one got hurt, but my grandmother and I were so soaked that we had to go to the souvenir store and buy all new clothing to replace the wet ones. I have learned that when it comes to fountains and vacations that I have this power that always makes sure that I land in one. Even though they were embarrassing at the moment, the y remind me of good past memories and create jokes about what will happen in the future. If I am ever near a fountain again, I will have to be sure to wear a wetsuit and pack an extra set of clothes. I hope that as the admissions committee that you received a good laugh and remember to always pack a towel around fountains.

Formal systematic learning is of less important than informl learning Term Paper

Formal systematic learning is of less important than informl learning. Discuss this statement with reference to theories of learning - Term Paper Example In relation to standard typology, there is a need to gain more understanding of intended learning not separately, but in connection to others. The role played by informal learning and tacit knowledge in organizations is widely acknowledged but insufficiently understood. It is one of the core premises of adult learning that adults resort to life experience to beneficial outcome in learning or training programs (Smith & Defrates-densch 2008). There is sparse previous empirical evidence regarding how this occurs, and none of which puts emphasis on tacit knowledge use and its role in the learning mechanisms and outcomes in shifting between contexts over time (Smith & Defrates-densch 2008). The need for broader recognition of skills and knowledge through informal learning is only one aspect of a debate focused on the characteristic of the purported knowledge-based economy and the ways whereby the knowledge involved is organized and applied (Moon 2004). The current debate has been intensified by economists and labor market scholars, generating new potentials for interdisciplinary engagement with learning scholars and social/educ ational specialists in attempting to understand more what it is that really makes up the knowledge-based economy and the position of informal learning in this context (Rainbird & Munro 2004). Informal learning includes accidental learning in the workplace and in areas of endeavors outside the formal economy. It may also involve intended and explicit frameworks of learning performed in any of these contexts which are not acknowledged within the system of formal education and training (Bratton, Mills, & Pyrch 2003). Informal learning has well-built tacit domains. The explicit is easily collected, organized, and communicated to others whereas the tacit is personal, subjective and experiential, and considerably harder to communicate (Evans, Hodkinson, & Unwin 2002). This paper argues