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Whether it would be taken negatively or positively will depend on how one views a certain situation like that of the athletic trophies. Others may think of it as a way to motivate themselves, while some may take it as challenge. In the end, it will just be ones attitude towards the hidden curriculum. Chosen article on Hidden Curriculum:". Research on the hidden curriculum has been concentrated mainly in school learning but the concept is equally important in the field of higher education. According to Benson Snyder 1973 the classic in the field students in the university learn similar strategies of action and survival as do students in other school settings. Behind the curtains of official university practices lurks a vast unofficial and tacit system which on its part steers the functioning of the whole university Bergenhenegouwen 1987; Gerholm 1990. To survive and succeed in the university requires not only scientific aptitude and abilities but also picking up the hidden norms and the rules of the university game. This usually happens through trial and error but those wh possess enough cultural capital and have a suitable habitus are much more able to navigate in the field of higher education than the less equipped Bourdieu 1988; Palme 1989. "Snyder, B. 1973 The Hidden Curriculum.

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I know it remains unexplained, and shall after I'm gone; nature or the demons would prefer it that way at any rate. That day has remained in my mind constantly and of course the happening of which I must live. Thus, today I stand upon these crumbling stones, a blacken mountain, a meteor for the most part for I have not left the valley of the crater in all this time, and again here I say, and stand, my solar days ending in duress and darkness, the shadow beside me. It wants me to kill myself in the cave so it can live in a corpse like body I presume, but if I must die, so will it I think, but then if it is like the story I read on Mercury Demon, I guess I'll be the only one dead; otherwise, I'll be out in the rays of the sun tugging this shadowy piece of crap along all the days of my life. We shall not part, I know that now: so I say dear shadow: cling on tight for we will go for a ride in a moment. I know once dead, it will melt like doomed glaciers off me, like molting lava streaming down a mountain side, but it will be too late, like a vampire who sees light, the shadow I have learned will flutter like a lit candle, to and fro, and out it will go, alive it may remain, but quiet and sustained in some rock among many rocks here.

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Practical and scientific knowledgeaccepts degrees of warrant. And thus, even if the facts do notvalidly imply values, they may nonetheless offer strong warrant formoral claims. In moral inquiry, as in empirical science, "almost" maybe quite good enough. After all, as David Hume capably demonstrated,the methodology of empirical science itself is formally invalid. Butthat doesn't refute the value and warrant of scientificinvestigation, nor should it. Moral cognitivists insist that too much has been made of the "gap"between factual assertions and moral claims. While it is true thatformally speaking some value assumptions must be made if a valueconclusion is to be drawn, it may also be the case that these valuepremises can be seen to be so basic and "self evident" as to commandvirtually universal assent. Once again, empirical science offers aninstructive analogy. Science, it seems, rests upon such "unproven"assumptions as these: Analogously, the axiomatic core of ethics may include such"obvious" yet unproven and probably unprovable assumptions asthese: If that is the sort of "axiomatic core" that the moral philosophermust "accept as given," then most practical individuals should becontent. Such an evaluative core seems to be quite strong enough toserve as a basis for a moral theory. Add to this the facts ofecology, of human nature, of moral psychology and the logic ofsystems theory, and we might have more than enough warrant toarticulate and adopt a reasonable and secure set of guidelines foraction i.

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A successful student is prepared, organized, and has a positive attitude. They are ready to learn new material or skills. They have a positive attitude about the process, even when it might be challenging or more difficult. They are not afraid to try something new or attempt a different strategy because of their mindset and by the nature that they are prepared for what comes their way. Time Manager, able to set priorities. A successful student understands what assignments need to come first, and able to prioritize these fitting into their schedule and life. I believe this happens at a very young age, a student understands that they need to spend a specific amount of time on homework or projects to complete them to their standard. Critical thinking is essential. A successful student needs to be able to pose questions and work towards finding the answers to information that they are learning, or items that they are interested in. I believe this goes hand in hand with having a of learning. Once youre curious about something, you should want to find the answer, just for the thrill of knowing it.