National Disgrace: Summary and Analysis

Jonathan Kosol's interest in teaching profession and activism was called after three Mississippi civilian civilians killed in June 1964 while working on a four-year college in Boston, Massachusetts. His experience as a teacher in Boston's monolingual schools, he conceals insights into the perspective of children of minorities, who urged him to deal with the prevalence and inequalities of public schools that have continued to plague the nation to this day.

Definition of School
According to him, he visited about 60 schools in 30 provinces in 11 different states. Most of his visits were in the South Bronx in New York, Los Angeles – California, Chicago, Detroit – Michigan, Ohio, Seattle – Washington, Boston – Massachusetts and Milwaukee. In the schools he visited, he watched as the situation grew worse for children in the city over 15 years after the federal courts dismantled the Brown V Summit. Ministry of Education. He points out that the number of white school students in public schools in the city has steadily declined with the change pattern of white middle-class companies from urban to suburban communities from the 1960s (white flights). He talks about the sarcasm of schoolchildren associated with the leaders of the merger, which schools carry their names, like the Thurgood Marshal elementary school in Seattle Washington, with 95% minorities. According to him, the overwhelming majority of students in urban public schools in the United States are students of color. In Detroit, for example, 95% of students in public schools are either black or Spanish. In Chicago, the figure is 87%, Washington is 94%, and New York is 75%. He pointed out cynicism in "a small school initiative" such as the Seattle Center School, which was seen as a "draw" at the school level that "attracted 83% white and 6% black enrollment when it opened in 2001, in a city where white is only 40% of upper secondary schools in higher education ". (p. 277). By comparing the school at the African / American Academy in the second half of the city where 93% of black students are and white is 3% of the enrollment, the University Center and its curriculum offers many opportunities for students. "The Cultural Center, known as the Seattle Center, offers a glorious academic program to prepare for its graduation for a university, but it also provides numerous opportunities for students to participate in science, theater, music, ballet, and other cultural activities. ", (p.278), but such opportunities are lacking in the African-American Academy. "The school in a sense is a local version of Liberia's own … The African American Academy uses a very direct teaching method that somehow resembles the approach used in success for all" (p. 279). He argues that after decades of ongoing struggle against school teacher and civilian activation, social and economic policies have continued to support the growing incidence of school segregation.

Roughness
Kozol provides a lack of basic resources and amenities in urban public schools – toilets, clean classrooms, hallways; appropriate laboratory products, updated books in good condition, and classrooms and materials. According to him, this lack of resources for some teachers lacks between $ 500- $ 1,000 of their own money each year of study to purchase supplies and stuff in the case of the Winton Place Elementary School in Ohio. He argues that overcrowding students in the classroom. For example, in Chicago it is not uncommon to see classrooms with up to 54 students, as most teachers are incompetent.

Kozol also points out that there is a shortage of preschool teachers for a large number of students, because the liaison programs that had been supported by them were denied them. It also shows discrepancies for money spent on the student and its impact on state testing. For New York states, average student spending in the city is $ 8,000, while the suburbs are $ 18,000. Also in New York are inequalities in spending in 2002 and 2003: NYC $ 11,627, Nassau County $ 22,311, Great Neck $ 19,705. The openness of teachers in poor and wealthy districts follows the same pattern. While the average salary of teachers in poor communities is $ 43.00, teachers' salaries in suburbs such as Rye, Manhurst and New York's Scarsdale range from $ 74.00 to $ 81,000. Even the issue of fundraising is part of a mismatch among poor and rich communities. Rich neighborhood schools could raise up to $ 200,000, but schools in poor regions could only raise $ 4,000.

Policy Adaptation Schedule
Kozol asks the debate behind the script that has been adapted to the minority school system. "Actual Writing", "Active Listening", "Registration Framework", "Account Message", "Invalid", etc., according to the teacher's booklet, are intended to accompany the manuscript file to formally and structurally build the learning environment that arouses both students and teachers. The maximum level and higher expectations with little support have included the moral and ethical values ​​used to be an integral part of the curriculum. "used by most schools has become a part of everyday rituals and practices that are often used to promote students ethically. Students from schools who are in progress are encouraged to remind sentences like" I'm smart "," I'm confident " Raising Himself He Has Designed to Identify Causes of Success in Little Students, Using the "Strict Skinnerian Controls" to Control and Teach Classroom Students, and Whom It Is Pushing Some "Value Added" to Undervalued Children (p. 285)

In the context of the above, the business-related viewpoints of "work-related themes" created in these schools, "market factors", "signing a contract", "taking ownership of learning", "pencil manager" "," Director of Education "," Building Managers, "" Leaders, "etc. This type of corporate outlook describes students as" assets "," # 39; maker units, & # 39; or & # 39; team player & # 39; according to Kozol. The knowledge and skills acquired by students are considered "products" and "products" that are consumed in the "teaching market". Kozol argues that education should not at all be equivalent to the production line of the factory and recommends that "teachers and principals should not allow the beautiful profession they have chosen to redefine from those who know much less than their children's hearts." (p. 299)

Highlight Testing
The issue of teaching for testing has divided into core teaching for learning in public schools. According to Kozol, "Some schools start a standard preschool exam. Courses that are not part of high-level exams are often no longer taught or are completely removed from their school program, such as arts and music, Naptime and / or recesses have been reduced. or take out completely to allow more time to create a standardized test Even teacher meetings are focused on reviewing effective methods to prepare students for quarterly food tests or reviewing the condition and standard standards Teachers are encouraged to attend workshops and conferences the tests to gain more knowledge of how they integrate their theories into the standard test standards

In the offer of all learning outcomes submitted to students, they are also traced and labeled, the children from level 1 (lowest) to 5 grade (highest) put them in categories considered for further guidance should be n much appreciated for their logo, it is used as a description of their academic achievement. "She has gone down to level two," "She is a level one." The issue of theoretical measurements and markings in these schools creates a major barrier to equality and democracy in a learning environment. According to Kozol, teaching is taught as "ownership", not something you participate in. Students are encouraged to choose the "career path" of the innovation year to set their course. Nonetheless, there is little incentive for the career level of university studies. For example, in the case of Mireya, who sits on Fremont High in Los Angeles, but she is seeking university education, she is rather involved in volunteering – stitching and hairdressing. She says Kozol "I hope something else." "Why is it that students who do not need what we need get so much more? And we who need it get so much more?" She asked.

Taking into account all of these structured teaching methods that are put at the civic school by the administrative office, both teachers and students show a changing behavior to achieve organizational goals. Teachers who tend to rise to these provisions face discipline and may lose their jobs. Students who do not follow the rules and follow the proposed pattern face the risk of not being tested. Overall, the classroom lacks creativity and ingenuity. Kozol points out that taking the school back on track would rather be a reflection but a miracle. He argues that despairing schools cannot be turned around with the advent of charismatic, harsh chief authors. "There are hundreds of principals in our urban schools who are genuine heroes … but there is a difference between acknowledging the achievements of school principals and the marketing of individuals as saviors through persistent unequal systems".

Ray of Hope
After asking and criticizing the redevelopment of urban public schools in America, Kozol pointed to several schools, teachers, principals, managers, and human rights organizations he had met in the program, hoping for the possibility of school adaptation. According to him, "virtually all the real human factors of the teacher's motivation have been locked out by misunderstandings in the market so much of education policy today. But when we go to school where these ideological marketing have been massive, then we have mentioned adequately actions and loyalty that are very different from those that govern this urban debate. "(p. 297) …" These are the schools I call "the treasures." "They always remind us of potential." (p. 300).

He acknowledges definitions made at most school levels since after three years of visits. PS 65 introduced a new curriculum that addresses the needs of children. The arrests and manuscripts in the lessons have been taken out and the actual children's writings appear on the walls. He also recalls the efforts of some school districts in Milwaukee and Louisville where school administrators have contributed to desegregation across regional lines.

Kozol sees all the hopes of teachers and managers such as Louis Bedrock (whom he serves this book for), Miss Rosa, PS 30's favorite director, Fern Cruz, PS 65's new CEO, and others for their dedication and perseverance in fighting for the right. a minority education course. He also acknowledges the contribution of black activists such as Lewis MPs, who has published public and written books exposing persistent triumph in America.

In his epilogue, he wrote "A distinct education in America is unacceptable". "Integration is still the goal that is worth fighting for" (p. 316).

Shame of the Nation: Analysis

I find this book very public, fascinating, intuitive and at the same time unilateral and considered but in summary it is very informative. This book is an opportunity for a good national research, which not only puts energy into its work but also has passion in the affairs of his work – the students. The analysis's rights to this book relate to imbalances that are important in the American community. Race, category, culture, gender, and economic status that has formed the metric of individuals & # 39; Worth in the US community has become the foundation of the policy makers in shaping policies. Policies such as education, housing, income and property taxes, transportation, etc. Have been so carefully crafted to include and exclude some members of the community. These rules, of course, toward the dominant group, which are the white and disfavor target groups that are mostly black and Hispanic.

It is important to understand the game in strategy. Take, for example, the funding of urban schools in the community from property taxes from the community, first of all, the nature of the characteristics of such a community, each of them, the form and value of the community. If the majority of these assets are owned by individuals and are of good shape and value, they are expected to receive good tax for the community. On the other hand, when the government owned such assets, little in real estate tax can be realized in such a community, and it then affects the source of the school. This is the game of politics in maintaining inequality as we have seen in this book.

Who would expect the government that tends to speak for equal education has a hand in making it unequal? That the commandments "No child behind" and "equal opportunity for all" are just absurdity? Who would imagine that some teachers and educators might be so robust that they ask their ingenuity and facial creativity for treatment, except for a public book like this? In addition, how can anyone understand the damage that has been done to these administrative inconsistencies over the years?

There is insight into the social, economic and cultural power of society in this book. Enlightened, educated, good-quality, and better-educated parents say more about their children's education than with little or no education. They embarrass good schools for their children, organize themselves as a parent's school, and intervene in issues that are not favorable to their children, for example, they collect money to hire more teachers and advocate for a smaller number of children in the class. They come up with a single voice to exclude others from being able to take part in their children's schools and sometimes taking their children out of school who receive more minority enrollment as appropriate. They are less dependent and demanding for school governance and government than parents with fewer capitals. The minority parents, who have fewer capitals, complain and mostly for the school administration and government to make the necessary changes to their children's schools. The system fosters family status offspring.

In this atmospheric atmosphere, while the dominant group works to maintain its position and purposefully subduing a poor group, its position desires, the children suffer in the struggle. The wider gap is created between the rich and the poor. While children of the dominant group are perceived as being successful, they are less educated and # 39; but poor children who see it all. They face less likelihood of integrating and facing the reality of multinational societies and are therefore more likely to face the mouth in the future. However, poor poor children become poorer and more cynical when capital levels arise. As for the little Bronx boy who wrote Kozol, "You have everything and we don't have everything," and California college students, who told their classmates: "You're ghetto, so you sew." Inconsistencies in their educational experience are causing countless questions Their head, which only governments can understand when their parents may be guilty and because of not having anywhere, students are innocent. Kozol's investigation begins to predict the current pace of education policy in America, imbalances persist, integration must be minimized and desegregation will not only be a nightmare in schools, but would be nipped in the breast of the future if they are not addressed now, he says: "This nation needs to be a family and a family descends for their dinner on the table, and we all understand everything at that table. "

By interpreting class ska work Kozo we will analyze the blatant, ugly ástríðuóhyggju in public city schools in which plague America today, I need to point out the one-sided opinion and views on the matter. In such a situation no one can be all right and the other is all wrong, there must be a balance from "little to right and little left". Throughout the book, Kozol discusses organizational changes in educational inequalities that look to the school and government as a factor that has argued the problem, little speculation if any, a cultural approach to discussion with parents and student contributions. Although there were a number of reasons for all white public schools, there was little emphasis on their communication, although it can be argued that they have all the necessary services available to them in comparison to small-scale schools.

I call this one-sided and considered in the sense that the subject matter of the issue, which is the poor minorities and their children, is not addressed as a possible issue of the problem and as such potential participants in the solution. If in the capitalist society like America, where opportunity is abolished, the "main part" of the minority continues to complain about the multiplication of resources, the problem is somewhere permanently set, the problem could be in security factors in dependence The word is valid, and for many parents many are dependent on the system and cannot go on their way to independence and gain independence in their children. so who does the extra money for the children?

The children, as well as the lack of models from their parents, do not consider it necessary to work and win inevitably, embracing violence, and continuing to fingers pointing to their parents instead of eight assume that education is not uneasy Access only ð High position in the community I believe that emphasis is placed on reforming the minority's children in exploring study programs, regardless of the limitations they face, helping to get them back on track. On the other hand, if they should be happy, respectful, reduce violence and love themselves, it would attract more sympathy to them from any administration and they could be in their own schools without whites and feel good just the same. Understandably, the construction method often creates a culture that is volatile based on economic resources that provide independence and autonomy.

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Family doctor in peanut butter

Have you ever heard that homeschooling is related to peanut butter? If you're like me, I didn't even have until I read this book years ago. Indeed, I have read it several times now, over the years, because of the humor and funny reflections of the author on what life is sometimes like a homeschooling family. He shows that homeschooling "is full of unexpected challenges, challenges and blessings."

All right, but what is the relationship with peanut butter you ask? Bill Butterworth joins home school and peanut butter with life. He thinks life is very much like peanut butter. At different times it can be smooth or crunchy. But last but not least, like peanut butter on two slices or bread (or something else that touches it)

Now, what would you call a home school home school that buzzes with constant activity, houses 4 children, 2 adults and a new child on the way? Why Union Station, of course! As Bill says, "What can you possibly call home that is like a train station? It fits so well. Our home has everything in the terminal, but it also provides a place to rest between trips." So it was: Union Station. "

Chapter title of this book is pretty fascinating. Try to photograph in your mind, Heppie Bread, Home-School Trivial Pursuit, Return to Walton Mountain, Tale of Whale, Union Spy Station, and the list goes on.

As Pastor, Broadcaster and Writer Chuck Swindoll says, "I happily put my vote for the real Peanut Butter Family. touch your children. What I appreciate most is that it comes from a home where parents practice much more than they preach.

Want a book that makes you smile? Read this! I'm glad I did!

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Silver Spring, Maryland – Town and School Profile

If it is a city life with suburbs, you find it, then Silver Spring, Maryland is the perfect place. By name that reflects the mica spring that was founded in the area in 1840, Silver Spring is a modern metropolis where paradise is easily found by the paradoxes that may be others.

More than just a city in rising, this safe suburb is one of Montgomery County's gems. Montgomery County is literally a regional leader in biotechnology. The quiet humility combined with the uptown skillful credit of Silver Spring confidently tells you what makes it absolutely appealing to home buyers across the stage.

One of the largest cities in the province, the city is brewing with fun things. From fine dining to entertainment and leisure, Silver Spring is definitely a great place. So if there is a suburban security that merges with the action of the city you want, then look no further because it's all here.

For greedy cruises it is always there. Home to Silver Theater and US Film Center Cultural Center, Silver Spring brings Hollywood to the Middle Atlantic. In addition, there are several individual restaurants to satisfy even a distinctive palette.

Families will be happy to find out that there are several primary, secondary and secondary schools that are not members of the city, doing Silver Spring residents' services. With five public libraries to choose from, this is one area that encourages fun, community and education.

Great News! The schools in the Montgomery County Public Schools (MCPS) district, including all K-12 public schools in Silver Spring, Maryland, received the highest academic achievement awards.

According to the 2010 annual performance report, MCPS is one of the best executive districts in Maryland, with a 90% graduation rate and over $ 234 million in a prize fund.

Even impressive, 65% of college students participated in the graduate school postgraduate course and 72% of the AP exams that were rated "3" or better (the national average is 56%). With such strong tests, it is not surprising that the aggregate average of the SAT scores is 1653.

Dear in the province has not fled the national leader's announcement. In 2010, District received the Malcolm Baldridge National Quality Award. There is no higher prime minister that a US agency can get to achieve good results. Also in 2010 was the MCPS final competition for national awards for urban.

What makes this school system so special? Certainly, loans to a competent administration, a dedicated department (85% of the teachers are a master's degree or higher) and a working student. Add in a support company and you get a district that truly lives under its motto, "Create the best!"

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Baby Boomers Return to school

It's an exciting time of the year. Kids are heading to school in their new dudes with backpacks full of laptops and lunch. But it turns out not only that the kid will crack books.

Plenty of Boomers are also going back to school. Some are signing up for college for the first time.

"At 78 million strong, generations of generations bring up older students in campus," says the American Association of Community Colleges (AACC) in the report "Plus 50 Students: Tapping Into Growing Market. [19659002] What are the reasons for this development? Unlike younger college students, it cannot be traced to the expectations of others than theirs, according to a survey by Schools.com. Only about 15 percent of students aged 50 to 59 said they went back to school to complete the degree they had previously started

So, why are childmovies back to school? [19659002] To upgrade talent

Many publishers work longer, research shows that up to 80 percent of children's clubs are going to do some kind of paid work until the age of 70 To be spiritually sharp, to stay social and retire financially, leaving some of the Ecades behind 50 to work. [19659002] Whether farmers are working for financial or personal reasons, many return to college for additional training so that they can be marketed at work or in their progress. Some are laid off and find it difficult to find a job. Updating their abilities by returning to school looks like a step in the right direction.

In addition, the children encourage young students in other ways. For example, most people do not care about social activities, campus and external activities. Many registered online or hybrid degree programs because of lower cost and flexibility.

Many colleges have considered older students & # 39; the unique needs they seek for a quick and effective way to increase education and career guidance. Indeed, in 2008, the American Association of Community Colleges Plus introduced the 50 Initiative to help high schools learn how to provide what older students want. As a result, over 50 people can usually find plenty of flexibility with courses, online courses, and sacred, and accelerated courses.

To Change Careers

Some children's clubs are pursuing a "core career" and returning to school to prepare for a new life course. What publishers are retired and want to try other part-time or still working jobs and want to change jobs, many want to pursue their interests and passion before it's too late.

Moreover, when people are age, they tend to want a career that satisfies and matures to help others. "Sometimes people might be very good at their career and now they are retired but they knew it was not what they really wanted to do," said Dawn Jones from the Career and Transport Office at Schenectady County Community College. "They want to be doing things that are more important to them."

Focusing on oneself

For those 50-59, the decision to go back to school was often to finally have the freedom to study the material they love. Thirty-one percent of those surveyed at this age said they enrolled in college to explore their passion. Compare them to those between 18 and 29 who were three times less likely to respond; They were more likely to say they enrolled in college as a logical next step in their lives.

The fact is that children's clubs are changing the way people age and many want to continue to grow and learn. Some became part of the graduate program, take courses for learning a new language or astronomy. The idea is to learn for themselves rather than earn a degree. And why not? Many now have the freedom with less responsibility to take advantage of opportunities.

Are you grandchildren thinking about going back to college? Don't let the fire stop you. It's never too late to go back to school or try out a new career.

"It's not about numbers, it's about mindset," says Jones. "If something is something you want to do and have the energy to do and you are passionate about it. We had students aged 60 and 70, and I think we even had a few older than that, taking courses and enrolled in There are no age limits, there is no limit to what you can do if you want to. "

" What I often say to my adult, that you are never too old to decide what you want to be when you rise up. " Jones adds.

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Ideas for fashion club activities

Although many schools support organizations for students interested in art, fashion design and merchandising, some students choose to form an informal fashion company. Students participate in these clubs because they are interested in a career in fashion, or simply want to share their love with fashion with others. Fashion categories attract members by organizing a variety of activities.

The fashion club has numerous options to choose from to complete community service. Project elements include cover fabrics, collect used clothing to ease disaster, collect cash to fund the fund, or support famous fashion charities. Of course, service projects need not be related to the fashion industry. Recycling, health and food are also options.

Club members can participate in the student group by supporting school events. This may include attending sports events, concerts, and plays. Find out if the company can sell clothing designed by members of these events to make money for the future company. Other students may be willing to support and participate in a fashion company if they feel that the company is supported by other student companies.

After the company has raised some funds, traffic can be discussed. Tours can range from as close to school as possible to hundreds of miles away. Set one meeting for members to go to the school library to explore the biographies of famous fashion designers. At the next meeting, hold a discussion on designers. If the company has the necessary funds and support and permission from the school administration, you can go on excursions from the campus. Travel reservations include positive for department stores, movies, restaurants and local fashion shows.

Large activities as a fashion company can do to provide their members and other information about the fashion industry. Many fashion companies even make guest teachers the cornerstone of each meeting by extending invitations to the fashion and business community. After listening to the guest, open the floor for questions.

Another way to publish information is to organize a career. In a large room, organize tables for representatives from various local barons and associations. High on the list for invitations should be colleges that offer fashion business plans, fashion universities, design houses and clothing stores. Other options include model schools and institutions, art institutions, beauty schools, wholesale clothing suppliers and stores that usually hire students. Open a career evaluation for the student group to encourage more companies to join.

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Purpose and benefit of school programs

Obtaining formal education has become an integral part of our existence long before the universities and universities were established. Based on archaeological findings, evidence of early schooling was seen among artifacts such as clay tablets with carved symbols, carvings on cave walls and among others.

Today, educational institutions are competing for neck to neck in order to set outstanding educational standards aimed at recognizing only the best students and producing the highest quality graduates. To achieve such goals, school boards and governments have established control measures to ensure that only students who pass or pass certain categories are admitted to the school, as entrance examinations are one of the enforcement measures applied.

Are drips just to judge a student's abilities? It is the privilege of an educational institution to set standards that assess the overall ability of a student with a diploma and to recognize or deny an application for access to a school in accordance with applicable law set by the Ministry of Education. Some schools, however, have no introductory tests as long as a student meets the basic requirement for the next level of education. However, denial of an application should be based on current policies and requirements and not on other unjustified issues.

For what purpose are introductory studies conducted by taking part in work? Admission exams are useful not only to the school itself but also to students and admiration methods. Such supervisory measures are taken by the school administration to filter the students out of the best and only the best ones are taken to school as there are schools aimed at excellence where the student's intellectual ability is more than financially viable. By doing so, the board ensures that high standards are maintained. Furthermore, the advanced quality of the students or the graduates of the school unequivocally produces the prestige and honor of the absence of any controversy that burns doubts and asks the reputation of the school. In addition, schools that maintain the highest demands are proud of being the mainstream of having the best students and graduates that make the school cooperate with excellence or intelligence.

Students who pass such exams and historically said in such schools have a special feeling and arrogance in those who are called "bragging rights" who get them marginalized over other students from other institutions. In addition, having an intelligent company is a good incentive and stimulant for a person to strive for and improve on the best and not to mention the study program from various perspectives.

Indeed, choosing a reputable school that offers good education and graduating from it is an increase in seeking employment. Whether we refuse it or not, the big companies that want to graduate from the school are the school's name itself is already responsible for a high-quality employee.

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Why go to school? Your child needs to know

When students understand the relationship between schools and the wider world of future income, they make more homework!

A study by the University of Michigan in 600 middle school found that when students were asked to consider what they wanted to do in the future before they were homework, they were much more likely to do homework that night.

Researchers also found that students who saw university education as part of their career were up to eight times more likely to do extra homework if they could get an extra credit for it.

Obviously, students in the middle school can connect to school work and future income and only had to be reminded of this connection to be an incentive to learn. With younger students, the connection could not be so obvious, but there are other connections that can be made.

For example, younger students can say that if they want to be like their hero, they need to work hard at school. Individuals in most sports (not all!) Are excellent models for young children and often work in schools to encourage children to learn and do well.

But how often are we making sure that children understand the relationship between school and life? Too often, teachers and parents focus on short-term goals – next tests, next learning outcomes – rather than giving children a bigger picture of why they are in school.

I used to ask children because they had to learn to read. The answers I received were amazing. Some children said they had to learn to read & # 39; because the teacher says so, or because my parents wanted me to & # 39;. I would spend time saying and showing them that the teachers were not making them learn to read for the sake of reading, but that they could learn more and become clever enough to get a good job when they were going to school. I remember, they were quite surprised and this new way of looking at the reason for learning to read and most of them were encouraged to learn as a result.

So, parents, if you want your child to work more, do more homework, make sure they understand the relationship between the school and the wider world. Point out what is needed to succeed in this world and what they need to do to get there.

Do this in a gentle way, the future and the amount of work that students need to do to secure their future, can be difficult and you don't want to scare them. Tell your child that even though the path may be long and difficult at times, you'll always be there to support them when they need your help.

But give them a very good reason to stay in school, give them something to aim for, and the way to get there.

Isn't that what we all need?

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