Education Essay Example for Free

Education Essay Step 1. Create a short answer (150-250 words) to each of the following questions. 1. How do social interactions among people in locales help define community?  2. How do schools help to shape the local boundaries of communities and the identity of community members?  3. Although schools and the communities they serve are closely entwined and community development is in the best interests of schools, why may school leaders be hesitant about involving schools and students in important community development roles? 4. Of all social institutions, why might schools be best placed to catalyze community development?  5. What are some likely results of school consolidation in a rural community or urban neighborhood?  6. Beyond the socially integrative functions, what distinct local economic roles might a school have in a rural community or urban neighborhood?  7. What characteristics of a well-planned school-community partnership project would indicate it is mutually beneficial?  8. How might a community or neighborhood development activity reinforce what is taught in the public school classroom?  9. What barriers might a community development organization expect to experience when seeking to partner with a public school or school district?  10. How can service learning and place-based education serve to facilitate a  viable schoolcommunity partnership and accomplishment of local community or neighborhood development needs? Step 2. Discuss your responses with a group of 4 or 5 classmates. SOAR ACTIVITY 15.1 SCHOOL-COMMUNITY PARTNERSHIPS Step 1. Contact your local elementary, middle and high schools. Step 2. Interview the principals about their partnerships with community organizations. Step 3. Have them describe each activity and assess the benefits to the school and community. Step 4. Compile a list of all the organizations and institutions involved with school programs. Step 5. As part of this project, prepare a list of recommendations for improving schoolcommunity partnerships in your area. LIFE Activity 15.1 Here are some examples of school-based service learning projects: 1. Drop-out prevention: A service-learning project focused on drop-out prevention might coordinate schools with local businesses to partner at-risk students with job shadowing and mentoring opportunities with local business leaders/members. These connections will help build bridges between schoolwork and work â€Å"in the real world,† and develop stronger ties between schools and local business, better meeting the needs of each while providing important opportunities to at-risk youth. 2. Subject-specific service-learning: Science and reading provide two examples of subjectspecific service-learning. Connecting college students majoring in science with schools to tutor K-12 students can create opportunities for hands-on learning during or after school hours. This might involve engaging in environmental projects, such as local water quality testing, cleaning of local stream or river beds, or wildlife conservation efforts. Similarly, college students majoring in language arts or reading might provide tutoring services during or after school for at-risk students, assist in running family literacy programs after school to engage parents in literacy efforts, and/or read to students at the elementary level. 2. Building school-community connections: Students plan a school-community day, in which school staff, community members, and students organize, run, and attend a school-community fair. The school can set up exhibits of student learning and projects students are engaged in that connect to the community. Community leaders can set up exhibits featuring ways they have been or would like to be involved with the school and with students. Local businesses might provide food and donate prizes or items for auction. Students at the school can perform music or showcase artwork. This would also be a good venue for team-building exercises between  community organizations and businesses and school staff and leaders, culminating in competitions with awards. These are only a few examples. We want to emphasize though that effective service learning projects are not â€Å"paint by the numbers† efforts, but are directly shaped by and responsive to the individual needs of local communities. That said, examples are useful, but ultimately your best guide is the community that lies before you. REFERENCE MATERIAL ON EDUCATION AND COMMUNITY SERVICELEARNING Syllabi: Literacy Tutoring: Principles and Practice (Syracuse University) http://www.compact.org/syllabi/syllabus.php?viewsyllabus=407 Service Learning in Higher Education (Vanderbilt University) http://www.compact.org/syllabi/syllabus.php?viewsyllabus=663 APPENDIX: Additional Resources to Learn about School-Community Partnerships for Community Development:  NOTE that the following descriptions have been taken directly from organization websites and have been only slightly modified, if at all. Associations, Organizations and Centers Center for Place-Based Education http://www.anei.org/pages/89_cpbe.cfm The Center for Place-based Education promotes community-based education programs. Its projects and programs encourage partnerships between students, teachers, and community members that strengthen and support student achievement, community vitality and a healthy environment. Coalition for Community Schools http://www.communityschools.org The Coalition for Community Schools represents an alliance of national, state and local organizations concerned with K-16 education, youth development, community planning, family support, health and human services, government and philanthropy, as well as national, state and local community school networks. The Coalition advocates for community schools as a means to strengthen schools, families and communities and improve student learning. Rural School and Community Trust http://www.ruraledu.org The Rural School and Community Trust is a national nonprofit organization addressing the crucial relationship between good schools and thriving communities. It also serves as an information clearinghouse on issues concerning the relationship between schools and communities, especially in rural contexts. School of the 21st Century. Linking Communities, Families and Schools http://www.yale.edu/21c/index2.html Based at Yale University, the 21C program develops, researches, networks, and supervises an educational model that links communities, families, and schools by transforming the school into a year-round, multi-service center that is open from 6 in the morning until 7 at night. The core components are affordable, high-quality child care for preschool children, before- and afterschool programs for school-age children; and health services, referral services, support, and guidance for parents of young children. Schools and Communities http://www.enterprisecommunity.org/programs/schools_and_communities/ This webpage of Enterprise Community Partners documents and disseminates the nation’s current efforts to combine school reform and community development. Web-based Documents and Material Local Governments and Schools: A Community-Oriented Approach http://icma.org/documents/SGNReport.pdf (International City/County Management Association, Washington, DC , 2008) Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals-educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more communityoriented schools. Includes 95 references and an extensive list of additional online resources. 40p. Report NO: E-43527 Reconnecting Schools and Neighborhoods: An Introduction to School-Centered Community Revitalization http://www.practitionerresources.org/cache/documents/647/64701.pdf (Enterprise, Columbia, MD , 2007) Provides an introduction to school-centered community revitalization. Part 1 presents the case for integrating school improvement into community development, drawing on the academic research linking school and neighborhood quality as well as early results from school- centered community revitalization projects across the country. Part 2 presents the core components of school-centered community revitalization, including both school-based activities and neighborhood-based activities. The final part of the paper illustrates the diverse approaches currently being taken to improve schools and neighborhoods, drawing on the experiences of eight  school-centered community revitalization initiatives in five cities: Atlanta, Baltimore, Chicago, Philadelphia, and St. Paul. 30p. New Relationships With Schools. Organizations That Build Community by Connecting With Schools. Volumes One and Two  http://www.publicengagement.com/practices/publications/newrelationshipssmry.htm (Collaborative Communications Group for the Kettering Foundation, Nov 2004) Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes a profile of New School Better Neighborhoods, a nonprofit intermediary organization in Los Angeles that works to design schools that serve as centers of communities. The organization brings together community stakeholders to plan multiuse development that combines residential, recreational, and educational use of scarce land in densely populated urban areas. Schools, Community, and Development. Erasing the Boundaries http://www.practitionerresources.org/cache/documents/56274.pdf Proscio, Tony (The Enterprise Foundation, Columbia, MD, 2004) This describes the results of efforts in four neighborhoods in Baltimore, St. Louis, and Atlanta to connect community-based revitalization initiatives with school reform programs in the same neighborhoods. Chapters include: 1) Building and Learning Go Seperate Ways; 2) The SchoolCommunity Alliance in Practice; 3) The Developer as Educator; 4) Housing and Economic Development. 39p. Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers http://www.jchs.harvard.edu/publications/communitydevelopment/W02-9_Chung.pdf Chung, Connie (Harvard University, Joint Center for Housing Studies, Cambridge, MA; Neighborhood Reinvestment Corporation. , 2002) This paper explores the use of public schools as tools for community and  economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic, and physical character of a neighborhood. Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations participating in school and community linkages. 55p.

The Differences Between the UK and US Constitutions Essay -- Politics

The Differences Between the UK and US Constitutions The question invites an analysis of how the differences between the UK and the US constitutions establish the political systems in both countries, and further whether there is distinction between the political systems. Initially I will define what a constitution and a political system are. Subsequently in the main body of the text I shall analyse the differences between the constitutions, and how they influence each separate political system. Loosely defined, a constitution creates institutions and should state any definite power, indicates the relationship between different state institutions, and how the constitution can be amended. In my essay I shall illustrate the differing state institutions in America and Britain, who has the power according to the constitution, and accordingly which state institutions wield the power and authority, and additionally if the difference in ease of changing the constitution is responsible for a difference in political system. In my conclusion I shall assess whether my investigation is corresponding to the statement. Friedrich (1937) believed a constitution should be 'a system of effective regularised restraints on government action, therefore should be a statement of individual rights.'[1] This leads to the question, should a constitution include a Bill of Rights like the American constitution's amendments? In America there are freedoms in religion, speech and the press for example, yet Britain has no enforceable Bill of Rights in its constitution. There are essential rights and freedoms in the European Human Rights Act but this is at the h... ...rnment and Politics: An Introduction (Hampshire: Palgrave, 2001), p. 186. [2]James Q. Wilson, American Government (Boston: Houghton, 2000), 54. [3]Simon Hix, "Britain, the EU and the Euro," in Patrick Dunleavy, Andrew Gamble, Ian Holliday and Gillian Peele, eds., Developments in British Politics, (Hampshire: Macmillan Press Ltd, 2000), p.54. [4]Wilson, American, 32. [5]Vernon Bogdanor, "Britain: The political constitution," Vernon Bogdanor, ed., Constitutions in Democratic Politics (Aldershot: Gower, 1988), 56. [6]Hailsham cited in Bogdanor, "Britain," 66. [7]Richard Hodder-Williams cited in Joseph Hogan, "The no-win Presidency and contemporary presidential-congressional relationships," in Robert Williams ed., Explaining American Politics: issues and interpretations (London: Routledge, 1990), p. 48.

Natural Resources And The Politics Of Middle East Essay

Oil production in the Middle East has not only been a subject of geology or exploiting the lowest-cost field. Where exploration is performed and what fields are developed has been influenced as much by political as by economic factors. Until the late 1960s oil production and exports from the region significantly reflected the major western oil companies’ need to cope with the demands of the different governments in the Middle East, all of whom wanted to see more oil produced in their territories in order that they could get more revenue. The oil companies were as well concerned with the political stability of the regimes in the oil-exporting countries, the dependability of supply, the likelihood of the nationalisation of oil company facilities, demands over royalty levels and pressures to make use of and train local nationals. In view of the fact that then, what gets produced where and exported has depended on political and economic muscle within OPEC which efficiently determines country quotas. Iran was the first country in the Middle East in which oil was exploited with test production starting in 1903 and a key discovery in 1908. Under Reza Shah the country was politically stable, and the oil concession agreement which was signed with D’Arcy in 1901 on very positive terms was to run until 1994. The Anglo-Persian Oil Company, which afterwards turns into British Petroleum, was founded in 1909. Oil was not discovered in Iraq until 1927, however by that time Persian production was well established, plus a slow growth of demand, reflecting the fragile state of the international economy at the time, intended Iraqi oil exploitation was restricted in these early years. (Mohamed Rabie, 1992). Which oil fields were developed as well reflected rivalries in Middle Eastern interests between the major western powers. Britain, through the Anglo-Iranian Oil Company, had a virtual monopoly of exploration in Iran, consequently the United States had little choice however to look to Saudi Arabia on the other side of the Gulf, the one area that had not come under European imperial influences. In the 1930s the oil fields of the eastern province were opened up, plus the Arabian American Oil Company (ARAMCO) was formed by a consortium of leading United States oil companies. It was ARAMCO that developed the Ghawar and Safaniya fields in the Dhahran area which were to prove to be the largest and most dynamic in the entire world. ARAMCO carries on to account for most Saudi Arabian oil production and exports, although it was nationalised in the 1970s and the role of the American associate companies is now restricted to specialist support and marketing. There was huge resistance to attempts to take over the oil concessions awarded to western multinational oil companies. Conflicts between the oil companies and host-country governments over revenues date back to the 1920s and 1930s when oil started to be exploited in noteworthy quantities, however it was the Iranian government which was the first to demand control of production. After Dr Musaddiq consolidated his power as prime minister in 1952 he set up the National Iran Oil Company, a state-owned entity, to take over Iran’s oil from the Anglo-Iranian Oil Company. This aggravated a two-year boycott of purchases of Iranian oil by the major western oil companies. Purchases were merely started again when Musaddiq was overthrown and terms were agreed which were satisfactory from the viewpoint of the oil companies. (John Page, 1999). In the meantime the Anglo-Iranian Oil Company had changed its name to British Petroleum. It was to focus on developing the oil fields of the Emirates on the Arab side of the Gulf, where the rulers were much more co-operative. It was this new orientation and the co-operation with Shell, the Anglo-Dutch company, which were to consequence in the major developments in Kuwait, Qatar and Abu Dhabi, and ultimately Oman. The increasing importance of the Arab Emirates as oil suppliers was not so much a reflection of the quality of their oil or relative cost factors, to a certain extent what mattered was the political environment and the security of oil supplies. Iran, and subsequently Iraq, had their exploration and production curtailed on account of their political intransigence. The beneficiaries were the Arabian Peninsula states that had their oil fields developed and exploited to a greater extent than might otherwise have been the case on the basis of geological decisions alone. (Nora Bensahel, Daniel L. Byman, 2003).

Compulsion, Desire, Needs And Wants Are Everyday Experiences

Compulsion, desire, needs and wants are everyday experiences that allow people to explore life. When left without some sense of control the inability to resist an urge becomes a state of being that exists only to fill a void. This behavior manifests itself to purely indulge the idea of wanting. This mental disorder is the mind desperately seeking to justify confusion and trauma by masking it with extreme temporary gratification so as to relieve pain. Although there are many types of mental disorders, one in particular that is of much controversy is sex addiction. A behavior that is yet to be understood fully, sex addiction has been a destructive force since before its existence was officially recognized. Sex addiction, also known as†¦show more content†¦Virtually difficult to recognize since the issue lies in the mental process and not in a mechanical sense. It is also a common problem people face today and classifying normal or abnormal is almost impossible. On the other e nd of the spectrum normal is known as conforming to the standard common thinking, acting and living way of life. By the above definitions if a percentage of the population is experiencing the same variances, it is possible that the majority may consider these behaviors an abnormality more than an inclination or lifestyle both positive or negative. Since the birth of the practice of medicine, man has attempted to diagnose and treat illness. Of course, there has been success in the treatment of a good percentage of diseases with the advancement of technology and pharmacology. But how do you treat a disease that cannot be seen under a microscope, or with computer imaging? How do you diagnose a mental process and determine if it is normal or abnormal? Sex addiction is one such disorder that has had the attention of medicine since its introduction in the mid-1970’s. According to Carol Coleman RN, she writes that this disorder was first recognized by a member of an AA group in Bos ton identifying and describing his behavior as â€Å"an out-of-control sexual addiction† Assessment and Diagnosis of Sexual Addiction (2008 143). Although the AA member presented himself with suchShow MoreRelatedAnalyzing Zizek s Concept Of The Passion For Real1671 Words   |  7 Pagesthe video constantly over and over when the plane crashed into the WTC (Baudains, 2013). Zizek (2002) emphasis on the imagery-symbolic reality of everyday experience as a feature of the twentieth century. Zizek (2002) applies his concept ‘Passion for real’ to critically examine the consequences of the 9/11 event. He explains ‘Passion for real’ is a desire to perceive things in a more realistic way. For him ‘Real’ is what you achieve when you peel off the subtle layers of outside world/reality. 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