...Education Evolution Education is and always has been under continuous reform. Throughout history, the change of the educational system can be seen through numerous defining moments. Quality education is always the common goal but the approach has never been the same at achieving that goal. The government involvement, curriculum, and pedagogy have all been questioned over time. The common school movement began the step towards public school systems, Horace Mann and John Dewey brought new approaches towards curriculum, and the Nation at Risk report used government involvement to the highest degree in its time to reform education. The Common School Movement is responsible for creating the public school system structure we still use today. The idea behind the common school movement was to educate the general public in order to lower poverty rates and teach immigrant children the American ways (Hunt, 2002). In addition, the common school advocates suggested that while money may be spent on educating the poor, the benefits of educated moral citizens would pay off (Hunt, 2002). The common school movement was advocating education to be available for a growing diverse population in America. Hunt (2002), explains that prior to the common school, education was privately governed and was only for the wealthy. The movement advocated state and local involvement of the schools as well as public funding in order to provide free education (Webb, Metha, & Jordan, 2010). A structured...
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...The Progressive Era marked a time of new reforms throughout our nation and these changes have shaped the country we live in today. This era was the nation’s response to the Industrial Revolution. It affected all Americans and transformed the role of government in American society. Most racial issues and women's rights, were ignored during the progressive era, but the groundwork was laid for future reforms in those areas. Many events occurred during the time of the Progressive Era and Great Depression that made a big contribution to today’s society. One of the first turning points of this era was the founding of the Anti-Saloon League. It was a non-partisan political pressure group established in 1893 with Protestant churches as its primary support in rural areas and the South. In the words of leader Ernest Cherrington, it was "the united church militant engaged in the overthrow of the liquor traffic.” The League also used churches more directly to achieve its objectives. For example, it arranged for pastors in over 2,000 churches in Illinois to discuss a pending temperance measure and urge congregations to ask their representatives to support it. The Anti-Saloon stressed its religious character and since it acted as an agent of the churches and therefore was working for God, anything it did was seen as moral and justified because it was working to bring about the Lord's will. This became the first modern, single-issuing lobbying group in the America and opened the doors for...
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...doesn't exist anywhere on our planet. According to its definition, laissez faire is "an economic system in which transactions between private parties are free from intrusive government restrictions, tariffs, and subsidies, with only enough regulations to protect property rights." It has been previously proven free markets lead to the most efficient use of economic resources and makes everybody better off in the process. It should not come as a surprise that the pure form of capitalism is often said to not have a place in modern society as it implies a complete anarchy. On the on other hand, having absolutlely no government involvement in the economy has been supported by present-day right libertarians. (Classical Liberalism and the Austrian School;...
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...History of Education Education Act of 1944. The Education Act of 1944 involved a thorough recasting of the educational system. The Board of Education was replaced by a minister who was to direct and control the local education authorities, thereby assuring a more even standard of educational opportunity throughout England and Wales. Every local education authority was required to submit for the minister's approval a development plan for primary and secondary education and a plan for further education in its area. Two central advisory councils were constituted, one for England, another for Wales. These had the power, in addition to dealing with problems set by the minister, to tender advice on their own initiative. The total number of education authorities in England and Wales was reduced from 315 to 146. The educational systems of Scotland and Northern Ireland are separate and distinct from that of England and Wales, although there are close links between them. The essential features of the Education Act of 1944 of England and Wales were reproduced in the Education Act of 1945 in Scotland and in the Education Act of 1947 in Northern Ireland. There were such adaptations in each country as were required by local traditions and environment. The complexity of the education system in the United Kingdom arises in part from the pioneer work done in the past by voluntary bodies and a desire to retain the voluntary element in the state system. The act of 1944 continued...
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...Education of Individuals with Disability Name: Institution: Education of Individuals with Disability History of Special Education In the early 18th century, people with disability were often ignored, obscured, or put to death. First efforts to provide education for disabled students were focused on students with sensory problems such as the deaf and blind. During the 19 and early 20th century, schools that were specialized in providing education to students with disability emerged in United States and Europe. The extremely published story of Helen Keller influenced the introduction of education for disabled people in America. In 1887, Anne Sullivan who was Helen’s teacher said that he will not give up in offering education to the deaf and the blind, and she succeeded in teaching a five year old Helen how to communicate (Ashbaker, 2011, p. 25). Prior to 1965, there were no free education services provided to students with serious disabilities. These students were barred from attending school. Most of the students with severe disabilities used to put up in institutions. Many students who had mild disabilities and were not in a position to complete high school without any help did not have any other alternative other than dropping out of school. To appreciate developments that have placed disabled students in normal learning classroom, it is important to understand the legislative history that led to this move. Back in 1954, there was a civil rights case that involving...
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...Theories of Social Movements Relative Deprivation Theory Relative deprivation theory, developed by Denton Morrison (1971) is a more general theory about why individuals join social movements. A person experiences relative deprivation when she feels that she is not receiving her “fair share” of what seems to be available. Therefore, the people who are the worst off are not necessarily the ones experiencing relative deprivation. For instance, research in the Civil Rights movement showed that African Americans who were the most active were not most deprived but were fairly well-off, such as college students or religious leaders but they were the ones who felt the most relatively deprived. Key to the idea of relative deprivation is the notion of expectations, that is, what people think they deserve and want in life. If these expectations are met, people do not experience discontent or relative deprivation. On the other hand, if people compare themselves to their reference groups and find that they have less, they will experience relative deprivation. If an individual feels that everyone else seems to be wealthier or generally seems to have it better, they will experience relative deprivation. A second key to the idea of relative deprivation is the notion of legitimate expectations. Relative deprivation is not simply the idea that people want what everyone else has. It is the idea that they think they deserve it and have a right to it. Therefore, if they do not get what they...
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...his family had been part of the community for generations. Du Bois learned of his African roots from his grandmother, and was given a sense of destiny from his mother, who raised him after his father left home. Du Bois was a brilliant young man, working as a correspondent for New York newspapers while still in high school, and, with the help of influential members of his community, went to Fisk University in Nashville. His years at Fisk changed his life – there Du Bois met sons and daughters of former slaves, who embodied the cultural and spiritual tradition that Du Bois had glimpsed as a child. He also encountered the White South, and saw how they were destroying the achievements of Reconstruction. He saw the suffering of rural blacks when he taught school during the summers in East Tennessee, and he saw how blacks were being terrorized at the polls. Du Bois resolved that in some way he would dedicate his life to alleviating the racial and economic oppression that he saw all around him. He continued his education and was offered a scholarship to Harvard, where he studied with William James. Du Bois entered Harvard during what historians call the Progressive...
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...social work an arena of struggle since its origins in the late 19th century. In honor of social work’s centennial, this article examines the sources of the profession’s prochange mandate and the structural factors that limit social work’s ability to pledge itself to this stance permanently and recommends some steps social workers can take to recommit the profession to greater activism. Special attention is given to documenting the long but largely ignored history of social work activism. Key words: activism; history; professionalism; social reform; social work T he twin pressures of containment and change have plagued social work since its origins in the late 19th century. The profession can boast of a long history of progressive activism directed to individual and social change. At the same time, observers within and outside social work have often accused the profession of serving as a handmaiden of the status quo. This contradiction has made the social work profession a site of ongoing struggle. Although often difficult, the battles the profession has endured have ensured that social work practice with individuals, families, groups, and communities is neither handed down from above nor written in stone. Rather, the design of social work as we know it reflects internal and external political struggles. The presence of CCC Code: 0037-8046/98 $3.00 © 1998 National Association of Social Workers, Inc. this...
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...Ross Spang Intro to Tourism Career Plan Career Ladder: Entry Level Positions: Line Cook, Dishwasher, Bartender Qualifications: Line Cook- High school diploma, previous cooking experience, culinary degree (not required). Dishwasher- No education requirements, be able to utilize speed, cleanliness, organization. Bartender- Bartending license, knowledge of beers, wines, and mixed drinks, experience. Advancement Progression: Line Cook---Grill/Saute’Chef---Sous Chef---Assistant Kitchen Mgr.---Kitchen Mgr---Executive Chef--- (Further Career Opprotunities) Director of Food and Beverage---Assistant General Manager---General Manager Articulate Career Plan: What I Will Do to Obtain These Goals: * Go online and look for jobs in my field that I can work around my school schedule. * Find a Line Cooking position at a restaurant in the area. * Continue to do well in school and stay focused on my class work. * Maintain good grades and graduate from MATC in the next 2 years. * Obtain a management position either within the company that I am already working for or seek higher level employment at a different company once I have my Associates Degree in Hotel and Restaurant Management. * Work my way up within the company I work for and continue to look for better opportunities and eventually become a Kitchen Manager or Lead Chef. * Become an Executive Chef at a Restaurant and gain experience that I can use to further my career. * Move to a better...
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...culture of schooling, or many? Are school systems around the world diverging from their original European sources, or are they converging toward a single model?i This book opens a dialogue between two very different perspectives on schooling around the world. On the one hand, anthropologists and many scholars in comparative education emphasize national variation, not to mention variation from district to district and from classroom to classroom. From their point of view, the nearly 200 national school systems in the world today represent some 200 different and diverging cultures of schooling. On the other hand, sociology’s “institutionalists” or world culture theorists argue that not only has the model of modern mass education spread from a common source, but that schools around the world are becoming more similar over time.ii According to world culture theory, rather than diverging, schools are converging toward a single global model. This question matters to anthropologists because when we look at globalization— the movement of people, money and ideas across the entire world in unprecedented volume—we wonder whether it really means that the world is becoming more homogeneous. Are we creating a global culture (a “McWorld” for the cynical), or do people create new local cultures as rapidly as global imports hit them (Watson 1997)? Are we seeing increasing uniformity, or simply diversity organized in a new way (Hannerz 1996)? The domain of national school systems is one of the richest...
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...The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage. Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010–11. The decision to reduce culturally enriching field trips reflects...
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...intellectual genocide: An essay review of IQ and the Wealth of Nations. Education Review, 10(6). Retrieved [date] from http://edrev.asu.edu/essays/v10n6index.html. Abstract I review the book IQ and the Wealth of Nations, written by Richard Lynn and Tatu Vanhanen. I critique the authors’ major assertion that a significant part of the gap between rich and poor countries is due to differences in national intelligence. The authors claim that they have evidence that differences in national IQ account for substantial variation in per capita income and growth of a nation. This essay review debunks their assumptions that intellectual and income differences between nations stem from genetic differences. This critique provides an extended review of the research literature that argues against these assumptions and presents a different picture from that presented by Lynn and Vanhanen about the concept of intelligence, what IQ measures and does not measure. The essay exposes the racist, sexist, and antihuman nature of the research tradition in which the authors anchored their studies and the deep methodological flaws and theoretical assumptions that appear in their book. The low standards of scholarship evident in the book render it largely irrelevant for modern science. This essay specifically deals with the IQ value of Ethiopian immigrants that came from Israel, used by the authors as representing the National Education Review Vol. 10 No. 6 http://edrev.asu.edu 2 Average IQ of Ethiopia...
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...Sierra Leone (Officially The Republic Of Sierra Leone) Archaeological finds show that Sierra Leone has been inhabited continuously for at least 2,500 years, populated by successive movements from other parts of Africa. The use of iron was introduced to Sierra Leone by the 9th century, and by AD 1000 agriculture was being practiced by coastal tribes. Sierra Leone's dense tropical rainforest largely protected it from the influence of any pre-colonial African empires and from further Islamic influence of the Songhai Empire. The Islamic faith however became common in the 18th century. European contacts with Sierra Leone were among the first in West Africa. In 1462, Portuguese explorer Pedro da Cintra mapped the hills surrounding what is now Freetown Harbour; naming shaped formation Serra de Leão (Portuguese for Lion Mountains).The Italian rendering of this geographic formation is Sierra Leone, which became the country's name. The Krio Language is national language spoken throughout the Sierra Leone. Krio is spoken by 97% of Sierra Leone's population and unites the different ethnic groups in the country, especially in their trade and social interaction with each other. Krio is the primary language of communication among Sierra Leoneans at home and abroad. The language is native to the Sierra Leone Creole people or Krios, (a community of about 300,000 descendants of freed slaves from the West Indies, United States and Britain), but it is spoken as a second...
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...Critically discuss the statement that “the emergence of the trade union movement in the Commonwealth Caribbean was inevitable in the face of prevailing social, economic and political conditions in the 1930s”. In the 1930’s slavery was abolished because of prevailing social, economic and political conditions. The great depression came in the 1929 and later the World War II was a period of external crisis for everyone especially the Caribbean. This period was marked by widespread outbreaks of revolts and disturbances such as in Trinidad, St Kitts, Jamaica, Guyana, St Vincent and in Barbados. The economic, social and political conditions were a major impact on the British West Indies economies. Were the construction of the US bases and other wartime faculties brought employment and income which also generated training for wider construction skills among the slaves, these skills were increased by the slaves, for a wide range of import-substituting activities such as domestic market and also exporting activities such as lime and limestone, matches, industrial gases and secondary industries, serving the local market such as food, drink, tobacco, clothing and household items and also local artisan and handicraft. Due to the war the trade was disrupted all the export industries were affected therefore, the colonial economy collapsed and undertook extreme vulnerability to metropolitan markets; grievances of the peasants against plantation interest; the growth of the working class...
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...Bibliographic Essay on African American History Introduction In the essay “On the Evolution of Scholarship in Afro- American History” the eminent historian John Hope Franklin declared “Every generation has the opportunity to write its own history, and indeed it is obliged to do so.”1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women in America: An Historical Encyclopedia 2nd ed. (New York: Oxford University Press, 2004); Evelyn Brooks Higgingbotham, ed., Harvard Guide to African American History (Cambridge: Harvard University Press, 2001); Arvarh E. Strickland and Robert E. Weems, Jr., eds., The African American Experience: An Historiographical and Bibliographical Guide (Westport: Greenwood Press, 2001); and Randall M. Miller and John David Smith, eds., Dictionary of Afro- American Slavery (Westport: Greenwood Press, 1988), provide informative narratives along with expansive bibliographies. General texts covering major historical events with attention to chronology include John Hope Franklin and Alfred A. Moss, Jr., From Slavery to Freedom: A History of African Americans (Boston: McGraw Hill, 2000), considered a classic; along with Joe William Trotter, Jr., The African American 1  Experience (Boston: Houghton Mifflin, 2001); and, Darlene Clark Hine, William C. Hine, and Stanley Harrold, The...
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