The American Education System (from the book History of Education in America 8th Ed. John D. Pulliam) EDUC 362

the main objective of the paper should be to demonstrate a complete understanding of the knowledge of the course and show how the knowledge can be applied in one of the several ways:
a) Apply the knowledge from the course to a specific concept or principle as it relates to an academic issue in that particular field of study.
b) Apply the knowldege from the course to your business trade or profession.

Good Morning, I am requesting a paper on the information
listed below:

In the argument essay, you will be asked to complete a paper on the essay/research topics below.
In an argument essay, support your position on one of the following issues:

1. Is The American Education System in Trouble?


You are required to cite a minimum of three references on the topic you select. This includes both a bibliography page and in-text citations. Each must be from a different format. In other words, of the four types of source materials demonstrated in this study guide (in APA format), you must use three of the following:

* A magazine article.
* A book.
* A journal article.
* An Internet site.

You may NOT write the essay from a personal perspective, nor may you use religious documents to construct the work. You must use scholarly and/or research based items. Personal and emotional topics - such as those dealing with personal experience or religion/spirituality, often make students too close to the topic and yield non-scholarly writing.

The argument essay should be between four and six pages in length, not including the bibliography page. This assignment must be typed and double-spaced with 1-inch margins (top, bottom, and sides). The argument essay represents 40% of your course grade. Should you have any questions, please contact your instructor.

Please be advised that my college does extensive searches
for plagarism. I know you guys will do great work as always.

Antone

ok this is the assignment:

choose a custom, belief, tradition or habit from another culture, and compare and contrast it with what is typical in ''mainstream'' American culture. An alternative idea is to do the same thing using a past period in American history (such as the Vitorian Era). Whichever other culture or time period you use must be compared and contrasted with modern American culture. You must have atleast 4 sources and use atleast one quote (or paragraph) from each. your paper should be approximately 3 pages.

the topic of this research paper is: A comparison of the educational system of America and Korea.

these are the information.

For America
Curriculum: - curriculum varies from state to state.
- can choose language
- history lessons are more realistic accounts of event
- math is behind
- teachers consider grade change for certain circumstances
(such as family problem or sickness)

Rules+Regulation: - uniform only for private schools
- ability to express personality
- believes in non physical punishment
- students do not do any chores

Schedule: - class from 9-3
- no weekend classes
- changes grade in fall/sept
- school only opened until after school programs
- some students do extra curriculum activity

Students attitude towards education:
- varied attitudes
- not very competitive
- more concerned about adolescence and MTV
- knowledge that entrance to college is available even if
grades are high leads to less motivation to do well

For Korea
Curriculum: - standardized curriculum and test
- learning Enlgish is mandatory
- strong emphasis on math/more advance classes
- teaches propaganda over history of the world
- many teachers take bribes for grades from student''s mothers

Rules+Regulations:- uniform mandatory(strick policy)
- appearance limitations(all students hair must be certain
length, etc.)
- believes in physical punishment
- students are required to clean and polish class rooms floor
everyday.

Schedule: - class from 8-5
- staturday classes
- longer semesters
- new smemester begins with new years in january
- library and schools are opened 24hrs for students to study
- students also take many extra curricular classes after
school such as music,art, lnaguage, maritial arts and
numerous tutoring

Students Attitude towards education and school:
- strong emphasis on doing well
- very competitive attitudes toward receiving awards+ grades
- country is geared toward education
- knowledge that college acceptance is competitive and not
guaranteed unless student has good grades drives the need
need to do well

ok this is the intro. you can change some but i would prefer that you change a little and with the information i gave you, just finish the essay with the body paragraph and the conclusion. you Must use the information i gave you.
ok here''s the intro.


It''s hard to believe that just a year ago, the american Economy was growing at an exponential rate with unlimited job opportunities available in every sector. With the stock market breaking record highs, new upstart computer companies making millions the first year and a doubling of jobs in the service sector, a bright and stable future seemed almost guaranteed for many highschool students who would soon be entering the job market. this growth was short lived as the stock market is now plummeting, the dot-com companies are going bankrupt and American companies nationwide are downsizing and laying off thousands of wokers. Combine this receesion with globalization and American high school students are now facing fierce competition nationaly and internationaly for jobs. The question is are the American students scholastically prepared to compete for these jobs? Unfortunately i don''t believe so and i will prove this point by comparing the American education system to the Korean education system.

for the source: - name of the author(if given)
- title of the article or document(in quotation marks)
- name of the computer net work
- year or date of publication(in parentheses)
- title of the journal, newsletter, or conference(underlined)
- volume number, issue number, or other identifying number
(if available)
- electronic address*

example #1
for professional site- MLA. Modern Language Association. 12 july 1999


example #2
article in a reference database-
"Park, Rosa." Encyclopaedia Britannica Online. Vers. 99.1. 1994-1999.
Encyclopaedia britannica. 27 Feb. 1999 .

i need to print out the site that you used for the source so be sure to use a source that i can print out.

thanx alot.

**Requesting sunandmike**

MUST be in APA format

You may NOT write the essay from a personal perspective, nor may you use religious documents to construct the work. You must use scholarly and/or research based items. Personal and emotional topics - such as those dealing with personal experience or religion/spirituality, often make students too close to the topic and yield non-scholarly writing.

The final writing assignment for the course is an argument essay. Be sure you have read through this unit's assigned readings before beginning this paper. This information, along with the section in the study guide on APA documentation and referencing, provides the basic foundation for the writing assignment.

In the argument essay, you will be asked to complete a paper on only ONE of the essay/research topics below. If you would like to propose your own topic, you must receive approval from the course profession prior to beginning the research/argument paper.

In an argument essay, support your position on one of the following issues:

1. Is The American Education System in Trouble?

2. Should the growing of marijuana for medical or personal use be legal?

You are required to cite a minimum of three references on the topic you select. This includes both a bibliography page and in-text citations. Each must be from a different format. In other words, of the four types of source materials demonstrated in this study guide (in APA format), you must use three of the following:

* A magazine article.
* A book.
* A journal article.
* An Internet site.

You may NOT write the essay from a personal perspective, nor may you use religious documents to construct the work. You must use scholarly and/or research based items. Personal and emotional topics - such as those dealing with personal experience or religion/spirituality, often make students too close to the topic and yield non-scholarly writing.

The argument essay should follow relevant guidelines from the book, and be between four and six pages in length, not including the bibliography page. This assignment must be typed and double-spaced with 1-inch margins (top, bottom, and sides). The argument essay represents 40% of your course grade. Should you have any questions, please contact your instructor.

Position Paper

The Final Paper requires you to apply the concepts you have learned in the course and develop a formal academic position paper. You will integrate the information covered in this course by taking a stand on an issue, making a specific claim, and attempting to persuade your audience on how to rectify the issue.

Write a six- to eight-page research-based paper (excluding title and reference pages) in which you:

Describe the current state of American education and explain why there is a need for reform measures to improve student performance. (Refer to the ?Reforming America?s Schools? assignment in Week One.)
Identify and describe at least three key factors that the research and course readings support as being critical to the improvement of schools.
Tip: These factors should be specific to what can turn schools around. Reflect on the readings and the list of factors provided in the ?Implementing Reform? assignment from Week Two, and apply at least three factors identified in the research and assigned readings in your Final Paper
Explain the strategies or approaches that can be implemented to improve the factors you identified.
Your paper should be formatted according to APA standards as outlined in the Ashford Writing Center. The citations and reference page must include a minimum of three scholarly sources, in addition to the course textbook.




Grading Rubric:



Total Possible Score: 20.00

Describes the Current State of American Education and Explains Why There Is a Need for Reform Measures to Improve Student Performance
Total: 5.00

Identifies and Describes at Least Three Key Factors That Research and Course Readings Support as Being Critical to the Improvement of Schools
Total: 6.00


Explains the Strategies or Approaches That Can Be Implemented to Improve the Factors Identified as Critical to School Reform
Total: 6.00


Written Communication: Context of and Purpose for Writing
Total: 0.50


Critical Thinking: Explanation of Issues
Total: 0.50

.

Written Communication: Control of Syntax and Mechanics
Total: 0.50



Written Communication: APA Formatting
Total: 0.50

Written Communication: Page Requirement
Total: 0.50


Written Communication: Resource Requirement
Total: 0.50

I need an essay on the topic "America's Failing Educational System?. See below on what I want to write about.

1. Why did you pick this topic?
My Library research topic will be on ?America's Failing Educational System?. Education is essential for the advancement of our nation as well as our children. Learning gives children the ability to succeed physically, intellectually, and emotionally. Education opens the door to opportunity for the future. If an individual receives an education, he/she is more likely to be offered better employment. Opinions often differ in regards to our educational system, but I am deeply concerned with the inconsistency of educational standards.
2. What do I already know about it?
I believe the biggest problem with our educational system is government funding; funding that actually comes from the government not the homeowners. Children should not suffer because of their economic background or location, unlike those children from wealthy economic backgrounds. Public education should have no distinction between rich and poor, or black and white. Every child going to a public school should be granted an equal education. Equal funding would grant teachers the proper resources to better educate our children.
3. What is my goal in acquiring new information through my research?
My research will base on the most recent report on state of the country education. I also plan to use the internet for my report.
4. Do I already have strong feelings about the topic?
I do have a strong feeling about this topic because I do believe in education and to see a country that was top leader in education now rank 14th out of 34 countries according to Organization for Economic Co-operation and Development (OECD) for reading skills. The US also ranks 17th for science and a below-average 25th for mathematics according to the same report.
5. What information will I want to share with my reader?
I hope to share to my readers why we should take education seriously and how it is important to how national security.
Reference
U.S. Falls In World Education Rankings, Rated 'Average': http://www.huffingtonpost.com/2010/12/07/us-falls-in-world-education-rankings_n_793185.htm

Part 1: Thesis statements:
Education is essential for the advancement of our nation as well as our children. A good education gives children the ability to succeed physically, intellectually, and emotionally.
Outline:
1. Causes of American failing education
2. American ranking in the world education
3. The effect of education to how nation security
4. How we can improved the country education system
Part 2:
By Donna Krache, CNN ?Report Calls Education a National Security Issue? Posted on: 3:04 pm, March 21, 2012, by Dan Jovic
?America?s failure to educate is affecting its national security,? said the Independent Task Force on U.S. Education Reform and National Security, which the council launched last year to focus on the problems in K-12 education.

Final course paper needs to critically evaluate how each of the three texts fulfill this course objective:

Understand how schools and education related to broader social structures, institutions, or processes (i.e. family, work, economy, immigration, etc.)

Typed using 12-point font, double-spacing, 1" margins

"Very broadly, your tasks are to discuss and evaluate:
a. the author's purposes for writing their texts and the contributions these texts make to your understanding of chosen course objective, or more generally, your prior knowledge you had about the American public education system.
b. the major arguments presented in the main texts (Education and Social Change, Tearing Down the Gates, and Learning the Hard Way) and how evidence in other assigned readings, lectures, or class films support or contradict these arguments.
c. the degree to which you supported your arguments with textual evidence and explanations or analyses of this evidence. (did you show me, or tell me? I want to be shown!)
d. the degree to which the main texts fulfills their own objectives (i.e. the author's purposes for writing the texts in the first place). What are each texts' strengths and weaknesses? What should have been addressed that wasn't?

Grades will not be assigned based on whether you agree or disagree with the information discussed in the course readings. Feel free to discuss your own personal reflections or reactions to these works.

I will grade you on how well you incorporate textual evidence from each of the three monographs and relevant assigned readings from Schools and Society and Oncourse to support your thesis or position."

*** for ALL quotes and paraphrased material, use ASA-style (American Sociological Association) in-text citations.
*** Work cited page required

TEXTS TO USE:
Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education - Morris, Edward W. 2012 (ISBN 978-0-8135-5369-6)

Education and Social Change: Contours in the History of American Schooling, Fourth Edition - Rury, John L. 2013 (ISBN 978-0-415-52693-7)

Tearing Down the Gates: Confronting the Class Divide in American Education - Sacks, Peter 2009 (ISBN 9780520261693)

Schools and Society: A Sociological Approach to Education, Fourth Edition - Ballantine, Jeanne H. and Joan Z. Spades (Eds.) 2012 (ISBN 978-1-4129-7924-5)...in this book we only covered the following: Chapter 1, Sections #16, 20, 25, 26, 32, 33, 36, 37, 42, 45, 46, 47, 48, 51

The final source is an education autobiography I have already written and has been graded. Please advise how I submit this to you.

Personally, I believe that students' environments (home life, neighborhoods, peer groups, access to quality medical care, quality of teachers/counselors, etc.) have a huge impact on the successes and failures they experience. I also believe that because some students do not have access to human, social, or cultural capital the educational material they receive may not be conducive to their learning styles and that if educators were not so focuses on high stakes testing, they may have more time, energy, and enthusiasm to help children find a learning style that helps them to be more successful.

main point of the paper is whether or not the U.S. education system is in need of reform and whether or not that reform should be public or private in nature...

the paper should contain arguments from both sides of public and private reform, but it must develop a position for one side

private reform is my position

who suffers from the faliing public now in place...who will benefit the most from private reform

You are to write a 2-page paper, read the article below and answer the discussion questions. State the question first and then continue to answer. Do Not Use Outside Sources!

Spencer's chapter focuses on three types of diversity: gender diversity, diversity of educational experience and diversity of programming with one area of practice (labor education).

Discussion Questions
1.Were you surprised at the categories he chose to ground his discussion of diversity?
2.How useful is this framework for understanding diversity with adult education, as a student and a practitioner of adult education?

Education for Diversity
That adult education should serve the needs of diverse groups for example, seniors, physically and mentally challenged, the unemployed, or should serve diverse causes, aims and organizations for example environmentalism, labor unions, leisure, cultural interests, is not always acknowledged in today's rush to make adult education and training accountable to economic objectives. Therefore, the idea that adult education should support and serve diversity, in all these different meanings and, thereby, serve pluralist democracy, is not always accepted. Diversity within the adult population as a source of strength; it enriches educational experience. However, it has also been viewed as a weakness -- used as a reason why particular groups have not succeeded educationally: women are no good at math and science, needed students do not pay attention, and African-American males are only good at sports. Adult education aimed at Canadianizing immigrants and First Nations, like second language education, has often been construed as correcting these deficits. Although education for citizenship has a proud history in Canada, it has not always been sensitive to the white, male, middle-class, Eurocentric nature of the social construction of Canadian citizenship. Indeed, the commonly accepted concept of a Canadian does not reflect Canada's official multicultural policy.
Diverse Audiences, Diverse Purposes
Although adult education has been responsive to dominate political and economic aims, it has also always served diverse audiences, needs and objectives. In some cases, this education is constructed by the learners themselves; for example, women in the Women's Institutes or in the suffragette movement. In other cases, it is coordinated by sympathetic provider; for example, Saint Frances Xavier University Extension work with co-operatives in the Antigonish Movement. Speaking generally, Adult Education has made a number of important contributions to knowledge generation and a whole range of areas, such as cultural studies, women's studies, indigenous studies, labor studies, adult literacy, vocational training and community development. This creativity and diversity can be seen as being at the very foundation of adult education practice. The inter- and cross-disciplinary nature of much of this work reflects the lived experiences of adult students. It is possible to explore all of these topics within this book. Therefore we will briefly reviews some of the issues as they apply to women in adult education, and then debate one example of diverse provision -- labor education.
Women in Adult Education
Women form a majority of adult education students. In many cases, this reflects the previous lack of educational opportunity afforded to women. In others, it may reflect a bias towards women's domestic crafts and local authority provision -- classes on cooking and needlecraft. In still other cases, it may reflect the fact that educational achievement is more important for the advancement of women's careers than it is for mens. But it may also represent, in part, a reference by women for social learning -- a recognition that feminist pedagogy include sharing, building trust relations, dialogue and storytelling (some of the elements of the Woman's Ways of Knowing, Belenky et al., 1986). Knowledge exploration and creation, on this understanding, is a group activity -- it is adult education. Women also form a majority of the teachers within adult education. This may reflect the part-time, often insecure, status of teachers of adults. It may also reflect the helping or nurturing (socially identified as typical of women's work) associated with much of adult education -- second language teaching and adult literacy are examples. Also, similar to the argument above about women students, women teachers may be attracted to work as adult and community educators because they recognize the opportunities therein for feminist pedagogy and practice. As in many other fields where women provide the bulk of the labor force, they are not similarly represented within the administrative grades of adult education nor in the top jobs in universities. Many adult students in postsecondary institutions are subject to the deficit model of education typified by adult upgrading courses aimed at achieving a high school diploma. The idea that they could begin a distinctive adult- education programs situated to their needs, which would situate their learning in their lived experiences, it is not acknowledged. Instead, adult students -- critically women, working class, indigenous an immigrant adults -- are treated not just as disadvantaged but as needing to catch up. The advantage their differences gives is not recognized, and the social biases of this advantage is individualized. The question that arises is, Catching up to what? As Dale Spender (1980) argues, the dominant model of education are still formulated and controlled by males. Dorothy Smith has explained male-dominated knowledge creation as a result of the circle effect whereby men talked to men, both past and present, and a tradition is formed in this discourse of the pass within the present (1975), a tradition which excludes women. (It can also be argued that it is a largely Eurocentric white, middle-class, abelist and heterosexual discourse.) Even the radical models of adult education, as represented by Freire, or post-structural/postmodern social theorist such as Foucault or Lacan, or the marriage of these into critical pedagogies by writers such as Giroux and McLaren have come under fire as male-dominated discourse (Luke and Gore, 1992). While some of this feminist critique may be overstated, its purpose is to pose a pedagogy of the possible, to celebrate agency or the possibility for social action, and to recognize the value of difference. The purpose of this critique -- promoting agency, recognizing value in difference -- essential to developing a doubt education as a social activity with diverse purpose; it is particularly germane given the gender composition of adult education. Some feminist writers have themselves been criticized for promoting any white, feminist discourse that excludes minority women and does not recognize women's multiple identities.
Increasing Access via Prior Learning Assessment and Recognition
a discussion of prior learning assessment and recognition could fit into a number of different sections of this book, but even the emphasis placed on prior learning assessment and recognition as a mechanism for increasing access to previously disadvantaged and under-represented social groups, we will analyze it here. A movement toward ranking recognition for prior learning began in the last two decades of the last century and is still gathering pace today. Prior learning assessment and recognition refers to the evaluation and acknowledgment of learning that occurs outside of formal credit-awarding training and education programs. Increasingly, educational and training institutions are accepting prior learning assessment and recognition as a legitimate method of gaining access to, or credit in, formal credential-bearing programs. Students are demanding that learning at work and in society be recognized within the traditional education institutions when they seek to make a transition to formal higher education or postsecondary training. Educators are increasingly confronted by the question of hw to fairly and accurately use prior learning assessment and recognition process to assess the educational merit of informal learning and non-formal adult education.[Prior learning assessment and recognition is the preferred term in Canada; other terms include: prior learning assessment, accrediting prior learning/assessing prior learning, accrediting prior experiential learning/assessing prior experiential learning and recognition of prior learning.] Whereas accrediting prior learning/assessing prior learning is sometimes reversed for transferring previous course learning and is different from accrediting prior experiential learning/assessing prior experiential, prior learning assessment and recognition will be used here to represent all of these terms. Prior learning assessment and recognition (PLAR) has become a worldwide movement encompassing Australia, southern Africa, Europe and North America with and establish international consortium for experiential learning. It attracts those who see PLAR as important for increasing access for previously disadvantaged groups, but also it attracts politicians and business leaders, which suggests they may well view PLAR as a mechanism that will help turn traditional higher education towards meeting the needs, priorities and interests of the real world, as they see it. Adult educators have always value students experience in the classroom, and while there is a broad support for PLAR for adult students, there are concerns about processes, the transferability of knowledge, and dilution of the social, emancipatory purposes of adult education. There are a number of ways of assessing prior learning; in these include challenge exams, portfolio assessments (the most common) and demonstrations of skills and knowledge. Transfer of credit is not included here since this essentially refers to the transferring credit gained from one institution courses to courses and programs of another. The essence of PLAR is the recognition of non-course learning gained experientially, perhaps as a consequence of volunteer or workplace activities or private self-guided study. PLAR can also include recognizing learning and non-formal adult courses and ascribing it credit. There are perhaps three basic assumptions behind PLAR: significant learning can and does take place outside the classroom, it should be evaluated for credit by educational institutions and by the workplace for hiring and promotion, and education and training that forces adults to repeat learning are insufficient, costly and unnecessary. The process of completing a portfolio is claimed as educational in itself, helping students to reflect on experiences, gain confidence and redefine goals (European commission, 2002). The process can be presented as very demanding and time consuming but given the number of credits awarded it is essentially time-saving and primarily concerned with reflecting on existing knowledge not new learning. Assessing portfolios is problematic and hinges on the students writing skills and their ability to translate experience into learning as well as the assessors method and sympathies. The process of PLAR is most often presented as theoretically Unproblematic: the vast majority of research focuses on the technical questions of how to measure learning swerved and also how to persuade traditional education institutions, and elitist academics, to accept PLAR credits (Thomas, 1998; European commission, 2002). The case for PLAR fits best with technical training programs that have identifiable skills and abilities as the course objectives. Behavioral learning theories that emphasize competencies or learning outcomes best fit within this instrumental approach to training. Students are encouraged to match their skills to the course outline and outcomes and claimed the credits. PLAR can be useful for workers to demonstrate that they have knowledge and skills that are needed for promotions or are applied to laddered skills-based job categories (for example in Australia). PLAR meets most opposition as a method of gaining credit within academic programs (particularly nonprofessional or applied); most courses in traditional academic programs are presented as non-instrumental since the knowledge areas, theories and learning processes of critical reading and writing on which they concentrate our outside of common discourse. Where PLAR is applicable to these programs is often easier to grant generic course credits that match up with the broad program goals that to grant specific course credit by a tempting to match up experiential learning with particular course learning outcomes (this broad approach is practice in France) (European commission, 2002).
Learning and Knowledge
PLAR raises the questions: Should all of adult learning be viewed in terms of what is measurable, exchangeable and credit worthy? For example, Derek Briton has argued that the use value of certain knowledge is being confused with its exchange value, what is very useful in one situation may not be exchangeable into course credits. It also undervalues experiential learning that can then be transferred (Brinton et al., 1998). This is not to claim that one kind of knowledge is superior to the other but rather that it is different. When individuals decide they need to know more about a certain topic in order to solve a particular problem at work, they are unlikely to be focus on developing critical reading and writing skills. In most cases, they are not going to seek out differing perspectives on a problem and then write an assessment of the arguments. This experiential learning can be useful when undertaking course based learning but it may be quite legitimate to argue that the prior learning is sufficiently different that it cannot be credited as if the applicant had undertaken the course of study (Spencer, et al. 1999). In these situations accelerated courses suited to mature adults may be most useful many individualized distance education programs allow for student self-paced, students can skip those sections of the course with which they are for media and focus on those are new. From a traditional adult education perspective, some of the issues involved in considering the importance of prior learning are very familiar. If we take a broad sweep of adult education we find that credentialism has overtaken many formally non-credential adult courses and programs. Traditionally, but don't education could be defined as outside of the postsecondary system. Courses were offered to achieve a number of purposes, including social and community building, for example, Canadian adult education can historically be defined as education for citizenship. The outcome of the course was not to be measured by a grade but by the reflections and social actions of its participants. The learning could be individual and social what it was not assessed for the purpose of credit. But don't educators adjusted noncredit courses to allow for rewards of credit they had to face up to many of the same issues that are associated with PLAR. A major challenge was to retain the social purposes and collective learning of traditional adult education practice while ensuring that the course would pass any external examination of its credit worthiness. In some cases, courses were abandoned or change significantly in order to adapt to this new learning environment. It cannot be argued that in all classes this was negative but it can be argued generally speaking of the learning objectives were changed to reflect what could be tested and credentialized. The same shift in emphasis -- from learning to credential -- can be observed in PLAR processes. At the core of many PLAR problems is a central contradiction of formal education that is writ even larger when considering experiential learning. The purpose of academic education is knowledge exploration and creation; the gaining of insight and understanding (in short: learning Post fences, but the outcome and importance of formal education is increasingly seen as the credential. As a result mny learners and educators substitute the credentials for learning as their central objective. For those seeking PLAR, credit recognition can become the only goal. Instead of using PLAR to focus attention on the gaps in the skills or knowledge -- what is yet to be learned -- the emphasis is placed on finding the fastest route to gain a credential. While this may be understandable it may not always be in the best interests of the diverse social groups PLAR is designed to help. PLAR emphasizes specific and general skills as the outcomes of learning rather than the gaining of insights and theoretical understandings around particular area of knowledge or social actions. But the transference gained through PLAR into academics (as opposed to applied) credits is mainly based on what knowledge has been gained. Amongst adult education scholars the usual starting point for a discussion about knowledge is Habermas -- for example, as used by Mezirow in his period of perspective transformation. Knowledge exploration is also linked to the distinction between critical thinking skills and critical thought as promoted in a critical theory. Critical thoughts begins by questioning belief systems and by asking who benefits from dominant ideas: its project is educational and emancipatory. It is very difficult to assess the areas of knowledge through PLAR, for example, it can be argued that this approach to learning will not usually be gained at work, especially given the narrow practices of our modern-day global corporations that demand loyalty and punish criticism. But don't educators have always acknowledged the importance of adult experience in the classroom but knowledge gained through experience is not unproblematic. For example, Freires work has been used to justify PLAR. But this reading of Freire ignores his understanding that experience was a starting place and could be very limiting and lead to a culture of silence. His arguments is for a dialogical and collective education that results in workers renaming the world they occupy and he eventually organizing change it. His concerns with self-awareness, action and reflection is similar to feminist scholars approaches to learning, discussed earlier, that can also be labeled experientially based on not experientially limited. However the academy does not have a stranglehold on what counts as knowledge-women's studies, labor studies, indigenous knowledge, cultural studies and the study of adult education all began life outside of the main halls and cloisters of the established universities. Mainstream education today steel downplays or ignores the experience of minority groups in society such a bad their own learning about who they are and what place they occupy within the dominant culture is undertaken outside the official curriculum. This illustrates that knowledge originating and gained outside of universities is important and in some cases is undervalued. Also working people are capable of breaking through the workplace ideology design to co-opt their compliance. Critical experiential learning and non-formal education such as that provided by labor unions, see below is relevant to some University programs.
Granting Credit
Credit can be granted on a modular or course-by-course basis or as program credit. Building PLAR into programs can have a significant impact resulting in a program tailored to meet mature-student needs. However any claim for extensive transference of experiential learning into higher education credits needs to be critically examine if it is to gain support of academics, as Hanson has commented rigorous though the technical requirements of PLAR may be they are of little help without a clear understanding of what they are measuring against and why. Accelerating an adult student to achieve degree completion may be beneficial in lots of different ways but may also result in them missing out on crucial areas of knowledge so the question of how much credit is granted and in place of work courses is important. Adult students do not have to travel the same road to a degree as a high school leaver; for example, adult life experiences may legitimately replace the elected courses designed to give breadth for younger students, even if it cannot substitute for core courses. What PLAR can do is help get adult students started an advanced in their studies making higher education more accessible to previously disadvantaged groups. Perhaps the most convincing argument for PLAR has nothing to do with whether or not any mature student has a particular knowledge that matches a higher education course. It may be possible to institute forms of PLAR that and to grant advanced standing/course credits to students though the recognition that their prior learning is extensive and deserving even if it is not specifically focused on course content. The rationale for doing this is simply not; most certificate and degree courses are designed to ground students in an area of knowledge and assume no prior knowledge beyond what could be expected from a high school student. Even when targeted and more matured students, they are mimicked on programs of study design for graduating high school students. Adult students may not need to undergo the exact same journey to arrive at the overall understanding of a particular subject area. For example, a student who has held a number of positions in her or his union over a number of years is likely to have insight and understanding that go beyond those that can be expected from the average 18 -year-old. Or, indeed those from another adult student with no such experience. If he or she is enrolled in a University labor-studies program is likely that the student with a rich union experience can damage treat creditworthy knowledge relevant to the program. A similar argument can be made for students engaged in other areas of study and prior program-related areas of knowledge, social work, nursing, business, women's studies, indigenous studies, etc. In the case of the labor studies student it may also be possible to grant some credit for noncredit union education course is undertaken non-formal education as well as for the experiential knowledge gained through union activity in formal. This may result in a student doing fewer University courses but they will steal have to take some-it does not exclude the student from undertaking the hard grind of coursework; from the task of critical reading and writing that are associated with academic work. What it does is accept that learning outside of the academy is valued and relevant; it may be different learning, from course based learning but it can nonetheless result in valuable knowledge some of which will be credit worthy. As noted above, many PLAR advocates are keen to reduce all courses to a list of outcomes or competencies, because they share a limited behaviorally influence view of education and learning. Within the competency approach content take second place to skills. The argument that a particular course has been put together in order to challenge a student's understanding of a particular area -- or to develop critical awareness around certain issues porch deepened insights -- leaves them cold. And for some courses it's the journey that is important not a specific outcome. For example, a particular history or literature course may consist of reading a set of texts carefully chosen for differing interpretations and designed to bring out contrasting opinions. Such a journey is unlikely to be traveled outside of the course. PLAR advocates should just accept that such a course is usually outside their remit. This kind of caveat is not to suggest that PLAR does not pose fundamental questions for the formal education system. For example what exactly are the core areas of knowledge that constitute a particular degree; what is the relevance of residency; and what is a first degree usually a four year (120 credits) program in North America? Many degree programs simply accept existing conventions while others have not undergone significant rethinking for yers. Although institutions allow small variations they essentially favor conformity a suggestion that one four-year degree program should be 120 credits and another 111 and yet another 93 would create organizational apoplexy. Comparisons with other programs would become difficult to systemize. A part from the general challenge posed by PLAR, what it also allows for is the individual candidate to challenge the course program and maybe make it fit better with the areas of skills and knowledge she or he needs and maybe after having earned PLAR credits, undertake a 93 credit, four year degree. While PLAR may emphasize access dramatically illustrated in post-apartheid South Africa there is still evidence from empirical studies across Europe that has benefited previously disadvantaged groups. PLAR has the potential to shake up traditional teaching but the mainstream promotion of PLAR does little to resuscitate the Democratic social purposes of adult education. It has the opposite tendency it emphasizes the argument that learning is essentially about skills and competencies useful for employment. The challenge for progressive educators today is no different to that of the past adult educators. It is to marry critical experiential learning that working people do engage in to critical theoretical knowledge within the academy -- to recognize experiential knowledge when it is appropriate and build on it when needed.

An Example of Diversity: Labor Education
Does adult education have to conform to the dominant economic paradigm? Can it serve diverse even opposite purposes? He does all contemporary of adult education have to blend with formal education provisions? The overview or labor education in Canada that calls describes one area of adult education about which little has been written. It is included here as an example of the diversity of adult education. It also illustrates the diversity of education that can exist with one category of adult education -- in this case, with labor education. At the end of this review we will revisit the questions above. The term union education can be used interchangeably with labor education in this chapter. The term union education is sometimes reverse for courses run directly by unions rather than by other providers. Alan Thomass reference to labor education blurts Canadian adult educators to an important sphere of adult education little known to them. This may not be so surprising because as he makes clear labor unions undertake most labor education themselves without the assistance of professional adult educators. Although funding by the federal government has been cut union controlled labor education remains a major provider of non-formal adult education for working people -- perhaps steal more important than companies workplace learning schemes. A main purpose of labor education is to prepare and train union lay an active role in the union. Another purpose is to educate activists and members about union policy about changes in the union environment such as new management techniques or changes in labor law. Labor education is also used to develop union consciousness to field common goals and to share organizing and campaign experience. Unions have a small full-time staff and therefore rely on what is essentially voluntary activity of their members to be effective at work. Labor education program is a major contributor to building an effect of volunteer force. Labor education also helps to sustain and build a labor culture an alternative knowledge of events and society. Most labor union members learn about the union while on-the-job what is often referred to as in formal or incidental learning. They probably learn more and are most active during disputes but they also learned from union publication and communications from attending meetings, conferences and conventions and from the unions educational programs. Although labor education only caters to a small number of members in any one year it is social as opposed to personal, education. It is designed to benefit a larger number of members because the course participants bring the education to other union members. Labor education has a social purpose -- to promote and develop the union presence and purpose so as to advance the union collectively. While labor centrals such as the Canadian Labour Congress and Canadian Federation of labor to collect information on the number of courses provided by their affiliates or by themselves and the number of union members attending they do not have the resources to compound statistical reports. There is also no consistency in the reporting of educational provision by affiliates, provincial labor bodies or independent unions. Courses might be provided by a union local or a labor Council or a may be offer collaboratively with local colleges. They may draw on funds provided provincially or nationally. The Canadian Labour Congress 60% of Canadians and union members belong to unions affiliated with the Canadian Labour Congress accounted for the largest slice of labor Canada funds. It is reported that 1,496 students received assistance from 24 provincial schools in 1992 and 1993 this the data is for both the weeklong schools which includes several courses and separate weeklong courses or workshops but estimated that between 10000 and 15,000 union members attend courses in which the Canadian Labour Congress was involved. If figures were added from the educational provision of individual unions in labor Council these figures could easily be triple but there are dangers of double counting. For example a course that is providing essentially for an individual union might be offered at a provincial Federation of labor school which is partly funded by the Canadian Labour Congress. However the education provision made by individual unions, union locals and labor councils is probably two or three times that made by the Canadian Labour Congress and other union centrals. There is also the question what counts as labor education? Does an in-company course offered to union safety committee members talked by union and management tutors count as labor education? If so does its field County supervisors and management committee members are present? Does a two-hour union introduction program for new starters count as labor education? Giving these kinds of problem it is probably of little value to attempt to pin down and accurate statistics of labor education in Canada. At best we can guesstimate based on the returns of labor Canada the records of individual unions and the assumption as to what constitutes labor education. Some of the statistics include the following: labor Canada provided educational funds for be independent, nonaffiliated unions in 1992 and 1983 on the basis of a total of 454,000 members. The independence claim 15,501 members participated in those funded courses giving a participation rate of 3.4%, to take an example of one union, the United food and commercial workers international Union calculates that 3227 of its Canadian members participated in courses over an 11 month. And another 668 members attended industry offices giving a participation rate between 2% and 3.5% over one year on a membership of approximately 170,000; as another example, the Ontario nurses association with 50,000 members educates 2000 (4%) members per year. Just as we can estimate the extent of labor education we can also provide a list of items to be incorporated within a working definition of labor education. Mainstream labor education includes the following: courses lasting at least one half day thereby omitting short talks and inductions for new members; all weekend, evening in daytime classes up to and including the eight week residential labor College of Canada course; courses essentially controlled by the unions and targeted at their members, union representatives and officials; course designed to enhance union effectiveness or developed union consciousness; and all courses for union members except specific job (vocational) training (but including couses on negotiating vocational training). Using this definition and statistical information available we can guess that some 12,000 union members per year 3% of the total underwent some of the labor education in Canada in the early 1990s. Such a guesstimate workplace Canadian Labour education at a level of provisions similar to that of the UK and Australia although there is probably less study time per student in Canada than in the UK. However it is much lower than the level of provision in Scandinavia 10% or more where there are a stronger tradition of union and workers education and different relations between unions and the state.
An Overview of Labor Education
Most labor education courses provide by unions can be divided into: tools courses for example shop steward training, grievance handling, health and safety representative courses, the next largest category is issued courses for example, sexual harassment, racism for new human resource Management strategies which often seek to link workplace and societal issues, and a third group of courses can be labeled labor studies and they seek to examine the union content for example, labor history, economics and politics. Tools courses directly compare members for active roles in the union to become representatives of the Union tools courses are targeted at existing or potential union activists. They are provided directly by the unions by labor federations or by union central such as the Canadian Labour Congress, the UK trade Union Congress, the Swedish Confederation of trade unions. Tools for example, by many of labor studies centers across the US and by educational institutions collaboratively with the central bodies or individual unions for example with colleges, universities, and the workers educational Association collaborating with the trade union congress in Britain. They may also be provided by specialize institutions such as the now defunct Australian trade union training Authority for South Africa's development institution for training, support, and education of labor. Many unions layer their courses with introductory comment intermediate and advanced courses and programs. Some of the introductory tools courses lead on to issue courses sometimes referred to as awareness courses which are specifically targeted at raising awareness and union actions around the issues discussed. In some cases there will not be a strict demarcation between tools and issues courses nor a requirement to undertake one before the other but the differentiation between types and therefore the aims and purposes of labor education can be useful for analytical purposes. The union movement also provides more expensive and demanding educational opportunities later said he such as the Harvard trade union program for lead officials, evening certificate courses in the UK and be Canadian Labour Congress is pride week residential labor College of Canada. The LCC teaches for courses -- labor history, economics, sociology and politics -- at a first-year university level in a four-week block. Labor law is now taught as a one-week course in the regions. Although the LCC uses some university educators and take place in the University of Ottawa it is a separate entity directly accountable to Canadian Labour Congress. This differs from the Harvard program with its more autonomous structure and from other US college programs and from the other built residential colleges in the UK such as Ruskin and Northern College. These offer year-long programs and are open to union members. Similar labor studies programs can be found in other countries and within some mainstream University offerings project late in the US, strata, New Zealand, and Canada although these are open to the general public. Perhaps the most innovative example of a labor study program offered to union members is in negotiating, paid educational leave program developed by the Canadian autoworkers and now also offered by the Canadian Union of postal workers. The intention of the dedicated labor study courses is to supplement trade Union tools and issue courses with a broader education program and in some cases to provide a research basis for union activity. Some universities are linking directly with unions to offer research collaboration for example, Leeds in the UK, Oregon in the US for study and research circles for example in Sweden. Although unions are usually represented on the boards of studies of the University -- and college-offered labor studies program they are rarely union control. The variations in the nature, structures and delivery of labor education courses are manifest. The difference between these types of courses are fluid some courses will have elements of each type in the one course; for example, and introductory course for shop steward could have a history of political economy component and an issue section. Where unions put their emphasis may vary depending on many factors such as the type of union philosophy abdicated-business unionism accommodated/adaptive versus organizing model oppositional/militant. The first philosophical approach may result in a greater emphasis on tools and less on labor studies. Curriculum and teaching methods for these core labor educational courses have been hotly contested over the years and have been linked in the assertion that labor education should adopt a public education or Freirian approach. In is extreme form it was argued that courses would have no specific course content but experientially based would respond only to the concerns of course participation attending a rectal course; and be led by facilitators rather than teachers. All other education approaches were dismissed as forms of banking education. While this debate may have been beneficial in reminding labor educators of the importance of democratic participation both in the classroom and in the union and the link between the two it also distracted attention from issues of course content. The need to address some of the key issues facing union members and to discuss information that may be outside of their immediate experience means a plant course content as well as participatory methods. John McIlroy illustrates how the emphasis on participation can mask a retreat into technical training courses denuded of content and represents a move away from the traditions of workers education committed to establishing it understanding of political economy among labor activist. It is more common now for unions to offer a range of courses with different focuses and to incorporate purchase drawing methods and experiential elements as appropriate: some courses are essentially experiential and others are not. Mike Newman 1993, has discussed the question of what adult educational philosophies in teaching methods are appropriate in making kinds of labor education courses and has shown that a range of different educational approaches can be beneficial. It should also be noted that unions in different countries to run women-only courses in courses targeted at specific groups of members; for example, CAW advertises courses for workers of color. The intention in these cases is to ensure those attending are not in a minority and any issues that are specific to them are not marginalized.
Other labor education, while tools and labor studies might describe the majority of labor education the definitions do not encompass all labor education offerings. Unions are directly involved in a number of membership education programs some of them with a basic skills or vocational purpose. In some cases and union-run literacy and second language courses are tutored by fellow unionists and act as a bridge linking immigration wore a literate workers to union concerns and publications. Certainly unions are responsible for number of worker training programs, which allow the unions to educate workers about union concerns alongside vocational training. In some countries skilled and professional unions have a long history in union-sponsored vocational training and education courses. Unions including non-craft union are becoming much more proactive in responding to company restructuring and deskilling and are arguing for reskilling, skills recognition and skills profiling as well as challenging employers to live up to their rhetoric on pay for knowledge. In some countries the unions have developed a comprehensive and integrated education and training programs such as Britain's unison open college, which includes labor education, basic skills, recognition of prior learning and vocational training opportunities for all union members. In Brazil program integrate offering union-sponsored labor education, vocational training and educational opportunities for the unemployed and is linked to the drive to create worker-owned co-operatives. In other situations and unions are engaging in partner of workplace-learning programs partnered with employers and other agencies such as NGOs. Unions are also involved in worker health and safety training this should not be confused with unions safety representative tools training, which may be joint management courses but they often allowed unions to argue for it a union view safe workplace as opposed to a management view state workers of health and safety. In some cases and union-run worker health and safety training has been used as a part of union organizing drivers. We should not ignore educational provisions for full-time officers within our purview of labor education. There has been a growing interest magically in Europe, Qubec and Canada generally in equipping full-time officers with the educational tools needed to conduct union business in a global economy. Unions have also had some limited involvement in television production such as work week or working TV in Canada or the labor education program broadcast in Britain and the late 1960s and early 1970s. Union representatives participate in television and radio programs in an attempt to present union perspectives influence public opinion and educate their members. Some unions are actively involved encouraging school to broaden their curriculum to include labor issues are providing packages of materials and by training and providing speakers for school visits. Also we should not ignore union-sponsored arts and cultural events such as Canada's MayWorks or Manchester, England's labor history Museum. In summary most labor education in Canada and elsewhere consist of tools training in issue courses targeted trade union activists. In addition union and unions central provides labor study programs often reserved for those activists who have been through the school and issue courses but sometimes targeted at members generally. If you educational institutions with the union to provide labor education more often labor studies program for labor unions across Canada. The unions are also involved in workplace literacy, work training program, and in televisual broadcasting all of which are targeted at members and you include some elements of labor education.
An example of union provisions: CUPEs five-level program, individual unions offer a range of courses for activists although the particular offerings will vary the kind of courses offered by CUPE are broadly typical of those of other Canadian unions. CUPEs six level education program is graded in leads to a certificate of completion for members will have undertaken the five levels of courses including CLC labor college. Courses in levels one to four are usually offered at weekends or weeklong seminars and are instructed by peer instructors or union staff. Broadly speaking, the levels are: new members and officers, steward training, collective bargaining, specialize courses, and labor college/Athabasca University distance education course and labor college residential program.
Level 1-new members and officers: level 1 includes a course called our union which is designed providing you will members and new low point unions with knowledge about CUPE and how it functions. It also shows participants held set up and run an effective union organization including union committees. For example, it explains the role of union officers and how to conduct meetings in of the course offered at this level is the financial Officer training which is a course specifically designed for Secretary-treasurers and trustees. Level 2-steward training: this level is divided into two courses the first is effect of stewarding a basic course which is primarily instructed by trained rank-and-file occasional instructors. The second course is advanced steward training which is usually presented by unions that. This course offers more analysis of contract language and arbitration cases than grievance handling component of the first course. Level 3-collective-bargaining; level 3 offers three courses to be taken consecutively the introduction to bargaining course attempts to demonstrate how many of the negotiating skills used in daily life were late to the collective-bargaining process. It also focuses on how to develop an overall bargaining strategy to achieve specific goals. The course includes: how to set up and pursue bargaining goals, dealing with the employer, the importance of good communication skills, leadership in bargaining, developing effective tactics, building support for bargaining goals both within the local and the community, the right to strike, and presenting a settlement to the membership. The second collective-bargaining course provides an overview of the collective-bargaining system as it exists in Canada today. It outlines the roles played by three main participants -- employers, unions, and governments -- and analyzes the strengths and weaknesses of the system. It introduces the CUPE standard agreement and deals in detail with a number of contemporary issues. The third course deals with formulating and substantiating collective-bargaining demands and helps participants use research and statistical materials. When the courses given in a seminar setting a mock bargaining session is a component. Level 4-specialize courses; level for is divided into three categories: advanced discussions of material already covered such as advance parliamentary procedure, application, public speaking, and face-to-face communications; courses designed to broaden the understanding of the role of trade union activity in the content of Canadian and world citizenship such as political action, understanding economics, labor law; and all the special issues courses such as health and safety training, WHMIS, pay equity, employment equity, contracting out, Aids in the workplace, union counseling. Level 5-labor college, the first two categories of level for serve the additional purpose of preparing members for level 5 labor college of Canada residential program. Most of these courses in the first four levels are available at weekend seminars sponsored by CUPE district councils. Specific courses are arranged for union locals and groups of them. In Ontario, the Ontario division sponsors of to three large weekend seminars with 10 to 12 courses and upwards of 350 participants. CUPE national also holds three weeklong schools in Ontario some of these courses are available on a correspondence basis as well. Many aspects of the CUP five level program are replicated by other unions at local, provincial and national levels. The mix of tool training and issue courses is common to typical union education programs in calendar however in some unions the level for courses on economics or labor law are left to the CLC-sponsored provincial federation in labor schools. Course offerings also reflect the problems faced by vertically industrial sector for example, the UFCW includes courses on repetitive strain injury as well as more common health and safety topics it also has programs on layoffs and closures and an extensive union-sponsored literacy program.
Professional unions: nurses and teachers, a growth area of organized labor in Canada since the 1960s has been public sector professionals some of who are organize within existing unions but more typically are organize independently into provincial unons such as the Ontario nurses Association or the British Columbia teachers Federation. Most of these are not affiliated to any labor central although there has been a move towards that for example with University faculty. Many of the programs run by these organizations are similar to those of other unions about some reflect professional concerns for example the ONA has a program of professional responsibility which encompasses the dual accountability of nurses as employees and as professionals the British Columbia teachers Federation include courses on a code of ethics and violence in school within their programs. Other courses offered reflect the particular situation facing members such as courses of assertiveness training for nurses on a political lobbying for both groups. The British Columbia teachers Federation in preparation for a shift from localized centralized bargaining extended the availability of their education programs to include more local representatives who might be involved in contract administration. The unions or professional associations face a number of problems while the problems are not unique to professional unionism they are common to them. These include: the costs involved in gathering together representatives from scattered workplaces; getting time off and meeting the costs of wage loss or replacement labor for example a supply teacher/substitute teacher; and the problem of developing a union consciousness among members. The British Columbia teachers Federation would argue that what they are trying to do is to develop a critical consciousness among their members are gently and often general courses on educational themes. It is clear that such programs also aimed to build union activity by encouraging members to identify issues on which the union should campaign. Some unions have directly tackled the problem of developing union and class consciousness through a membership education program
Membership education: the Canadian autoworkers, a number of unions are running membership education courses targeted at the broader membership and not just union activists. The most distinctive and intensive is that offered by the Canadian autoworkers this program which is now emulated by the Canadian Union of postal workers is not focus narrowly on preparing representatives for collective-bargaining but on promoting an understanding of the unions social and political goals. The Canadian autoworkers and its predecessor the Canadian section of the remaining autoworkers have been running extensive educational programs for their members and activists throughout the postwar period. Since the split of the United Auto Workers, the Canadian autoworkers has refurbished its family education Center at Port Elgin, Ontario on the shores of Lake Huron and overhauled its education programs. Central to this refurbishment is the unions paid education leave program. The program is funded by 2 to 3 cents per member per hour benefit negotiating contracts with employers. The money goes into a trust fund and is used to pay for lost wages, travel, accommodations and the education program. The bargaining unit usually a particular local can stand as many members as its contributions allows. The program consists of four weeklong residential courses usually separated by two to three weeks back at work. The program is preview by applicants at a weekend residential school to which applicants partners are invited and commitments are made to take the full course. A paid educational leave course would typically consist of 130 members subdivided into six groups the union also offers a program in French. By 1986 more than 5000 members had completed the basic Canadian autoworkers/paid educational leave program. There have been some changes in the program but originally each week/level of the basic four-week course had a separate theme: level 1 the present as history, level 2 sociology, level 3 political economy, and level for social/political change. Some studies skills for example basic math and reading and union representatives skills for example reporting an effective speaking were built into the course. There were also committees established at the outset from among course members which mere of the kind of committees onto reading throughout the union -- substance abuse, international affairs, women, human rights, cultural and recreation. These committees organize events during the course and make recommendations to the course coordinator. The course concluded with a convention mock-conference focusing on the wide range of issues address during the course and reported on by the committees. Local union discussion leaders led the sessions. The volunteers are union activists will release can be negotiated for a particular week their rages are paid out of paid educational leave trust fund and who have received additional leadership training. In addition to training and teaching methods these lay tutors meets annually to discuss changes in course content and updates to materials. There is plenty of opportunity for student experience and knowledge to be used within the groups although the approach used in material-and subject based rather than relying on student experience from course content. The union's purpose is to provide a broad educational experience with challenges their members to question social, economic and political structures and to review the role of unions in society. They discussed the relationship between national and international questions as well as bills between union members. It is clear from talking to members that the course is an eye opener for many participants, particularly for those who conceived of the Union as having only a limited role. Experiences is also social, contracts are made in members gain an understanding of the dip in work and community situations. Articles and books are read and videos exchanged, newspapers are gutted and discussed. It is always difficult to evaluate the impact of this kind of course. The Canadian autoworkers contend that a majority of participants leave with the heightened union and social consciousness and that a substantial minority are prepared to take on union positions as a result. A4-week residential membership education program is a model for the kind of paid educational leave that can be won through negotiations its future, though, is dependent on what can be achieved in negotiations. A substantial number of students come from plants in the big three auto companies and those companies can be affected by layoffs and staff reductions. The union is committed to extending the paid education leave clause to all its contracts in all of the new sectors merging into Canadian autoworkers. Approximately 75% of bargaining units covering 93% of the union's total membership have negotiated paid educational leave. The biggest threat to the program comes from plant closures and the continuing restructuring of the Canadian economy. It is important to recognize that the employer has no influence over the paid education leave program. It is not employer-page time off as experience in some joint Union/management training courses. Once the contract includes a paid education leave clause the money collected goes into the Canadian autoworkers-page education leave trust fund which pays for lost wages and expenses of members will attend the course. The member receives full-time off without pay from the employer. There is no government influence over the educational programs a union offers its members. The program is now being emulated by CUPW, who have negotiated a three cents per member levy. They use the Port Elgin facility to run a number of paid educational leave classes alongside Canada autoworkers courses in preparation for their separate CUPW program.
Internationalism: Steelworkers humanity fun education program, the Canadian autoworkers and CUPW paid education leave program is not the only membership education program to include international issues a number of unions offer courses specifically on international issues an given the increasing globalization of capital and the growth of free-trade deals is important to consider how unions have responded educationally to these developments. One of the most distinctive courses is that of the Steelworkers. What follows is a description of a course called thinking north-south developed by the Steelworkers humanity fund which is taught in Steelworkers weeklong schools. Rank and file activists drawn from the 280 bargaining units which have contributed to the humanity fund spend a week together thinking about the workings of the global economy. Over 110 rank-and-file workers throughout Canada has participated in the course by 1992. 15 have also traveled to visit projects in El Salvador and Peru. The course was offered seven times in a two-year period, 1991 to 1992 using participatory educational methods. Participants mapped out the workings of the global economy starting with their own workplace and eventually create a complex map linking structural adjustments in the South with free trade in the north. The instructor team which includes worker-instructors who have done the course and travel to other countries have experimented with different approaches. One course included a role-play of press conference given by delegations at an international meeting in the hemispheric initiatives. The Peruvian delegation and Canadian delegation made representations on current economic policies the journalists were divided into labor and mainstream press. The course has stuck with the question of how the media frames visions of the South as a recipient of charity rather than as a potential partner in solving world problems. One video use was Simon Ngubane, a history of the South African metal workers. Responses to the video included: I had no idea there was such a sophisticated trade union movement in South Africa or why does TV jet show us black on black violence instead of news from trade unions? In addition to teaching internationalism Canadian unions sponsor international educational activities the more expensive understanding for broader national and international context is often the focus of international labor studies courses.

ESSAY PROMPT.
Construct your utopian education / system. What is the role and responsibility
of the student? The administrators? What technologies (or lack of ) would you
implement in the classroom? What would be taught & what would not be taught?
Why? ( You can talk both content and theoritical notions of education). Also
answer how your utopian classroom / academic atmosphere is different from the
one you are currently in. You must present a detailed and persuasive argument
with adequate support from outside sources.

REQUIRED GUIDELINES
- This must be a formal argument or analysis of an academic issue, meaning the
use of evidence effectively, writing in both detail and description, and the
research and support of at least two outside sources.
- You must use atleast two outside sources and document correctly in MLA Format.
- 4 to 5 pages, double-spaced, typed. All papers should have margins no larger
than 1" on all four sides and should be typed in Times New Roman 12 point font.

The thesis should include the following introduction:

Detailed SOW
This paper would like to probe what kind of educational system would be beneficial for students, business and is more successful in meeting educational objectives, whether its for-profit education or traditional education. Although education is a huge part of the U.S. economy, until recently it wasn't much of a business. This paper would not only be helpful to my fellow students but also be useful to other students and investors who would like to use this kind of research problem for further investigation.
In depth research from journals, magazines, newspapers and internet sources are valuable to this paper; thousands of information can be utilized in order for the author to arrive in such conclusions.
The topic was carefully chosen by the author because of its timely manner and general issues can be raised and a lot of people from all various levels will benefit from this research paper. Education is very vital to us, and all of us know the essence of education and what it can do to us and to our society. For-profit education can be good for business and for education. We should be able to identify key factors that affect the current education system not only in our country but the whole world as well.
This research proposal seeks any competition or rivalries between for profit education and traditional education. In view of this, the author also would like to expand various critiques of for profit education.
Random assignment will be used as a tentative research design to identify the cause and effect of differences of education system to the society. Quantitative analysis will be used as a tentative data analysis and interpretation, because quantitative data are analyzed using statistics. There are a lot of descriptive statistics available with regards to the topic of this research proposal. Through analyzing descriptive statistics, the author will be able to arrive in a descriptive analysis where there would be comparisons between variables, measure its relationship that can be interpreted as such. Survey or questionnaire to various students from different classes of education system will be a big factor in differentiating their differences.

****Please make sure the thesis is the same as your page advertises. The same format with executive summary and all. Thank You!

The following paper should be based on For-Profit VS. Traditional Education.

There are faxes for this order.

Please I want a research paper about "The History of Education in Kuwait". Discussing the following:
General overview of the situation in Kuwait prior the discovery of oil.

? Politically

? Economically

? Educationally

? Culturally

2. An in depth look into the education system in Kuwait prior the discovery of oil.

? What was being taught?

? Who were being taught?

? Where were students being taught?

? Who taught students?

? How students were taught?

? Famous teachers and scholars prior the discovery of oil.

3. A Look into the general development that the country faced after the discovery of oil.

a. Politically

b. Economically

c. Educationally

d. Culturally

4. The many changes that happened to the education system.

a. First school

b. First university

c. Educational institutes and much more.

d. Private and Public Education

5. Current Education

a. Universities Abroad Scholarships
***Add any intresting information you feel worth mentiong..

Should Today's Education Be Relevant to Tomorrow's Job Market?
Educational Debate Persuaive Paper
Throughout the course you will continue your research on the topic to support your position on the debated issues. The paper will be your argument to persuade readers that your position on the debate is correct. Your paper will also need to address the opposing viewpoint and provide arguments against this view. For the final project you will need to include at least 3 reliable resources that support your thesis. Your paper should be and 1,750-2,100 words long follow APA guidelines. Please include the introduction and conclusion and outline the subjects throughout the paper.

Here is my outline that has approved by the instructor

Title: Tomorrows Job Market: Through the Looking the Eyes of Education
By Carolyn Hillard
Thesis:

Today's education options are relevant on tomorrow's job market by helping to create an even playing field for all economic levels and producing a more educated society.


1. More options in education can lead to a customizable education for the individual.
1. What Magnet schools have to offer for the public.
2. What Public schools have to offer for the public.
3. Linking school and work enriches curriculum. (Johnson, Musial, Halle, Gollnick, Dupuis, 2005)
4. Linking school and work motivates students. (Johnson, Musial, Halle, Gollnick, Dupuis, 2005)
2. More options in education foster healthy competition amongst schools.(Lupis, Feinberg, 2008)
1. Teachers will have to constantly stay up-to-date in their fields to teach the best information.
2. Schools will diversify their classes to include and add to what other schools are offering.
3. More children will receive a higher standard of education than currently. (Education: Higher Standards, Schools for All, 2005)
1. Children in lower-income families will have an equal chance to receive the education children from high income homes have.
2. Better-educated students will emerge from schools ready to tackle the workforce. (Addressing the Challenges facing American Undergraduate Education, 2006)




References:

Addressing the Challenges facing American Undergraduate Education. (21 September 2006) Retrieved on November 29, 2008 from http://www.acenet.edu/AM/Template.cfm?Section=Home&CONTENTID=18299&TEMPLATE=/CM/ContentDisplay.cfm

Education: White Paper: Higher Standards, Better Schools fro All (25 October 2005) Retrieved on November 25, 2008 from http://www.dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2005_0124

Johnson, J.A., Musial, D., Halle, G.E., Gollnick, D.M., & Dupuis, V.L. (2005). Introduction to the foundations of American education (13th ed.) Boston: Pearson

Lips, Dan, Feinberg, Evan Improving Education in the Nations Capital: Expanding School Choice, (14 May 2008) Retrieved on November 24, 2008 from http://www.heritage.org/research/education/bg2137.cfm

Improving American Education
some ideas or topics:
Lowering class sizes in early grades
Extend the school day and school year
Provide small group study for struggling students
Using the more advanced children to help the struggling
Get the parents more involved
Embrace testing as a tool to see where a child is lacking
Create more charter schools

You are to write a 3-page paper. *Do Not Use Outside Sources*

Directions: You are to discuss the Editorial and write about what you found Most Surprising and Interesting from this reading.

The Historical Context of Distance Education
First generation: a brief history of correspondence study
The history of distance education begins with courses of instruction that were delivered by meal. Usually call correspondence study it was also called home study by the early for profit schools and independent study by the universities. Beginning in their late 1880s people who wanted to study at home or at work could for the first time octane instruction from a distance teacher. This was because of the invention of a new technology cheap and reliable postal services resulting largely from the spread of the railway networks. In 1878 Bishop John H. Vincent cofounder of the Chautauqua movement created the Chautauqua literary and scientific circle. This organization offered eight for your correspondence course of reading to supplement the summer school held at Lake Chautauqua. Correspondence through the mail was first used for higher education courses at the Chautauqua correspondence college. Founded in 1881 it was renamed the Chautauqua College of Liberal arts in 1883 and authorized by the State of New York to award the Thomas and decrease by correspondence. About the same time and not far from Chautauqua, in Scranton Pennsylvania a private vocational school called the collier engineer schools of mines began to offer a correspondence course in mine safety. Such was the success of this course that the school so began to offer of the courses and in 1891 it retained its so the international correspondent school. It is now part of the Thomson publishing empire. It should be noted that several experiments in using the mail to deliver teaching occurred in other countries. In Great Britain, Isaac Pitman used the national postal system in the 1840s to teach his shorthand system. In Europe in the mid-18 50s Charles Toussaint a Frenchman and Gustav Langenscheidt a German began to exchange language instruction leading to the establishment of the correspondence language school. Similar initiatives were taken around the world as one country after another developed their postal systems. Courses were usually in vocational subjects or as we say today for noncredit courses. In England a group of professors at the Italy University of Cambridge went so far as to try to establish an academic degree but correspondence as a way of opening up access to higher education for working people. The idea was firmly rejected by the administration with the beneficial effect for the United States that one of its leading advocates a Methodist minister called Richard Moulton immigrated there. He became acquainted with another theologian William Rainey Harper and jumped on the opportunity to work with Harper and setting up exactly the kind of university courses they had a Cambridge had rejected. William Rainey Harper had acquired an interest in teaching my correspondence as a professor at the Baptist Union theological seminary and Morgan Park police where he used the method to teach courses in Hebrew. In the summer he was a volunteer at the Chautauqua Institute and it was he who introduced the method of correspondents there extending the institutes educational programs across the country and throughout the year. In 1892 Harper was appointed to be the first president of the new University of Chicago. Inspired by his experiences at Chautauqua by Richard Moulton egalitarian vision of using the technology of the mail system to open opportunities for learning to the adult population he began his tenure as president by setting up a correspondence study programs thus initiating the worlds first formal program of University distance education a notable leader was an Elliott who as early as 1873 established one of the first home study schools the society to encourage studies at home. The purpose of the school was to help women who were denied for the most part access to formal education institutions with the opportunity to study through materials delivered to their homes.
Other examples of the use of correspondence for the education of women are found in the histories of the land grant universities. For example in 1900 Cornell University appointed Martha Rensselaer to its faculty to develop a program for women in rule upstate New York within three years there were three credit courses offered by correspondence. In five years a program and enrolled more than 20,000 women. Correspondence injunction at the land-grant universities was developed on the policy foundation of the 1862 morill act. The morill act democratic ideals directed that education opportunity would be open for people from all backgrounds. The universities were also meant to play a greater part in the daily life of their communities and in the university had ever before. Moving away from old world values they introduced ensure options and the practical parts of agriculture, engineering, business, and home economics. These new ideas more a calculated by the Wisconsin idea which claimed that boundaries of the university campus would be the boundaries of the state. In fulfilling this mission corresponds injunctions was a problem: which explains why the land grant universities led the world in developing the correspondence method. According to one of the first two streets of correspondence teaching by the year 1930 American universities offer correspondence teaching quoting Dorothy Canfield Fisher: about 2 million students enrolled every year in correspondence schools four times the number of all the students enrolled in all the colleges, universities and professional schools in the United States. There was rapid growth for the for-profit sector also though here the sale practices of some of the private schools brought the method into some dispute. As a consequence the for-profit schools organize the national home study Council in 1926 to regulate school and promote ethical practice and professionalism. In 1994 the national home school council changed its name to distance education and training Council. Two years before the formation of national home school study Council the University correspondence educators also formally codified their standards of practice under the umbrella of the national University at extension Association. In 1960 81 of the most thorough studies of correspondence education was sponsored by both the national home study Council and the NUEA . Call the correspondence education research project it reported that approximately 3 million Americans will study you through this method nationwide. Of those nearly 10% were in college programs more than 20% in private school and about 9% in other categories more than 50% were studying in the armed services. In 1969 in an attempt to distinguish themselves from a home study schools University correspondents educators decided to call their method independent study. Previously known as the correspondence study division, they became the independent study division of the national University extension Association later at the national University continuing education Association and since 1996 the University continuing education Association. The independent study division was abolished along with the UCEA division in 1998. In 1992 new organization the American Association of collegiate independent study was formed to advance the interests of independent study professionals especially in providing professional continuing education.
Correspondence education in the Armed Forces
Founded in 1941 the United States Army Institute was transformed in 1943 into the United States Armed Forces Institute headed by William Young was director of correspondence education at the Pennsylvania State University and located in Madison, Wisconsin. By 1966 United States Armed Forces Institute offered over 200 correspondence courses in elementary, high school, college, technical and vocational subjects, catering for sme half-million students. More than 7,000,000 members of the Armed Forces took high school courses at approximately 260 1222 enrolled in college courses before United States Armed Forces Institute close to 9074 United States Armed Forces Institute Pioneer computerized marketing of assignments a 24-hour phone and counseling service and the use of tutorial groups linked to the correspondence curriculum. These and other ideas was taken up by the direct of correspondence instruction at the University of Wisconsin an ex-naval officer Charles Wedemeyer. He had taken a strong interest in correspondence as a means of training the naval personnel during his wartime service and this interest continued as a result of his association with United States Armed Forces Institute on behalf of the university. In 1974 the US Department of Defense replaced United States Armed Forces Institute with a program called the defense activity for nontraditional education support, a program of correspondence education that in effect outsource to the delivery of correspondence courses the university and private schools. In this organization defense activity for nontraditional education support cooperated with the independent study division of the national University continuing education Association in promoting and delivering independent study programs of courses.
Second-generation: the history of broadcasting
When radio appeared as a new technology in the early part of the 20th century many educators and University extension of our midst reacted with optimism and enthusiasm. Diverse educational radio license was issued by the federal government to the latter-day Saints University of Salt Lake City, 90.1. In February Daytona five the State University of Ottawa offered its first five for credit radio courses. Of 80 students enrolled at first semester 64 would go to finish their coursework at the University. Radio as the delivery of technology for education however did not live up to expectations. The lukewarm interest shown by the university faculty and administrators and the amateurism of t hose few professors who were interested proved a poor match for the fierce commitment to the broadcast medium exhibited by commercial broadcasters wanted it as a medium for advertising.
Television
Educational television was in development as early as 1934. In that year the state University of Iowa presented television broadcasts and such subjects as oral hygiene and astronomy, by 1939 the university station had broadcast almost 400 education programs. In that same year a high school in Los Angeles experimented with television and classroom. After World War II when television frequencies were allocated 242 of the 2053 channels were given to noncommercial use. In addition the program broadcast on the channel some of the best educational television was pioneered by commercial stations. The ABC aired Johns Hopkins University Continental classroom which some higher education institutes used fo r credit instruction, and CBS broadcast their sunrise semester. Although commercial broadcasters gave up on the public service offerings education television fared better than educational radio because of the contributions of the ford foundation. From 1950 onward ford gave many hundreds of millions of dollars in grants for education broadcasting. In 1962 the federal education television facilities act under the construction of educational televisions stations. In 1965 the Carnegie commission of educational television issued a report that led to Congress passing the public broadcasting act of 1967 setting up the Corporation for public broadcasting. In 1956 the public schools of Washington County Maryland were linked in a closed-circuit television service about the same time the Chicago Television College pioneered the involvement of community colleges and teaching by television. In 1961 the Midwest program on airborne television injunction involved six states in designing and producing programs broadcast from transmitters transported on DC-6 airplanes. According to Unwin and McAleese 1988 this project, which lasted six years help break down the state very, is to exchange of educational programming as well as set the way for future educational broadcasting by satellite.
Instructional television fixed services
Instructional television fixed service is came on the same in 1961 when the SEC issued an experimental license to the planedge school system on Long Island New York. Instructional television fixed service is a low-cost low-power over the air distribution system that delivers up to four channels of television pictures in any geographical area but only to a radius of about 25 miles. Schools and other educational institutions could receive transmission using a special antenna costs about $500. Public school districts used instructional television fixed service is for sharing specialist teacher and providing teachers continuing education courses. A pioneering effort and this was the Stanford instructional television network, which in 1969 began broadcasting 120 engineering courses to 900 engineers at 16 member companies. Beginning in 1984 California State University Chico used instructional television fixed service this to deliver computer science courses to Hewlett-Packard employees to all their locations in five states.
Cable-television and telecourses
The first cable television began operation in 1952. In 1972 the federal communication commission required all cable operators to provide an educational channel. Education programs delivered by broadcast or cable television was referred to as a telecourses. Among the early leaders of this provision war at the Appalachian community service network based at the University of Kentucky, he Pennsylvania State University network, the privately funded mind extension University, the electronic University network, and the international University consortium. By the mid-19 80s there wore us around 200 college-level telecourses produced by universities, community colleges, private producers and public and commercial broadcasting stations distributed by the by the producers themselves or or by the Corporation of public broadcasting. More than 1000 is a too simple secondary education sign on each year for courses distributed by the adult learning services of the CPB enrolling more than 600,000 adult students. Starting in 1981 the Annenberg foundation supported the CPB on a project that provided funds typically $3 million for University level telecourses. The courses integrated television programs with textbooks, study guides, faculty, and administrator guides. They were marketed to colleges and universities throughout the whole offering advice University correspondence programs.
Third-generation: a system approach; AIM; and the OU
In the late 1960s and early 1970s a time of critical change in distance education resulting from several experiments with new ways of program organizing technology and human resources leading to the new instructional techniques and educational theorizing. The two most important experiments were at the University of Wisconsin AIM and Great Britains open University. The purpose of the articulated ensure national media Project funded by the Carnegie Corp. from 1964 to 1968 and directed by Wedemeyer at the University of Wisconsin Madison was to test the idea of joining various communication technologies with the aim of delivering high quality and low costs teaching to off-campus students. The technologies included printed study guides and correspondents tutoring, programs broadcasting by radio and television, recorded audiotapes, telephone conferences, kits for home experiments, and local library resources. Also articulated in the program was to support and counseling, discussion and local study groups, and the use of university laboratories to a vacation periods. Wedemeyer idea regarding students was that using a variety of media meant that not only could content be better presented through it me one medium along but also meant that people will differing lfestyles could choose the particular combination that was mostly for their needs. To bring together the expertise needed to produce such integrated multimedia programs articulated structure media invented the idea of the course design team, formed of instructional designers, technology specialists, and content experts. Articulated instructional media represented a historical milestone and turning point in the history of distance education. This was the first test of the idea of distance education as a total system. Articulated instructional media the viability of the theory that the functions of the teacher could be divided and teaching could be improved Windows functions were assembled by a team of specialists and delivered through various media. It tested the idea of the learner could benefit from both the presentation strengths of the broadcast media as well as the interaction that correspondents and telephone made possible. It expected learners to be self-directed as they work through the mediated instructional materials but provide human helpers to facilitate interaction and to help given them when needed.
Birth of the Open University
In 1967 the British government set up a committee to plan a revolutionary new educational institution. At the first ID and was simply to use television and radio to open access to higher education for the adult population. In November 1967 officials from the planning committee visited Wisconsin to study the methods and achievements of the AIM project. Soon after, Wedemeyer was invited to meet with them and London. Two years later, as the Open University began to take shape he moved to the site of its new headquarters to spend several months in the home of Walter Perry, the first vice chancellor the head of the University assisting in developing the new institution. What emerged was the premiere national distance educat ion University. It would enjoy economies of scale by having more students than any other university application Truong level of funding, and employing the fullest range of medication technologies to teach a full university curriculum to any adult who wanted such education. As Wedemeyer was able to claim later call in almost the entire educational geographer he of an open education system was identified in the AIM experiment. In particular, with AIM three fatal flaws in mind British policymakers stood firm against the objections and pressures from the higher education establishment that they could receive funding to undertake distance education as setting up the units inside conventional universities. Instead policymakers may be courageous decision to establish a fully odd anonymous institution in Howard to give its own degrees with control of its own funds and its own faculty. The Alban University has justified the decision the merging as a world-class university by any criterion as well as a model of total system approach to distance education. Domestically and internationally with an annual enrollment of more than 200,000 adult students and around 20,000 graduates each year the open University damage trees not only the potential of distance education to provide opportunity regardless of geographic location but even with an open first come first-served bases in enrollment policy it demonstrates that distance is no barriers on to the delivery of education that is a very high quality. In the official evaluations Open University is ranked near the top object you Quay universities in both research and teaching and it achieves these results with a superior cost-effectiveness, with a full-time equivalent being 40% of average cost in the traditional universities. It enrolls more than a third of all part-time students in the UK and graduates about one in 12 of all University graduates and this is all distance education!
Global spread of the system approach
In part due to those achievements the Open University has widely emulated in other countries. Because the large-scale needed to octane both quality and cost effectiveness many of these open universities are large or as described by a previous Vice Chancellor of the Open University, they are mega-universities; that is to say, distance teaching institutions having more than 100,000.
The American response
Among the few countries that did not set up a national Open University the most notable is the United States, the nation that gave birth to almost all the main madness on which the success of the open University depend numerous explanations for this have been given. One is that there did not exist in the United States the same political motive that is the removal of barriers to higher education that brought the British policymakers to invest in a very big way in distance education. United States already had an open educational system and the state universities had plenty of distance education. Furthermore where open universities more successfully established the scale of provision was merely always national. This requi red national political commitment and leadership particularly in facing up to the higher education lobbies. The distribution political control of higher education in the United States which each state having to deal with its own higher education establishment made it impossible to obtain a national policy or set up a national delivery system. However some institutions were set up in the United States and the late 1960s and 1970s that those smaller borrows some ideas from the open universities. Among the first of these was little for University of Advanced Technology, a nonprofit institution in not rated 1964. It offered degree programs both in the classroom and at a distance through regional centers in the state of Florida. 10 years later it changed its name to Nova University and in 1994 merged with the southeastern university Nova Southeastern University 2003. In 1971 the Empire State College was created within the State University of New York to deliver a bachelor and Associates program exclusively at a distance. This is a campus-less institution with no permanent faculty. Its enrollment reaches 6000 per year. Goddard College and Syracuse University started special adult degree programs and Regents College started external degree program in 1970; time as Addison college of New Jersey did the same in 1972. One of the first consortia forms of organized distance education was the University of Mid-America. The University of Mid-America was established by nine Midwestern universities based at the University of Nebraska with Dr. McNeil a friend of Wedemeyer and enthusiastic follower of the open University developments as first president. The idea was that some of the advantages of the open University could be achieved as each of the universities produce courses that will be available to students throughout the consortium. The University of Mid-America was discontinued in 1982 due to low enrollments, high video production costs, and loss of funding support; this and term was a reflection of insufficient political support in the member states. The open University emphasis on learner support in its regional tutorial and counseling services also lead to an increase attention to this in the United States and to an increased sophistication is the services unit. The 1980s also saw improvement in the quality of courses study guides resulting not only from the open Universitys example but also helped by the introduction of computerized desktop publishing systems. Although this discussion has focused on higher education issued be noted that neither today nor in the past has the majority of American distance learning been in higher-education.by 1984 and there were approximately 400 single mode private homes study schools they offer courses in about 600 areas of study primarily continuing education courses aimed at the profession and vocations. Although colleges and universities listed in the national University continuing education Association accounted for 300,000 students schools associated with the national home study Council and enrolled 4,000,000 students, wih the armed services accounting or 700,000. Electronics, business , and computing had become the most popular field of study.
Fourth-generation: teleconferencing
Distance education that emerged in the United States in the 1980s was based on the technologies of teleconferencing and therefore was normally design for group use. This appeal to a wider number of educators and policymakers been a closer fit to the traditional view of education is something that occurs in classes unlike the correspondence or the open University models which were directed at individuals learning along usually in-home study. The first technology to be use in teleconferencing on a fairly wide scale during the 1970s and into the 1980s was audio conferencing. Unlike previous forms of distance education which were primarily one to one exchanges between a learner and the teacher by correspondence or more receiving only transmissions are broadcast lessons by radio or television, audio conferencing allowed a student to answer back and for teachers to interact with students in real-time and in different locations. An audio teleconference could be conducted with individual students at their home or office using radical a handsets but normally it meant using special equipment consisting of a speaker and microphones and one or more different groups of learners. Also any number of sites could be joined together either by an operator or by means of a bridge a device that automatically links a large number of callers simultaneously. The first major educational audio conference system was at the University of Wisconsin and was a direct outcome of the articulated instructional media project. Known as the educational telephone network it was set up in 1965 by Dr. Parker one of Wedemeyer students with the immediate purpose of providing continuing education for physicians. Starting with 18 locations and a single weekly program the system expanded to 200 locations and university campuses, country courthouses, libraries, hospitals, and schools with over 35,000 users at more than 100 programs every week. Approximately 95% of the network time was used for continuing and noncredit education with considerable emphasis on the professionals, mainly doctors, lawyers, pharmacists, nurses, engineers, ministers of religion, librarians, and social workers.
Satellites and interactive videoconferencing
The age of satellite communication began on April 6, 1965 with the launching of the early Bird satellite. It deliver 240 telephone circuits or one channel of television over the North Atlantic and was consider a technological miracle. By the end of 1967 for an international telecommunications satellite Organization satellites were in orbit. Very early in the evolution of this technology American universities began to experiment with transmitting education programs. Was of the first of these was the University of Alaska which offered continuing education courses for teachers. A love of was the University of Hawaiis Pan-Pacific education and communication experiments by satellite was created in 1971 to provide satellite programs over some 20 Pacific Islands. These early satellite services operated at low power and the equipment required to transmit and receive signals was expensive. Programs were usually transmitted to receive stations and then distributed locally by ITFS or cable networks. Your technology for direct broadcast satellite that developed in the 1990s allowed individuals to receive programs directly in their homes or for individual schools to receive directly at their school. Although it was the open University at that to an explosion of interest in distance teaching in the rest of the world which caused a similar interests in the United States was the availability of satellite technology. The American organizational device for using this new technology weather f or broadcasting educational television or for interactive teleconferencing was the consortium a voluntary association of independent institutions that share the costs, the work, and the results of designing, delivering, and teaching educational courses. One of the first such consortiums the national University teleconferencing network was conceived at a NUCEA meeting in Washington, DC in February 1982, Grantham director of university extension at Oklahoma State University took the lead in convening a planning conference the following months in Kansas City. Of the 70 members Institute of NUCEA 40 participated in a green to work together to plan and deliver education programs by satellite. The network was established with 66 universities and the Smithsonian Institute as members and with its base at Oklahoma State University. Over the next 10 months the network grew to more than 250 organizations either providing or receiving a range of over 100 programs and such areas as: aging, agriculture, child abuse, tax planning, reading instruction, engineering, interpersonal relationships, international affairs, marketing, medicine, and social and political affairs. NUTN provided programs to as many as 6000 people at a time located at some 200 receive sites. It moved its headquarters to Old Dominion University in 1994. The national technological University based in Fort Collins Colorado was established in 1984. It is an accredited university offering graduate and continuing education courses in engineering, and awards its own degrees. National technological University is a virtual university with no faculty or campus of its own it delivers courses taught by professors at major universities around the country. Initially courses were provided from a pool of 24 universities and this group to some 50 participating institutions. Courses are uplink to NTU by satellite from the originating University and then redistribute it by satellite by NTU. Downlinks are located in some 500 locations including universities, private sector companies and government agencies. Interaction in such systems is nearly always buy audio, such as by telephone. Both NUTN and NTU illustrate some of the key elements of teleconferencing Consortia and a new form of market-driven distance education that emerged in the 1980s. Because they represent a pool of larger universities they could offer a broader selection of courses to prospective clients either individual or organizations that any single member. Secondly, members of the consortium could compete against each other to offer the best quality and most timely courses introducing a competitive element at all levels including individual and professor at the courses they teach that had been largely absent from the US educational system as a result the needs of the customers students, employees, and companies began to dictate which courses more marketable, and thus worked teaching not be often esoteric interest of academics.
Business TV
The later half of the 1980s and 1990s saw the emergence of a large distance education industry outside higher education with training for corporations and continuing education for the professions delivered through business TV that is, enter active video and audio delivered by satellite. Im 1987 a study of Fortune 500 companies show at using this delivery system. IBM had interactive satellite education network with originating studios in four cities and receive sites and 13. Federal Express had daily programs 800 downlinks nationwide. Kodak Corp. sent twice-weekly two hour-long training programs nationwide. Tandem computers broadcasted to 11 European countries as well as to 72 sites in North America. Finally, Dominos pizza sent mobile uplink to Amy store in the country or an employee has something to teach the rest. For organizations not having their own satellite networks time could be bought on one of the several business satellite networks. An example was American rehabilitation education network which provided professional continuing education for health care professionals at nearly 100 sites nationwide. One of American rehabilitation educational network programs, management vision, was broadcast to 240 ites in 1986-87 and 650 sites in 1987-88. Corporations made up 60% of management vision subscribers, hospitals 30%, and colleges most of remainder. The public service satellite consortium was a collaborative group representing a broad-spectrum of this is TV users such a s the American Hospital Association, the American Law Institute, American Bar Association, the national education Association, the AFL-CIO, and the US chamber of commerce. All of these organizations use satellites on a redwood bases in their continuing education programs. For example, the health education network was a subscription driven network with over 300 hospital members, focusing on in-service training of medical personnel and patient education with approximately 40 programs monthly.
Interactive video in the K-12 schools
In 1987 the federal Star school program assistance act was passed by Congress. The act authorized a five-year budget of 100 mean dollars to promote the use of telecommunications for instruction in math, science, and more languages at the K-12 level. The program stipulated that funds be allocated to state level partnerships and require matching funds from participating states. The office of educational research and improvement in the federal Hartman of education administer the Star school program. The first award under this project was for $19 million the year for two years to four regional partnerships. The myth that could sort them consisted of five universities in four states, the TI-In network-based and Texas included three state agencies, for universities, and a private corporation. Additionally $5.6 million was awarded to a third can sort them of state education agencies and state television authorities SERC to provide high school courses in 19 states. These consortiums covered 45 states and reached almost 3000 schools. They provided over 8000 students with high school credit courses, 32,037 participated in science programs. In 1990 four new grants totaling $14,813,000 were awarded to consortia located in the northeastern and northwestern United States. The star school program had tremendous impact on distance education in K-12 classrooms particularly in Guinea equipment installed and programs developed and providing teachers with training. One of the most important effects of the project was to stimulate collaborations among provider agencies located in different states to deliver access state boundaries. In addition to the star school consortium many states establish their own satellite interactive television adverts for school instructions. The national Governors Association report for 1989 reported that 10 states operated a statewide or regional teleconference education network and 14 more planning one. The most famous of these war Oklahomas art and sciences teleconferencing service was a partnership of the Oklahoma State University as the State Department of education. One of the most popular offerings of ASTS was a German language course, which was distributed to hundreds o f high schools around the country. Kentucky established the Kentucky educational television system and install satellites downlink at every school in the state at a cost of $11.5 million. During the 1991 and 1992 school year over 23 hundred students were enrolled in Kentucky educational television system, math, foreign languages, and science courses. Other states that establish educational satellite networks included Alaska where the LearnAlaska served 250 communitiesGeorgia, Indiana, Nebraska, Missouri, Virginia, and Utah.
Two-way videoconferencing
The Star schools, universities, and this is TV system described previously used one-way/2-way audio communications. Participants at all sites could see and hear the presenter from the originating site but could only respond by audio. Participants could not see other participants only hear them. As the 1990s wore on two-way videoconferencing became more widely available. There are several ways of providing two-way teleconferencing the of older and more expensive method that provides signals from one studio to another using technology that transmitted data. The video signals were compressed by a device called a codec the earliest codec war as large as a refrigerator by the mid -19 90s they could be fitted inside a personal computer so that videoconferencing became possible at transmission rates as low as 56 kb per second. Michael G. Moore at Pennsylvania State initiated the first four graduate courses delivered by two-way compressed video teleconferencing in January 1986 in a studio on the campus at University Park with the group in Erie Pennsylvania. The two-way or multi-point videoconferencing became easier and less costly with the development of fiber optic telephone lines that permitted transmissions of higher data rates which allow videoconferencing between small groups of learners or individual learners and their teachers with the video displayed on personal computers.
Fifth generation: computers and Internet based virtual classes
The early computer systems developed in the 1960s and 70s wore large mainframe that involve rules both equipment. They were connected to terminals with keyboards either coal Axel cables within buildings, or remotely by using telephone connections. A precursor of computer networking lots of project developed during the 1970s at the University of Illinois called the PLATO project, which allowed a number of sites to communicate via either dial-up lines or dedicated connections. Plato introduce the idea of an electronic network form of instruction as well as originating a number of well-known commercial products such as Lotus Notes. After Intel invented the microprocessor in 1971 and the first personal computer the Altair 8800 came onto the market in 1975 the use of computer-based injections increased significantly. In 1989 according to the US Bureau of Census 15% of all households in the US had a personal computer and nearly half of all children have access to computers at home or school. In addition, graphics, caller, and the sound became possible and authoring languages make computer-based instruction easier to develop. But most importantly the cost barriers to availability of computers came down. Educational software also called courseware became a major business enterprise and thousands of programs were published at all levels and in all subject domains. In 1960 that the US Department of Defense through its advanced research Project agency set up a network to link the computers of the Armed Forces, universities, and defense contractors. In the mid-19 80s the National Science Foundation developed the national science foundation network, a network of five supercomputers centers connected to universities and research organizations. The National Science Foundation was upgraded in 1987 and again in 1992. It could be used for exchanging e-mails and data files and accessing bulletin boards and library facilities. In the earliest way of linking computers werent sure reduction of groups rather than individuals was referred to as audio graphics. The graphics were transmitted to a computer on one telephone line to enhance the audio presentation. For the computer included tablets and light pens, cameras to transmit low scanned pictures, and scanners for transmitting documents. When moving through a bridge the computers at a number of sites allow students and teachers to interact and real-time with the graphics and visual images as well as the audio messages. As early as 1989 Michael G. Moore at the Pennsylvania State University began experimenting in using audio graphics as a way of internationalizing teaching about distance education, teaching school graduate courses to cohorts of students in Mexico, Finland, and Estonia as well as in the United States. And now the major experiment in distance education by computer conferencing was the electronic University network. This was an undergraduate degree program earned by taking courses from 19 universities with accreditation awarded by Thomas Edison College in New Jersey Horses were delivered on computer disk and in print, interaction with professors occurred through computer, telephone, and postal mail. The New York Institute of technology developed a similar program.
Arrival of the Internet and web-based education
The use of computer networking for distance education with the arrival of the World Wide Web a seemingly magical system that allowed documents to be accessed by different computers separate by any distance, running different software, operational systems, and different screen resolutions. The first Web browser called Mosaic appeared in 1993 and it was this program that gave educators a problem the way of opening access to learning at a distance. It has been estimated that in 1992 the web contain only 50 pages but by 2000 the number of pages had risen to at least one billion. In 1995 only 9% of American adults access the Internet, totaling 17.5 million users. By 2000 and 266% of American adults were going online, a total of 137 million users. Accessing the Web from home or workplace on average they spent eight hours a week online. In the 1990s a number of universities started running web-based programs. Example of providers of entire degree programs offered through the web including the online campus of the New York Institute of technology; connect education in partnership with the new school for social research in New York, and the international school of information management. Visit the state university offered the first graduate degree and adult education through its online program, the world campus. By the end of the decade, 84.1% of the public universities, and 83.3% of the four year public colleges offered web-based courses. 74% of community colleges also offer online courses. The rates were lower for private university and private for your colleges, 53.8% and 35.5% respectively. Just as previous generations of technology that is correspondence, broadcast radio and television, and interactive video and audio conferencing produced its particular form of distance learning organization the spread of Internet technology stimulated new thinking about how to organize distance teaching. This has been the case in establishing a single mode opened diversities and correspondence schools, but also especially in dual mode institutions and those single-mode , face-to-face teaching institutions that never before considered distance education but are now converting to dual mode status. New technologies have also led to the emergence of new forms of single mode, purely electronic universities and to new combinations and collaborations among institutions of all types.

Write a research paper on the history of Zuni Native American eduation. What have been the recent changes. What are the failures and successes of the education programs. Propose an education system for the Zuni people that will improve their status and help decrease the poverty rate, while still allowing them to maintain their traditionsand way of life.

Include peer reviewed articles and books.

read the following articles, under each articles listed below are links to each articles and thoes without links you can search for summaries.

(1) against school by john taylor gatto
http://www.spinninglobe.net/againstschool.htm
(2) I Just Wanna Be Average"
MIKE ROSE
http://www-scf.usc.edu/~clarkjen/Mike%20Rose.doc
(3) The Achievement of Desire
RICHARD RODRIGUEZ
http://www-scf.usc.edu/~clarkjen/Richard%20Rodriguez.doc
(4) Learning to Read
MALCOLM X
http://www-scf.usc.edu/~clarkjen/Malcolm%20X.doc
(5) michael moore "idiot nation"
(6)JEAN ANYON "Social Class and the Hidden Curriculum of Work"
http://www-scf.usc.edu/~clarkjen/Jean%20Anyon.htm
(7) horace mann "report of the massachusetts board of education 1848"

write a critique of american eduction: consider insights from your experience, reading and analysis of mann's "report" and analysis of the other competing argumentative viewpoints on learning and education: then make your own judgment as a thesis with the facts you find and the inferences you make from mann's report and at least four other authors who have also responded to the issues and problems on american education.
annotate and collect inferences from the articles first so that you can come to a reasonable conclusion on the problematic relationship between the purpose of education and american social situations, as depicted and analyzed in the readings.

2 brief MLA citations
Essay, written college year 2 level

AT LEAST SIX SENTENCES ABOUT EACH TOPIC:

Trace the historical development of the American Public School
List the essential components of a successful school
Identify and list the sources of education policy
Summarize the roles of federal, state, county and local education agencies
Interpret recent reform movements that have shaped education
Philosophical roots of the American educational system.
Psychological and sociological theoretical underpinnings that influence
curriculum, school structure and teaching.
Practical, professional and legal implications of teaching.
Approaches to curriculum, discipline and classroom management.
Curriculum models and development, sources of school policy
Developmental characteristics of students
Applications of education psychology principles
Societal issues and their impact on schools
Political influences on education, legal and funding issues
Reform movements
Equal educational opportunities

Textbook used in the course:
Teachers, Schools, and Society. Sadker, M. P., & Sadker, D.M.

Graphic Organizer Assignment
You will create a graphic organizer to compare and contrast 4-6 of the most important philosophical influences on American education. For this assignment, follow the steps below:
1.Collect and organize information from this course, your readings, and outside research that include philosophical influences on American Education.
2.Create a graphic organizer such as a table, timeline, Venn diagram, K-W-L chart, flow chart, or other visual tool to compare and contrast 4-6 of the most important philosophical influences on American education (see the example,below).
For samples of Graphic organizers, visit the following websites:
1. http://www.eduplace.com/graphicorganizer/
2. http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
3. http://edhelper.com/teachers/graphic_organizers.htm

2. Provide a brief typed summary of each philosophers contributions to American public education and the reason(s) you have included each one in your visual learning aide.
Example: Graphic Organizer
Name & time period Philosopher A Philosopher B Philosopher C Philosopher D Philosopher E Philosopher F
Main beliefs
Main Contributions
Historical events that played a role
Criticisms of views
Submit your Graphic Organizer to the dropbox. In addition, share your organizer with your peers by uploading it into DOC Sharing under the category Graphic Organizers."

Your Graphic Organizer is due at the end of Unit 4.

There are faxes for this order.

What is the future of American education where a struggle continues over the educational implications of idealism, realism, pragmatism, and existentialism? As an educational leader, what is your role in navigating these potentially treacherous philosophical waters?
Customer is requesting that (FreelanceWriter) completes this order.

This is a paper that I will summarize in a 15 minute presentation as well. I am a nontraditional student in the secondary ed program majoring in history and political science, this needs to be taken into account for a view point that reflects this. Any references to American education need to be from the point of view of someone who is not in agreement with No Child Left Behind as it is written. The assignment calls for us to use at least 5 sources with one of those being the primary source. This is a class that covers Modern Britain from the mid 1700's to current day but the focus should be on how education is changing currently. I would appreciate if the paper was written in line with what a B+ student would write and not sound too over the top, but intelligent sounding. Please be sure that all sources used are legitimate, no wikepedia expecially, and limit the use of direct quotes. For the presentation part of this I have to be able to back up any orguments that are made so be suret hat supporting information is provided for any argument.
Thank you so much for your help

Compose a persuasive paper discussing the higher education system today. What are the struggles in pursuing an education. What are some typical attitudes or stance towards this topic. Discuss the conflicts and the effectiveness of the college system. What are the frustration internally and externally; students, teachers and faculty. Feel free to prompt your own stance on the subject.

Before initiating this assignment please answer these questions separately.
1. Considering your analysis of your audience, how do you plan on gaining their confidence and respect and touching their emotions, and what style choices will you make in order to do so? (Please answer in at least one paragraph.)

2.Reflect on your experience writing the persuasive paper. How do you think you will use this experience in your future academic and personal life? (Please answer in roughly one paragraph.)

3. Reflect on your experience writing the persuasive paper. How do you think you will use this experience in your future academic and personal life? (Please answer in roughly one paragraph.)

The basis of the paper is to be corcern with the education system. Contact me if you have any questions, thank you!

statement of Purpose for Education, M.A in Education.
?There Are No Shortcuts? by Rafe Esquithe, a 1981 graduate of UCLA.
As my role model, Rafe Esquithe inspires me of standing on the side of the disadvantaged who are less educated, poor people and immigrants. Education only can be the legacy to make their offspring have more successful life. Surely there are no shortcuts for them to make their dream come true without teachers? both emotional and physical support. Also, this phrase reflexes my long term life journey to become a teacher which is my dream since I was in middle school. For the first time, I was introduced the language of English that is a communication tool which can lead me to another world by my English teacher, Queen Lee. She made me from a country side little girl to a global person.
In my childhood, I was born in a very small village in Korea. There was no transportation, education systems nothing but a small church. During my school ages, I had to walk for three hours to go to school. However, I feel so graceful because now I?m in the USA. I majored Medical Laboratory Science to make living for. My dream, however, was to be a teaching person since 13years old. Therefore, after getting a job in a hospital as a medical technician, I used to study after work. Even though keeping both of working and studying was very hard, it was very worthy of me. After receiving B.A in Education, I could start teaching in a moderate sized city in 2002. While teaching, I kept studying in English Literature and acquired B.A in English Language and Literature. So I could teach English and mathematics to students from elementary school to junior high school. Around 6years past from I have taught, I felt that I needed to learn more due to my lack of knowledge. Teacher must be an example to students in everything. That?s the reason why I?m here.
In my twenties, Out of my teaching career, my feature about teaching was affection to my pupils because most of my students were in low income family or divorced family. They need to get some affection not lesson from me. Fortunately, I could read their mind and thoughts so that I solved their personal problems as well as school grade problems. There was one of my students who was 10-year-old boy bullied by classmates. I treated him very carefully and respectfully, therefore; the rest of his classmates became respectful of him afterward.

In my thirties, I'm studying abroad heading an expert to teaching field

THE RESEARCH PAPER HAS TO PROOF THAT A HIGH SCHOOL DIPLOMA FROM CUBA IS EQUIVALENT TO A HIGH SCHOOL DIPLOMA IN THE UNITED STATES.

The period to be covered must include Cuban high school graduates from 1960 to the present.

VERY IMPORTANT: Reliable and reputable sources such as UNESCO or other agencies/companies or educational experts must be sited.

Information that describes Cuba's education system, particularly their high school diplomas, as being equivalent or superior to United States MUST be provided.

Similarities between the high school education in Cuba and in the United States should be emphasized. For example, in Cuba, a student may choose between pre-university education and technical education. In the United States, many if not all school districts offer a similar technical education track for students to choose from and obtain a high school diploma.

Dissimilarities between the high school education in Cuba and in the United States should be deemphasized as much as possible.

Data showing how Cuban immigrants with a high school diploma have benefited from higher education in the United States, particularly technical, trade and career education, may be provided in the research paper. This will further show that the high school education in Cuba served them equivalently or better than those who possessed high school diploma from the United States.

Comparisons of the the two countries' high school education system may be provided in the research paper.

The different kinds of high school diploma names should be addressed in the research paper. For example, Bachillerato is a high school diploma. However, students may also receive a high school diploma with another name or classification or title on the diploma, if any.

The political climate in Cuba and how it has prevented Cuban immigrants to take their educational credentials, including their high school diplomas and trascripts, out of the country should be provided in the research paper.

Choose one (1) Native American tribe residing within the continental United States (Lower 48 states) at the time of first European contact. Research various aspect of the chosen tribe?s culture or history.

Topics that need to be researched include but are not limited to:

Describing what is known of the tribe?s pre-Columbian history, including settlement dates and any known cultural details.
Describing the cultural and religious beliefs of the chosen tribe.
Describing the tribe?s history after contact, including major events and armed conflicts that may have been important to the history of the tribe in the present day.
Explaining the history of at least one historical figure of the chosen tribe and events surrounding that individual?s life.

References:

Diversity and Change in American Society

From the founding of the 13 English colonies to the present-day United States, the ways in which various cultures, peoples, ethnicities, and belief systems were incorporated has been a central theme in American history. As the history of the United States progressed, American society became more diverse, with each subsequent culture or ethnicity contributing to America?s overall development and cultural distinctiveness; however, such contributions were not voluntary.

Perhaps one of the earliest examples of such diversity is demonstrated in the various reasons for the founding of the 13 original colonies. Some colonies, like Virginia, were founded by royally chartered companies for economic reasons. Others, like Georgia, were founded for political reasons to act as a border to stop Spanish expansion. Others still were founded principally to provide a refuge for religious factions that were being persecuted elsewhere. For instance, the colony of Rhode Island was established by Roger Williams, after having been expelled from Massachusetts due to religious differences in 1636. By 1663, a royal charter was granted that officially established the colony as a model for religious tolerance. Soon, the colony became a sanctuary for disparate religious groups that often experienced discrimination or outright intolerance. Baptists, Quakers, Calvinists, and Jews soon found safe harbor in Rhode Island. Other colonies, such as Pennsylvania, were also established specifically for issues concerning religious tolerance. Pennsylvania was established explicitly to provide Quakers a refuge to settle through William Penn, a prominent English Quaker. Pennsylvania eventually became home to many religious groups seeking freedom to worship freely without government suppression. Both Rhode Island and Pennsylvania have provisions in the state charters providing for limits on governmental authority and religious liberty. Later, the very ideas of limited governmental liberty became monumental to the American Revolution and the founding of the United States.

Though the United States of America was founded upon concepts concerning social, economic and political freedom, such freedoms were usually restricted to a relatively small group of people, typically of Northern or Western European descent. People of African descent, Native Americans, and others not associated with countries immediately coming from Northern or Western Europe were often viewed through prejudicial lenses and considered incapable of American citizenship. As time passed, disenfranchised people were incorporated as full members of American society, largely due to enormous sacrifices and courage on the part of extraordinary individuals.



Article
Article: Cultures in America
Question 1: What varieties of pathways into the United States were pursued by European immigrants?

Answer 1:

Northern and Western Europeans were similar to the dominant group in both racial and religious characteristics and also shared similar cultural values including adherence to the principles of a democratic form of government and a Protestant work ethic that stresses hard work, rugged individualism, and discipline. These immigrants came from similarly developed countries and therefore tended to be more skilled, have more economic resources, and possess more education than other immigrant groups. Their dispersion throughout the Midwest not only reduced their visibility but the degree of competition with already established dominant groups. All of these factors paved the way for a relatively smooth and successful integration and attainment of equality compared to racial minority groups created by conquest and colonization.

Immigrant laborers from Ireland and Southern and Eastern Europe experienced much less ease of assimilation because their cultural background was less compatible with the industrializing, capitalistic, individualistic, Protestant, Anglo-American culture of the United States. These immigrant laborers were mostly peasants who came with fewer resources and were from rural, small village cultures that emphasized family and kin over individualism. As a result, this group experienced greater levels of rejection, ethnic and religious prejudice, and discrimination, which led to barriers to upward mobility.

Conversely, Eastern European Jewish immigrants were mostly fleeing religious persecution. Unlike the previous immigrant laborer groups who were young and single sojourners and economic refugees, Jewish immigrants arrived as family units whose intention was permanent settlement and citizenship. These groups settled in the urban areas between Boston and Philadelphia or in the Midwest, relying on a thriving urban economy for their livelihoods. Capitalizing on their urban skills and residential concentration, they created enclaves (or dense networks of commercial, financial, and social cooperation) that proved an effective means from which to integrate into American society.

Question 2: What is the "American Dilemma," and what are some examples of the ways in which it is instantiated socially?

Answer 2:

A sociologist named Gunnar Myrdal coined the phrase the "American Dilemma" (Gunnar Myrdal, n.d.). The concept, which he was describing in American society, was based on the fact that a celebrated democratic society could deny the basic rights and freedoms to an entire category of people. An example of this would of course be our historic treatment of Native Americans and African-Americans.



Reference

Gunnar Myrdal (1898?1987). (n.d.). Retrieved April 16, 2008, from The Concise Encyclopedia of Economics Web site: http://www.econlib.org/library/Enc/bios/Myrdal.html



Question 3: How was the contact situation of African-Americans different from American Indians or Mexican Americans?

Answer 3:

"The Noel hypothesis states: If two or more groups come together in a contact situation characterized by ethnocentrism, competition, and a differential in power, then some form of racial or ethnic stratification will result" (Healey, 2006, p. 163). Only African-Americans fit all three conditions under a system of slavery not shared by the other two groups while competition centering on control of the land pressed American Indians into a paternalistic relationship with the dominant group (Healey, 2006). Mexican Americans' competition over land and labor was what forced them into minority group status.

Reference

Healey, J. F. (2006). The development of dominant-minority group relations in Preindustrial America: The origins of slavery. Retrieved April 8, 2008, from Sage Publications Web site: http://www.sagepub.com/upm-data/13173_Chapter3.pdf

Question 4: What role might prejudice and racism have played in the creation of slavery?

Answer 4:

Slavery emerged as an attempt to meet a labor supply problem. Therefore, slavery can best be understood in terms of the plantation elite using power differentials and a paternalistic system to reinforce and rationalize a system that consigned one group to minority status and exploitation. As the abolitionist movement challenged the collective social conscience of America and the Industrial Revolution brought a shift to competitive group relations, prejudice and racism became the means through which apologists for the system of slavery could justify, rationalize, and ensure the survival of certain aspects of a paternalistic system soon to be dismantled.



Question 5: What is the difference between de jure segregation and de facto segregation?

Answer 5:

De jure segregation refers to a system of rigid competitive race relations that followed the Reconstruction Period at the end of the Civil War. This system lasted from the 1880s until the 1960s and was characterized by legislation that mandated racial separation and inequality. De facto segregation, in contrast, is a system of racial separation and inequality that seems to result from the voluntary choices of individuals as to where to live, study, and work. This is a thinly veiled form of segregation that continues up to the present.

De jure segregation ended as a result of several social, political, economic, and legal processes. First, mechanization and modernization of agriculture in the South brought profound change to a subsistence technology that was labor intensive, required maintenance of a powerless workforce, and promoted the rigid competitive system of group relations known as Jim Crow segregation. Second, newfound mobility to northern states and urbanized areas facilitated voter registration and subsequent political changes necessary for a new social agenda. A third factor was the civil rights movement with its successful challenge to the laws of racial segregation, such as Brown v. Board of Education of Topeka (1954), and legislature that promoted racial equality, such as the Civil Rights Act of 1964.

Question 6: How did the response to segregation lead to changes in American race relations?

Answer 6:

In response to segregation, African-Americans "voted with their feet" and moved north during the Great Migration. In the North, many aspects of African-American culture flourished, including African-American literature, poetry, art, and music. In addition, African-American communities developed a separate institutional life centered on family, church, and community from which a black middle class emerged (Healey, 2006). It was within this newfound freedom that African-Americans developed the political and economic resources from which effective leadership and the origins of Black protest emerged. As a result of African-Americans being on the vanguard of protest activity, these changes brought about by class-based affirmative action have certainly increased life-changing opportunities and made profound changes in the structural fabric of America's institutions so as to negotiate more equitable and positive race relations in America.

Reference

Healey, J. F. (2006). Race, ethnicity, gender, and class: The sociology of group conflict and change (4th ed.). Thousand Oaks, CA: Sage.

Question 7: What was the central strategy and main effects of the civil rights movement?

Answer 7:

The principle of nonviolent direct action was the primary method used by the civil rights movement to defeat de jure segregation. Based on a philosophy of nonviolent protest, it used different tactics as required by different situations (Healey, 2006). These included sit-ins at segregated public facilities, protest marches, demonstrations, prayer meetings, voter registration drives, and economic boycotts such as the one spearheaded in December of 1955 by Rosa Park's arrest for violating Montgomery, Alabama's local bus segregation ordinance.

By passing the Civil Rights Act of 1964, Congress banned discrimination on the grounds of race, color, religion, national origin, or gender in publicly owned facilities or programs that received federal aid (Civil Rights Act, 2007). The Voting Rights Act, which followed in 1965, called for the same voting registration standards to be applied in federal, state, and local elections (Voting Rights Act, 2007). By banning the literacy test, whites-only primaries, and other methods used to prevent African-Americans from registering to vote, this law and the Civil Rights Act of 1964 brought profound changes to dominant-minority relations, further dismantled Jim Crow segregation, and promoted black political power.

References

Civil Rights Act (1964). (2007). Retrieved April 8, 2008, from Historical Documents in United States History Web site: http://www.historicaldocuments.com/CivilRightsAct1964.htm



Healey, J. F. (2006). Race, ethnicity, gender, and class: The sociology of group conflict and change (4th ed.). Thousand Oaks, CA: Sage.

Voting Rights Act of 1965. (2007). Retrieved April 8, 2008, from Historical Documents in United States History Web site: http://www.historicaldocuments.com/VotingRightsActof1965.htm

Question 8: What is the culture of poverty theory's perspective on the cycle of poverty and its solution?

Answer 8:

The culture of poverty theory attributes the problem of urban poverty to what it sees as negative characteristics of the poor. These include a sense of fatalism, or feeling that one's destiny is beyond one's control, a present orientation characterized by instant gratification rather than a future orientation, and the lack of hard work and discipline essential for economic success. It also identifies violence, high rates of alcoholism, and female-headed families as structural weaknesses that are the source rather than the result of poverty. In a culture of poverty perspective, the solution to African-American urban poverty lies in making significant changes to "poor cultural values" to make them more consistent with traditional, white, middle-class values.

Question 9: What are the differences between American Indian tribes and the dominant society?

Answer 9:

Several cultural differences between American Indians and the dominant society have affected the dynamics between these two groups. These include the importance placed on groups (extended family, clans, etc.) versus individualism, cooperation versus competition, and living in harmony versus exploiting the natural world. The concept of private property, prominent in Anglo-American culture, was notably absent in American Indian cultures (Healey, 2006). Notions of owning, selling, or buying of property were therefore foreign to them and placed them at a disadvantage in protecting their landholdings when dealing with land titles, deeds, contracts, and other Western legal concepts. Furthermore, power differentials paved the way to coercive Americanization and forged a paternalistic, dominant-minority relationship between these two groups.

Reference

Healey, J. F. (2006). Race, ethnicity, gender, and class: The sociology of group conflict and change (4th ed.). Thousand Oaks, CA: Sage.

Question 10: What goals and methods characterize the self-determination efforts of American Indian activism?

Answer 10:

The goals of the American Indian protest movement are complementary in that they seek to strike a balance between assimilation and pluralism. This has forced them to establish common ground among themselves in the form of a generic American Indian culture. Successful protest, therefore, has required fluency in English, training in law, familiarity with the legislative formulation and execution of public policy, and skill in dealing with bureaucracies. Furthermore, in their struggle to improve their socioeconomic status, American Indians have turned their focus to the socioeconomic development of their reservations by

capitalizing on natural resources.
using the freedom from state regulations and taxes on their reservations to attract industry and jobs.
promoting gaming establishments and other profitable operations that benefit tribal members in a variety of ways.


Article
Contributors to American Culture I
Contributors to American Culture I

Perhaps no other people more profoundly exemplify the transition from an excluded population to full equality and citizenship that African-Americans. African-Americans, initially excluded from American citizenship, came to significantly influence the development of U.S. society. Unlike other people of the United States, African-Americans began their history in the Americas as slaves. However, the innate tension between the institution of slavery and the ideals of the American Revolution is one of the central themes of American history. Despite the legacy of slavery and the discrimination that followed for generations afterward, important contributions were made to America?s cultural and political development.

Culturally, African-Americans contributed greatly to many aspects of American society. Political writings, such as those of Booker T. Washington, Frederick Douglas, and W.E.B. Dubois, chronicled African-American political struggles and showcased the various approaches utilized by African-Americans in their struggle for equality and civil rights. These early works of the 19th and early 20th centuries eventually laid the intellectual, moral, and political groundwork that leaders like Martin Luther King Jr. and Malcolm X used during the civil rights movement of the 1950s and 1960s to eventually gain political equality for African-Americans, which also extended to other disenfranchised groups.

In other areas of American culture, African-American influence on music trends in America is ubiquitous. From the earliest forms of enslaved American spiritual music came more modern and easily identifiable forms like blues and jazz. Originating in the ?deep south? in the late 1800s, blues influenced many forms of other music in the 20th century, including jazz, country, and rock n? roll.

African-Americans have deeply influenced modern professional sports. Serving as a microcosm for American society at large, increasingly greater minority participation in professional sports throughout the latter portion of the 20th century can be viewed as a symbol for an increasingly integrated society in the contemporary United States.

Despite the many academic and cultural influences that African-Americans had on American society, perhaps the most important contribution comes in the form of political legacy. More than any other people in the United States, African-Americans demonstrated the potential of the American political system, and American society in general, to transform from a society in which slavery was accepted and common to one in which all forms of political and civil discrimination are considered intolerable.





Activity
A Study of Negro Artists
A Study of Negro Artists
http://www.havefunwithhistory.com/movies/negroArtists.html



Article
Contributors to American Culture II
Contributors to American Culture II

Eastern and Southern Europeans

During the late 19th and early 20th centuries, Eastern and Southern Europeans added to the diversity and history of the United States. The people from these regions came to the United States for many of the same reasons as their Western European predecessors. Often fleeing socially hostile and economically unstable states, many came to the United States seeking a better life. Others, like the Jewish populations of Eastern Europe, immigrated for religious freedoms as well as economic opportunity. Most of the immigrants of this period arrived at the Eastern coast of the United States and tended to settle in urban areas, where they provided much of the source for the ever-expanding labor needs of the American industrial revolution. Though often initially rejected by more established elements of American society, the immigrants of Southern and Eastern Europe assimilated rapidly into American culture within a few generations.

Unlike immigrants from Europe or Africa, Latino presence in North America predates the presence of any other old world group in the new world. Latino presence in the United States slowly expanded with the borders of the country. As the United States defeated a weakened Spanish Empire and assumed possession of Florida in 1819, Hispanic presence within the borders of the United States grew significantly. However, it was not until the annexation of Texas in 1845 and the Mexican-American War (1846?1848) that the Latino presence grew substantially. Later, during the Spanish-American war (1898), Latino presence expanded with the acquisition of Puerto Rico from Spain. Today, Latinos constitute the most rapidly growing demographic in the United States, with increasingly significant influence in local, state, and federal elections.

Native Americans

The indigenous people of North America are a diverse population within themselves. Often divided into Eastern tribes and Western tribes, Native Americans inhabited the continent for thousands of years before the arrival of Europeans, with the oldest human remains in North America dating 12,000?14,000 years old. Native American tribes east of the Mississippi River are often divided into two major regions. The Northeastern Woodland region consisted of major tribes such as the Algonquin, Iroquois, Fox, Sauk, Miami, Shawnee, Huron, Mohawk, and Mohegan tribes. Typically subsisting on a mixture of horticultural practices, the gathering of naturally occurring edible resources and hunting, Woodland tribes often lived in permanent and semipermanent agricultural villages organized according to matrilineal clans. Spiritual beliefs varied, often widely, according to region.

The Southeastern region also consists of many tribes; however, the most commonly referenced tribes are often referred to as the five civilized tribes, known independently as the Chickasaw, Choctaw, Cherokee, Creek, and Seminole peoples. Tribes in this region often lived in permanent villages frequently along rivers and were principally focused on agriculture.

Indigenous peoples whose traditional homelands existed west of the Mississippi are often divided into six principle regions known as the Plains, Southwest, Great Basin, Plateau, California, and Northwest Coastal tribes. The Plains region of the United States is home to some of the most well-known tribes in North America. Tribes such as the Lakota (Sioux), Cheyenne, Blackfeet, and Pawnee in these regions consisted primarily of hunter-gatherer societies living nomadic lifestyles. However, tribes residing in the Pacific Northwest and California often lived in permanent and semipermanent villages, subsisting off the abundant resources of these regions. The Great Basin and Plateau regions also harbored tribes that were usually nomadic and represented well-known tribes such as the Ute and the Nez Perce, respectively. The Southwest harbored cultures that lay claim the oldest continuously inhabited settlements in North America. This region is home to tribes such as the Pueblo, who are sedentary and agricultural, and the Apache and Navaho, who were nomadic.

With the conquest of North America by Western European countries and the subsequent expansion of the United States government, the indigenous populations of North America rapidly declined, reaching a low of 400,00 in 1900. However, as of 2009, the Native American population expanded to over 2.4 million people in the United States. Accompanying the growth in the size of the Native American population is a resurgence of interest in recording and codifying Native American histories and revival in Native American cultural practices.

The coverage of aforementioned cultures is meant to serve only as a very brief introduction to the diverse cultural heritage of America. In no way is this introduction meant to be an exhaustive examination of the people and cultures within the United States or the spirit with which the diverse peoples of America influence American society. The variety of cultures from Africa, Asia, Asia Minor, the Middle East, the Near East, the South Pacific islands, the Caribbean islands, South America, Central America, and indigenous groups of Alaska and Hawaii as well as the cultural influences experienced through global communications are intertwined in the fabric of the ongoing development of the United States.



Activity
American Mosaic or Melting Pot
Answer the following questions:

Question 1: The concept of the ?melting pot? was first introduced in 1908 by a playwright ____________.

Isreal Zangwill
Irving Berlin
Ruth Hale
Oscar Wilde
The correct answer is Isreal Zangwill. His play?s helped in popularize the term in American culture.

Question 2: Think about your heritage, your neighborhood or even your religious background. Does your experience more closely resemble a mosaic or a melting pot?

There is no right or wrong answer. Because the United States is so culturally diverse, you could answer either way. For some, their experience of American life is more like a mosaic where they embrace their unique heritage and culture while being a part of the greater whole. Others, through their experiences, may more closely identify with the concept of a unified and blended culture.


Resource Links
First Nations Histories
(http://www.tolatsga.org/Compacts.html)
This site provides links to information about several Native American tribes.

U.S. Westward Expansion
(http://www.besthistorysites.net/USHistory_WestwardExpansion.shtml)
This site provides links to several events the impacted westward expansion in the U.S.

United States History Map
(http://www.learner.org/interactives/historymap/indians.html)
This site provides an interactive map indicating the approximate location of several Native American tribes.

Tecumseh/Shawnee Prophet's Town
(http://www.hmdb.org/marker.asp?marker=28646)
This site provides information about historical markers of the Shawnee tribe in Ohio in addition to other links about Native American tribes.

Ethnic America
(http://www.digitalhistory.uh.edu/historyonline/ethnic_am.cfm)
This site provides information about various ethnic cultures and their part in U.S. History.

Immigration and Ethnic Heritage
(http://www.loc.gov/topics/content.php?subcat=16)
This site discusses the immigration of various cultures to the U.S.