Recognizing Navigational Tools For the Future of Education

I have to laugh when I think of the times I watched the television program, "Flash Gordon," as he putted through outer space in his make-believe space ship, talking on his make-believe wireless radio, and dressed in his make-believe space suit. Well, I'm not laughing anymore. Today we have shuttled astronauts into outer space, have men living in a Space Station, have space suites that take your temperature and gauge your heart rate, and wireless communication devices that send pictures to Planet Earth. Far fetched from reality? Not anymore. As we speak, the future is starring us in the face, waiting to see how we will promote her in the next 5-10 years.

How did science-fiction become reality over the past 50 years? Let's consider one aspect of innovation: the learning environment - post secondary education. Why post secondary education, you may ask? As post secondary education population increases, programs to accommodate students will develop into curriculum that affords students the freedom to create and design systems they toy with on a daily basis. Are there risks involved in this adaptation process? There are risks involved when change occurs, and leadership should be aware of how to diplomatically confront the risk areas that could slow down progress. Some of the risks that could be encountered due to change are:

o Systems risks

o Subsystem risks

o People

o Financial/economic risks

o Societal/Cultural risks

If communication between systems, subsystems, people, and cultures within the organizational environment has established a strong communication system, risks factors will be at a minimum as long as the creative teams are honest and upfront about their reservations to change.

Let's look into the future through 'futureoculers' and see how the universe of learning can be brought into the present. I want to introduce to you five (5) key trends that I believe affect the current learning environment, can create change, and renovate the perspective of learners and educators for students of the future. These trends could be the key in creating a new perspective in post secondary education for an institution. The key trends are:

o Competitive classroom learning environments - campus on-site/online/distant

o Increase in technological tools

o Teaching/learning environments-more hands on

o Global expansion capability-internal and external

o Student input in the creative learning process

Navigational Systems

Before the five (5) key trends are defined, there needs to be an acknowledgement of how the trends will be supported and regulated through a changing environment. According to de Kluyver, and Pearce, II, having the right systems and processes/subsystems enhances organizational effectiveness and facilitates coping with change. Misaligned systems and processes can be a powerful drag on an organization's ability to adapt. Therefore, check what effect, if any, current systems and processes are likely to have on a company's ability to implement a particular strategy is well advised. Support systems such as a company's planning, budgeting, accounting, information and reward and incentive systems can be critical to successful strategy implementation. Although they do not by themselves define a sustainable competitive advantage, superior support systems help a company adapt more quickly and effectively to changing requirements. A well-designed planning system ensures that planning is an orderly process, gets the right amount of attention by the right executives, and has a balanced external and internal focus. Budgeting and accounting systems are valuable in providing accurate historical data, setting benchmarks and targets, and defining measures of performance. A state-of-the-art information system supports all other corporate systems, and it facilitates analysis as well as internal and external communications. Finally, a properly designed reward and incentive system is key to creating energy through motivation and commitment. A process (or subsystem) is a systematic way of doing things. Processes can be formal or informal; they define organization roles and relationships, and they can facilitate or obstruct change. Some processes or subsystems look beyond immediate issues of implementation to an explicit focus on developing a stronger capacity for adapting to change. Processes/subsystems aimed at creating a learning organization and at fostering continuous improvement are good examples. As an example, processes or subsystems are functional and maintain the operation of the system; the system may be Student Services and the subsystem may be the Financial Aid office or Admissions. Subsystems can be more in depth in relation to office operations, which involves employee positions and their culture; financial advisors, academic advisors, guidance counselors. These operations are functions performed on the human level and could have a positive or negative impact in the development of key trends. If employees are valued and rewarded for their dedication and service, the outcome will be responsible, committed employees for the success of their subsystem.

The Navigator

Every navigator needs a map, a plan, a driver to give direction to for a successful trip. In this case, the driver is several elements:

o Service integrity, reputation

o Affordability with an open door concept

Hughes and Beatty relate drivers as Strategic drivers; those relatively few determinants of sustainable competitive advantage for a particular organization in a particular industry or competitive environment (also called factors of competitive success, key success factors, key value propositions). The reason for identifying a relatively small number of strategic drivers for an organization is primarily to ensure that people become focused about what pattern of inherently limited investments will give the greatest strategic leverage and competitive advantage. Drivers can change over time, or the relative emphasis on those drivers can change, as an organization satisfies its key driver. In the case of post secondary education, drivers help measure success rates in the area of course completion ratio, student retention, and transfer acceptance into a university and/or the successful employment of students. Because change is so rampant in education, it is wise for leadership to anticipate change and develop a spirit of foresight to keep up with global trends.

Drivers can help identify the integrity of internal and external functions of systems and subsystems, as mentioned previously, by identifying entity types that feed the drivers' success. They are:

o Clientele Industry - external Market - feeder high schools, cultural and socio-economic demographic and geographic populations

- Competitors - local and online educational systems

- Nature of Industry - promote a learning community

- Governmental influences - licensed curriculum programs supported by local, state, and federal funds

- Economic and social influences - job market, employers, outreach programs

o College Planning and Environment - internal

- Capacity - Open door environment

- Products and services - high demand curriculum programs that meet, local, state, and federal high demand employment needs

- Market position - Promote on and off-campus activities that attract clientele

- Customers - traditional and non-traditional credit and non-credit students

- Systems, processes, and structures - trained staff and state-of-the art technical systems

- Leadership - integrity-driven, compassionate leadership teams

- Organizational culture - promote on-campus activities promoting a proactive environment for students

According to Hughes and Beatty, these functions can assimilate into the Vision, Mission, and Values statements to define the key strategic drivers for developing successful environments.

Navigating Towards a Destination

With the recognition of systems, subsystems, and drivers, we can see our destination in the distance and their value in building a foundation to support the five key trends. The five (5) key trends will help define strategic thinking in a global perspective; the understanding of futuristic thinking that encompasses: risk taking, imagination, creativity, communication among leadership, and a perspective of how the future can fit into today's agenda. The five (5) key trends are:

1. Competitive Classroom Learning Environments - campus on-site/online/distant

One of the major attractions in education today is to accommodate a student at every level: academically, financially, and socially. These three environments are the mainstream of why one school is selected over another school. Today there is a change in tide. Students who once competed for seats in post secondary schools are becoming a valued asset as post secondary schools compete between each other for students. High schools are no longer the only feeder into colleges. Today, students are coming from home schools, career schools, charter schools, high risk schools, private schools, religious schools, work environments, and ATB tested environments. So, how can the educational system attract students and keep them motivated in an interactive learning environment they can grow in? Wacker and Taylor writes that the story of every great enterprise begins with the delivery of a promise, and every product a great enterprise makes is nothing but an artifact of the truth of that promise. So what great enterprise can be created to attract new students? By creating learning/teaching environments, post secondary schools can prepare students to meet the demands of everyday life and their life in the community. Schools can consider incorporating a learning model to enable professors and/or community leaders/entrepreneurs to team teach in the classroom/online environment. Team Teaching will contribute valuable views into the learning environment, as well as, give students the working community's real-time perspective. In an excerpt from "The University at the Millennium: The Glion Declaration" (1998) quoted by Frank H.T. Rhodes, President Emeritus of Cornell University, for the Louisiana State Board of Regents report, Dr. Rhodes wrote that universities are learning communities, created and supported because of the need of students to learn, the benefit to scholars of intellectual community, and the importance to society of new knowledge, educated leaders, informed citizens, expert professional skills and training, and individual certification and accreditation. Those functions remain distinctive, essential contributions to society; they form the basis of an unwritten social compact, by which, in exchange for the effective and responsible provision of those services, the public supports the university, contributes to its finance, accepts its professional judgment and scholarly certification, and grants it a unique degree of institutional autonomy and scholarly freedom. To experience education is learning, to exercise knowledge is freedom, and to combine them is wisdom.

2. Teaching/learning environments-more hands on

As post secondary educators relinquish hands-on-chalk-board teaching styles and establish group teaching models, students will develop a greater understanding of the theme of the class environment as well as the professor in developing an understanding of the class cultures' stance in learning. Educators are discovering that inclusive learning styles are revamping the teaching model and becoming a positive influence in retention, better grades, camaraderie among students, and a greater respect for the professor. As professors learn to develop relationships with students, interaction will transpire, lecturing will be condensed into a time frame and interactive learning between students and professor will enhance the classroom environment.

3. Global expansion capability-internal and external

Students are surrounded by virtual global environments or are impacted by global elements: the clothes they wear are made overseas, the games they play on their electronic toys are created overseas, the war games they play are created to identify with global war games, etc. The only draw back to this scenario is a truly global learning experience. What they are seeing is not what they are getting; a real time global experience. James Morrison writes that in order to meet unprecedented demand for access, colleges and universities need to expand their use of IT tools via online learning, which will enable them to teach more students without building more classrooms. Moreover, in order for professors to prepare their pupils for success in the global economy, they need to ensure that students can access, analyze, process, and communicate information; use information technology tools; work with people from different cultural backgrounds; and engage in continuous, self-directed learning. Christopher Hayter writes that post secondary schools need to be 'Globally Focused' for the 21st century that includes a global marketplace and be internationally focused. This means ensuring that skills needed to compete in a global marketplace are taught and that the mastery of such skills by students is internationally benchmarked. It may also mean a new emphasis on learning languages and understanding other cultures and the business practices of other countries.

More and more businesses are expanding into the global marketplace, opening corporate offices in foreign countries and hiring and training employees from those countries. Are our college graduates being trained to assimilate into cultures and work side-by-side with employees who may not be able to relate to them? Developing curriculums accommodating social and cultural entities will propel a student into higher realms of learning and create change in the individual student as well as support their career for their future.

4. Student input in the creative learning process

Professors are the gatekeepers in education. However, as Baby Boomer Professors begin to exit the educational workforce and head down the path of retirement, younger generation professors will take their place bringing with them innovative teaching methods that can expand the learning process. Are post secondary educators equipped to prepare for the onslaught of younger generation educators needed to be trained for this mega shift in the workforce? Most important, will those professors caught between Boomers and Xer's be willing to adapt to change in the education industry to accommodate incoming generations? I believe younger generations will impact even the technological industry and challenge change that will equip them for their future. Previous generation students slowly adapted to technological advances. The good news is change can occur, and educators can utilize life experiences from students familiar with technology tools and create fascinating learning environments.

5. Increase in Technological tools

In an Executive Summary written for the National Governors Association in a report called "Innovation America - A Compact for Post Secondary Education," the report reads that while post secondary education in the United States has already achieved key successes in the innovation economy, the public post secondary education system overall risks falling behind its counterparts in many other nations around the world-places where there have been massive efforts to link post secondary education to the specific innovation needs of industries and regions. According to this report, American post secondary education is losing ground in the race to produce innovative and imaginative realms in education. Can this trend be counteracted? With the cooperation of post secondary educational institutions within each community, leadership can create co-op learning environments that can be supported through e-learning and online teaching that can provide virtual reality technology to enhance real-time learning environments. Through Business Development operations currently established in post secondary institutions, a shared technology program can be created that will afford students access to ongoing virtual business environment settings and prepare students with knowledge and insight into a specific industry. As students prepare to transfer, graduate, or seek employment after completing a certification program, virtual experience in the job market can help a student assimilate education and work experience to their advantage. This concept could challenge Human Resource departments to create new mandates in accepting virtual-experienced college graduates as they enter the workforce.

Reaching the Destination

As Flash Gordan lands his Spacecraft on unclaimed territory, you imagine yourself slowly turning the handle to the spaceship with your spaceship gloves, opening the door with explosive anticipation. Your heart racing, sweat running down your brow, and your eyes at half mask waiting to see a new world; a world filled with beauty and potential when suddenly, the television shuts off and your Mom is standing in front of you telling you to get up and go clean your room and stop daydreaming! Ah, Mom, you say to yourself, you just destroyed my imaginary planet! Oh, by the way, did I mention that this was you as a child growing up and using your imagination?

Now that I've created a visual world of potential for you can you see the power within to see the future from the present and help others visualize the potential benefits of change in their lives and the lives of others in an organization? T. Irene Sanders states that thinking in pictures helps us link our intuitive sense of events in the world with our intellectual understanding. Now, more than ever, we need to integrate the techniques of imagination and the skill of intuition with our analytic competencies to help us see and understand the complexities that vex us daily. Visualization is the key to insight and foresight-and the next revolution in strategic thinking and planning.

Can you SEE the systems, subsystems, drivers, and the five (5) trends with a visual perspective in a post secondary educational environment? This is the nature of Strategic Thinking, which can or is taking place in your organization; a cognitive process required for the collection, interpretation, generation, and evaluation of information and ideas that shape an organization's sustainable competitive advantage. The need to stay abreast of progress, technology, and global opportunities will be the change in drivers that will validate the creative elements needed to stay attuned in a global perspective. The author's intention of introducing Flash Gordan into the paper was to create a visual image and demonstrate imagination fulfillment to a present day reality. Is there anything out there that cannot be done if it is fine tuned and prepared for a service of excellence? What are the risks involved by not exercising strategic thinking in the elements mentioned in this article?

Education is not about the present it's about the future. The five (5) trends are only a beginning adventure into an unknown space. Do you remember when you were in college and wished things were done differently, be more exciting, more adventurous? Consider the age groups becoming proficient in technology. Will post secondary educators be prepared to teach/instruct future students? Educators must invite strategic thinking into the system and take the risks needed to build post secondary education back into the global futuristic race of achievement. In an article written by Arthur Hauptman entitled "Strategies for Improving Student Success in Post secondary Education" (07), he concluded his report listing four elements:

1. While there is a growing rhetorical commitment to student success, the reality is that policies often do not mirror the rhetoric. Whether intentional or not, policies in many states are at best benign and often antithetical to improving student success.

2. Policy focus in most states has been to lower tuitions or the provision of student financial aid. This ignores the importance of ensuring adequate supply of seats to accommodate all students as well as providing a proper set of incentives that encourage institutions to recruit, enroll, and graduate the students who are most at-risk.

3. Some progress has been made in developing contemporary practices that have great potential for providing the right incentives in place of redress this traditional imbalance. But much more needs to be done in this regard.

4. Efforts to create incentives for students to be better prepared and for institutions to enroll and graduate more at-risk students have the potential for greatly improving rates of retention and degree completion.

Can the five trends be a stepping stone in rebuilding or strengthening the weakest link in the system? The evidence of deficiency is public, and that's a good start. Educators have the choice to rebuild and prepare for the advancement of our future; our students. I encourage you to take the five (5) trends and see how they can accommodate your institute of higher learning.

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Ways Young People Can Win With Money

Learning about money while you are still young is an awesome idea. Let me give you a few ideas that young people can use to really win in their financial lives.

Being realistic is key. And winning with money is realistic! This means you should use common sense, investigate investments, the markets, and the opportunities you are interested in. Read the fine print. If you were to take on debt, ask yourself if it would be worth it, or if the debt would be like an anchor. Again, be realistic. Look at the real consequences of the actions you could take. Good actions should be turned into habits.

Consider entrepreneurship. Write down business ideas. Learn the skills you need to succeed. See if your business idea is feasible by testing your product or service. If it is, type up a business plan, and get to work. Make the phone calls and do the web searches necessary to find the information you need.

Join a club or society for young entrepreneurs. Earn a business degree. The more you can learn about business, the better off you are. Being around and networking with other goal oriented, ambitious entrepreneurial types is a boon to your success. Being around the total risk averse and the complacent is not a boon to success.

Work hard at your job and / or at your business. Make a good name for yourself. If a job does not work out, do not trash your goal of being rich. Just keep plugging away and learn from your mistakes. Sales or customer service would be a good starting point if your first job is not running your own business.

While (and if) you live with your parents, sock away as much money as you can. W. Clement Stone once said, "If you can not save money, the seeds of greatness are not in you."

Learn about investments, by taking an investments class at your high school or college (taking a few more classes is better). Economics is good thing to study too. Finance and economics are tough courses but are very worthwhile. Read extracurricular books and read about your interests.

Winning with money is not always easy. Self discipline, sacrifice, frugality, hard work, managing risk, reading books, and holding on to your long term vision are essential to your success.

The Shame of the Nation: A Summary, and Analysis

Jonathan Kosol's interest for teaching profession and activism was triggered after the killing of three young civil rights activists in Mississippi in June of 1964 while he was working as a grade four public school intern intern in Boston, Massachusetts. His experience as a teacher in one of Boston's urban segregated schools has made him an insight to the sight of children of minorities, which motivated him to address the issue of segregation, and inequalities that exist in public schools that has continued to plague the nation till the present day.

School Segregation
According to him, he visited approximately 60 schools in 30 districts in 11 different states. Most of his visits were in the South Bronx of New York City, Los Angeles - California, Chicago, Detroit - Michigan, Ohio, Seattle - Washington, Boston - Massachusetts and Milwaukee. In the schools he visited, he observes that the conditions have grown worse for inner-city children in the 15 years since federal courts began dismanting the landmark ruling in Brown v. Board of Education. He notes that the number of white students in urban public schools have increasingly declined with the shifting pattern of white middle class families from urban to suburban communities since the 1960's (white flight). He talks of the irony of school population in relation to the leaders of integration, which the schools bear their names, like Thurgood Marshal Elementary School in Seattle Washington with 95% minority students. 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 school are either black or Hispanic. In Chicago, the figure is 87%, Washington is 94% while New York is 75%. He pointed out the cynicism in the "small school initiative" like the Center School in Seattle that was perceived as a "tie-breaker" of school segregation that "attracted 83% white and 6% black enrollment when it opened in 2001, in a city where whites are only 40% of high school students district-wide ". (p. 277). In comparing the Center School with African / American Academy in another section of the city where black students make up 93% and whites make up 3% of the enrolment, the location of the center school and its curriculum offers many opportunities to students. "The Center school which is sited in a cultural complex known as the Seattle Center, offers an impressive academic program to prepare its graduations for college while also provides a wide array of opportunities for students to participate in science projects, theatrical productions, music, ballet , and other cultural activities ", (p.278) while such opportunities are lacking in the African-American Academy. "The school in a sense represents a local version of 'your own Liberia' ... the African American Academy is using a highly direct method of instruction that, in some respects similar to the approach used in Success for All" (p. 279) . He argues that after decades of persistent struggle against school segregation by educators and civil right activists, social and economic policies have continued to aid the growing trend of school segregation.

Inequities
Kozol laments the lack of basic resources and amenities in the urban public schools - restrooms, clean classroom, hallways; appropriate laboratory supplies, up-to-date books in good condition and classroom supplies and material. According to him, this lack of resources moves some teachers to spend between $ 500 - $ 1000 of their own money every academic year to purchase the supplies and materials in the case of Winton Place elementary school in Ohio. He argues the overcrowding of students in a classroom. For instance in Chicago, it's not uncommon to see classrooms with as many as 54 students coupled with the fact that most of the teachers are unqualified.

Kozol also points out the issue of lack of pre-school opportunities for a large number of students because the federally funded head start programs were denied them. He also shows the disparity for money spent on a student, and its effect on state testing. In the case of New York State, the average spending on a student in the city is $ 8,000 while that of the suburb is $ 18,000. Also in New York, the inequities in expenditure between 2002 and 2003 are: NYC $ 11,627, Nassau County $ 22,311, Great Neck $ 19,705. The salitudes of teachers in poor and wealthy school districts follow the same pattern. While the average salary of school teachers in poor communities is $ 43,00, the salary of teachers in the suburb like Rye, Manhurst and Scarsdale in New York ranges from $ 74,00 to $ 81,000. Even the issue of fundraising is a factor in the disparities among schools in poor and wealthy communities. Whereas schools in wealthy neighborhoods could raise up to $ 200,000, schools in poor districts could only raise $ 4,000.

Adaptive Strategy Curriculum
Kozol questions the ratione behind the scripted programs that have been adapted into the minority school system. "Authentic Writing", "Active Listening", "Rubric for Filing", "Accountable Talk", "Zero Noise" etc., according to teachers account, they are meant to follow the scripted lesson to bring formality and structure to the learning environment which raises the anxiety levels of both students and teachers. The high standard language and higher expectations with little support, has taken over the moral and ethical values ​​that use to be the integral part of the curriculum. "used by most schools has become part of the daily rituals and practices that are fashioned to boost students moral. Students from the under-performing schools are encouraged to memorize phrases like" I am smart "," I am confident "to raise their self -confidence and academic performance. This according to him has formed the framework used to identifying the causes of the under-achievement of students of color. encouraged to use "strict Skinnerian controls" to manage and teach students in their classrooms, and which job it is to pump some "added-value" into undervalued children. (p. 285)

In close semblance to the above is the business-like outlook "work related themes" that is being created in these schools, "market driven classes", "sign contract", "take ownership of their learning", "pencil manager", " classroom manager "," building managers "," learning managers "etc. This kind of corporate outlook portrays students as "assets," "investments," 'productive units,' or 'team player' according to Kozol.The knowledge and skills, which the students acquire, are seen as "commodities" and "products" to be consumed in the "educational market place." Kozol argues that educational administration should in no way be equated with factory production line, and advices that "teachers and principals should not permit the beautiful profession they have chosen to be redefined by those who know far less than them about the hearts of children. "(p. 299)

High stick testing
The issue of teaching for testing has replaced the essence of teaching for learning in public schools. According to Kozol, "In some schools, standardized testing begins in the kindergarden. Courses that are not included in the high stake testing are often not taught any more or they are completely removed from their school curriculum, like arts and music. , naptime and / or recess has been reduced or taken out completely to allow more time for the preparation of state standardized test. Even teachers meetings are geared towards the discussion of effective strategies to prepare students for quarterly assessment tests or reviewing state and district standards. Teachers are encouraged to attend workshops and conferences in regards to the testing to acquire more knowledge on how to integrate their teachings to the state testing standards.

In the bid of all the educational superiority imposed on the students, they are also tracked and labeled. Labeling the children from level one (lowest) to level five (highest) places them into categories supposedly for further instructions. Instead of being given adequate attention regarding their labels, it is used as a description of their academic stance. "She's gone down to level two," "She's a level one." The issue of academic tracking and labeling in these schools poses a huge obstacle in creating equity and democracy in a learning environment. According to Kozol, learning is taught as "a possession" not something one "engages" in. Students are encouraged to select "a career path" during their freshman year, so as to tailor their course work. Neverheless, there is little encouragement on the career path of college education. For example, the case of Mireya who attends Fremont High in Los Angeles, while she aspires for a college education, she is rather placed into voluntary classes - sewing and hairdressing. She tells Kozol "I hoped for something else." "Why is it that students who do not need what we need get so much more? And we who need it so much more get so much less?" She questioned.

In view of all these structured teaching strategies imposed on the urban public schools by the administrative body, both teachers and students exhibit robotic behaviors in order to achieve the set goals of the planners. Teachers who tend to veer out on these stipulations face disciplinary actions and could possibly lose their jobs. Students who do not adhere to the rules and follow the prescribed pattern face the risk of not passing their tests. Overall, there is loss of creativity and ingenuity in the classroom. Kozol points out that it would rather take a reflection than a miracle to set the schools on the right track again. He argues that desperate schools can not be turned around by the arrival of a charismatic, tough talking principal. "There are hundreds of principals in our urban schools who are authentic heroes ... but there is a difference between recognizing the achievements of able school officials and marketing of individuals as saviors of persistently unequal system".

Ray of Hope
After questioning and critiquing the re-segregation of urban public schools in America, Kozol pointed out a few schools, teachers, principals, administrators and human rights activists he had met in the course of his study that gives hope to the feasibility of school integration. According to him, "Virtually all the truly human elements of teacher motivation have been locked out of the market misperceptions that control so much of education policy today. But when we go to the schools in which these market ideologies have been valiantly resisted, we are reminded of a set of satisfactions and devotions that are very different from the ones that dominate the present discourse about urban education. " (p. 297) ... "These are the schools I call" the treasured places. "They always remind us of the possible." (p. 300).

He acknowledges the definitions made in most school districts since after visits over three years. At PS 65, a new curriculum that focuses on the need of the children had been introduced. The hand-held timers and scripted lesson plans have been taken out, and actual writings of children are displayed in the walls. He also recalls the efforts of some school districts in Milwaukee and Louisville where school leaders have promoted desegregation across district lines.

Kozol sees every hope in teachers and administrators like Louis Bedrock (which he dedicates this book to), Miss Rosa the retired principal of PS 30, Fern Cruz the new principal of PS 65 and others for their dedication and persistence in fighting for the right course of education for the minority. He also acknowledges the contribution of black activists like Congressman Lewis who have voiced out publicly and written books that expose the persistence of segregation in America.

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

The Shame of the Nation: An Analysis

I find this book very revealing, intriguing, insightful, and at the same time one sided and opinionated, but in summary, it is very informative. This book is an outcome of a good ethnographic researcher who not only puts energy in his work but also has passion in the subjects of his work - the students. The empirical analysis of this book rests in the inequality that is salient in the American society. Race, class, culture, gender and economic status which have formed the measuring tape of individuals' worth in the American society have become the bedrock of the administrative bodies in the formulation of policies. Policies like education, housing, income and property taxes, transportation etc. have been so carefully formulated to include and exclude some members of the society. These policies of course favor the dominant group, which are whites and disfavor the targeted group which is mostly blacks and Hispanic.

It takes a critical mind to understand the game in the policies. Taking for instance the funding of community urban schools from property taxes from the community, one has to first, think of the nature of the properties in such a community, who owns them, what shape, and of what value they are. If the majorities of those properties are individually owned and are of good shape and value, the expectation is that they will yield good tax for the community. On the other hand, when the government owns such properties, little can be realized in property tax in such a community, and that in turn affects the sourcing of the school. This is the game of politics in perpetuating inequality as we have seen in this book.

Who would expect that the administration that tends to speak in favor of equal education has a hand in making it unequal? That the prophecies of "No Child Left Behind" and "Equal Opportunity for All" are only frivolities? Who would imagine that some teachers and education administrators could be so robotic that they question their ingenuity and creativity in the face of manipulation, except for a revealing book like this? In addition, how can anyone comprehend the damage that has been done by these administrative inconsistencies over the years?

There is an insight into the social, economic, and cultural capital powers of the society in this book. Parents who are more informed, educated, with good jobs and better means have more say in the education of their children than those with little or no education and means. They surf for good schools for their children, organize themselves as the parent bodies of the school, and intervene in matters that are not favorable to their children, for instance, they raise money to employ more teachers and advocate for less number of children in a class. They come up with one voice to exclude others from integrating into their children's schools and sometimes take out their children from a school that are getting more minority enrolment as the case may be. They are less dependent and more challenging to the school administration and government than the parents with fewer capitals. The parents of the minority who have fewer capitals, complain and rarely mostly on the school administration and government to make the necessary adjustments in their children's schools. The system fosters posterity of family status.

In this atmosphere of stratification, while the dominant group acts up to maintain its status, and the targeted, subordinate poor group agitates its position, the children suffer the struggle. A wider gap is created between the rich and the poor. While the children of the dominant group perceive themselves as fortunately, they are less 'educated' than the poor children who see it all. They face lesser chances of integrating and facing realities of multiracial society and as such are less likely to accommodate differences in future. On the other hand, the minority poor children get more skeptical and cynical when matters of equity arise. In the case of the little Bronx boy who wrote Kozol, "You have all the things and we do not have all the things," and the high school student from California who told his classmate "You're a ghetto, so you sew. " The disparities in their educational experiences raise innumerable questions in their heads, which only the government can comprehend in that while their parents may be 'guilty' of not possessing the where-withal, the students are innocent. Kozol's study goes to predict that going by the present pace in educational strategy in America, inequality will persist; integration will be minimized, and desegregation will not only be a nightmare in schools but would be nipped in the bud in the society in future if they are not addressed now. He goes to say, "This nation needs to be a family, and a family sets down for its dinner at a table, and we all deserve a place together at that table."

Having enumerated the classical work of Kozol in diagnosing the blatant, ugly passion inequities in our public urban schools that plagues America today, I need to point out the one-sided, opinionated view of the issue. In a situation like this, no one person can be all right and the other all wrong, there needs to be a balance of 'a little to right and a little to the left'. In the entire book, Kozol addresses the structural approach to educational inequality that sees the school and government administration as the factor that has perpetuated the problem, little suspicion if any, of the cultural approach to the discourse with parents and students contribution. Although there were a few reasons of all white public schools, there was little emphasis on their interactions, though one might argue that they have all the necessary amenities available for them in comparison to the minor schools that have little amenities.

I call this one sided and opinionated in the sense that the subjects of the matter visa vie poor minority parents and their children, are not addressed as potential input to the problem and as such potential contribution factors to the solution. If in a capitalist society like America where opportunity is laid down for everyone for grabs, the 'majority' of the minority group keeps complaining of marginalization of resources, there is a problem somewhere permanently imposed limits. The problem could be in derivation of comfort in dependence or reliability on false sense of security. The core word is value. As regards to the parents, many of them depend on the system and can not walk their ways out to independence and instill that value of independence in their children. A culture of poverty has evolved among this minority group and they seem very comfortable in such a zone. So who makes the extra money for their children's comfort?

The children as well due to lack of role models from their parents, do not deem it fit to strive and conquer the inevitable, they embrace violence and they keep on finger pointing like their parents instead of realizing that education not agitation is their only access to high status in the society. I believe that a focus on re-orienting the children of the minority group in exploring educational opportunities no matter the limitations that they face would help in getting them back on the right track. On the other hand, if they should be contented, respectful, curtail violence, and love themselves, that would attract more empathy to them from whatever administration that is in place and they can be in their own schools without any white and feel good just the same. Understandably, the structural approach often times shape the cultural, which is unstable based on economic resources that yields self-support and autonomy.

Wilt Chamberlain - Track and Field at the University of Kansas (KU) In Addition to Basketball

Wilt Chamberlain is best known by sports fans as one of the most dominant basketball players of all time. To people less familiar with sports and basketball specifically the name Wilt Chamberlain might have a familiar sound because of his much publicized personal life. What many people do not realize is that before basketball became the focus of his life the first sport that Wilt fell in love with was track and field.

Chamberlain was born on August 21, 1936 and grew up in Philadelphia, Pennsylvania where he had eight brothers and sisters that all came from the same parents of father William and mother Olivia. As a youth growing up in eastern Pennsylvania Wilt famously stated that his first reaction to the game of basketball was that he considered it to be "a game for sissies." The sport that the young Wilt Chamberlain was exponentially more passionate about was track and field.

Before even reaching high school age the freakishly athletic Wilt Chamberlain is reported to have high jumped 6'6 "which is a mark that would win most high school varsity track meets. are understood to be as far as 22 feet. For comparison purposes almost all high school track athletes can not reach 22 feet in a running long jump and Wit is reported to have reached that length from a stationary standing amplitude jump position. broad jumping talents are perhaps to be expected considering what the public now knows about his success on the basketball court, however the track and field prowess that Wilt showed was not limited to jumping events.

Thanks to the long strides and powerful running style that Chamberlain employed he was a miraculous middle distance runner as his preteen times of 49 seconds in the 440 yard race (once around a standard track) and under two minutes in the 880 yard distance (twice around a standard track) are exceptional numbers for even a college athlete. Chamberlain excelled at every aspect of track and field including running, jumping, and throwing. He is reported to have tossed a shot put over 53 feet in his youth.

Chamberlain matured very quickly and continued to grow at a rapid pace. At the age of 10 the young man was already 6 'tall and when he started high school he was an astounding 6'11 ".a as 7'2" college freshmen playing basketball at the University of Kansas (commonly referred to as KU) the 240 pound Chamberlain could reach 9'6 "into the air just standing flat footed (no tip toes).

Wilt took up his first love of track and field at the University of Kansas in Lawrence, Kansas while also playing basketball there. The 7'2 "goliath ran a sub 11 second 100 yard dash and also thread the shot put 56 feet. and successfully won the Big 8 Conference high jumping competition three years in a row. In the world of track and field it is an extraordinarily rare athlete that can compete at the highest level in the shortest sprints, all the dumping events, and the throwing events This dynamic collection of talents is so rare in fact that Wilt might be the only man ever to possess this unique skill set.

Top 10 Car Drawing Books For Beginner Artists

1. How to Draw Cars Like a Pro, 2nd Edition

In this long-awaited follow-up to the best-selling first edition of How to Draw Cars Like a Pro, renamed car designer Thom Taylor goes back to the drawing board to update his classic with all-new illustrations and to expand on such topics as the use of computers in design today. Taylor begins with advice on selecting the proper tools and equipment, then moves on to perspective and proportion, sketching and cartooning, various media, and light, shadow, reflection, color, and even interiors. Written to help enthusiasts at all artistic levels, his book also features more than 200 examples from many of today's top artists in the automated field. Updated to include computerized illustration techniques.

Author: Thom Taylor

2. How To Draw Cars Fast and Easy

How To Draw Cars Fast and Easy is a 134 page car drawing guide in downloadable e-book format, jam-packed from cover to cover with all the tips and techniques previously known by only a small hand of professional designers. This program contains all the information you'll ever need to draw perfect looking cars quickly and easily that will amaze your friends.

Author: Tim Rugendyke

3. How To Design Cars Like a Pro

This book describes how car design and technology work through the eyes of the most talented and powerful car designers in the world. The interviews give a deep understanding of why we see what we see on the highways of the world. Author Tony Lewin has been a highly regarded magazine editor on the world stage for so long that some of the top young guns revealing all in this book were hanging on his words just a few years ago.

Author: Tony Lewin

4. How to Draw & Paint Cars

This book is not about learning how to draw and paint fashionable cars, super cars, tarted up street or 'cool' cars as referred to by some motoring journalists, it is about drawing and painting all types of cars. The author has endeavored to distill experience from many years creating images on this subject into a book that will help and encourage those keen to draw and paint cars, both for pleasure or as a career. The author takes you through the history of the car from it's conception in 1885 to current models with sketches and paintings created in a variety of mediums, with examples and step by step guides. Readers are encouraged to develop their skills, whether raw beginners or accomplished artists. The road to success will not be easy, but, through this book you will learn all the techniques short cuts accumulated over decades by an accomplished commercial artist. Whether for business or pleasure this book is THE handbook for automotive art. With 185 illustrations and step by step guides this is a must have for any budding auto artist.

Author: Tony Gardiner

5. How to Draw Cars the Hot Wheels Way

This book provides excellent how-to-draw detail that is appealing and easy to follow for Hot Wheels (tm) and drawing enthusiasts from ages 10 to adult. Detailed drawing techniques with descriptive captions allow readers to create their own automated designs. Illustrations emphasize how to draw fantasy, custom, concept, and hot rod cars. Author Scott Robertson uses original Mattel art throughout the book. With real Mattel artwork featured in detail, the bo0ok has great appeal for collectors, even if they are not aspiring artists. Because Hot Wheels (tm) diecast cars are modeled after both real and fantasy vehicles, the techniques and interest to readers is the same as for real-life car enthusiasts. Officially licensed by Mattel.

Author: Scott Robertson

6. H-Point: The Fundamentals of Car Design & Packaging

The ultimate reference guide for car designers and automotive engineers! H-Point was written by the pioneer of the Vehicle Architecture course at Art Center College of Design, Stuart Macey along with the Director of Advanced Mobility Research, Geoff Wardle. Currently used as the educational handout for the transportation design students at Art Center, it will now be available to aspiring car creators everywhere, clearly organizing the packaging standards that apply to car and truck design; along with insightful graphic explanations, this book demystifies the automotive design process and allows designers access to an illustrious careers worth of knowledge.

Author: Stuart Macey

7. How to Design Cars Like a Pro

This comprehensive new edition of How to Design Cars Like a Pro provides an in-depth look at modern automotive design. Interviews with leading automotive designers from Ford, BMW, GM Jaguar, Nissan and others, analyzes of past and present trends, studies of individual models and concepts, and much more combine to reveal the fascinating mix of art and science that goes into creating automobiles. This book is a must-have for professional designers, as well as for automotive enthusiasts.

Author: Tony Lewin

8. DRIVE: vehicle sketches and renderings

DRIVE features Scott Robertson's very latest vehicle designs intended for the video game space communicated through skillfully drawn sketches and renderings.

DRIVE builds upon the success of his prior two vehicle design books, Start Your Engines and Lift Off. Featuring four chapters, each representing a different aesthetic theme, Aerospace, Military, Pro Sports and Salvage, conceptual sports cars, big-rigs and off -road vehicle designs are beautifully represented through traditional and digital media sketches, and renderings.

Author: Scott Robertson

9. How to Illustrate and Design Concept Cars

Beginners will find an easy-to-follow introduction to the topic, while more experienced designers can find new inspirations by reading about the author's workflow process. A very interesting book for everyone who loves drawing and rendering cars.

Author: Adrian dewey

10. Start Your Engines: Surface Vehicle Sketches & Renderings from the Drawthrough Collection (Air Vehicle Sketches)

Start Your Engines compiles works from Scott Robertson's vast archives of ground vehicle drawings and renderings, and features the following chapters: Cars, Bicycles, Snowcraft Mechanimals and selected work from the conceptual design of vehicles for the video games Field Commander and Spy Hunter 2. The Cars chapter reviews about half of this book and features original designs both futuristic and retrospective.

Author: Scott Robertson

Make Money on the Side - Legitimate Way on How to Make Money on the Side

Are you looking for a legitimate way on how to make money on the side? Well if you are, you are only one of many who really wish they could find that one great legitimate way to make money on the side.

The most reasonable reason why someone might want to make money on the side is because they are looking for extra income that will supplement their current 9 to 5. This extra income can be beneficially used for a variety of things such as covering bills, taking a vacation, buying gifts, etc. When you decide to make a income on the side, the Internet can be a very reliable way for you to do this. However, it can be somewhat difficult to go from the traditional offline income, to learning how to make money on the side through the Internet.

Not to mention that there is so many self titled Internet "gurus" who will try to persuade you that they have the perfect recipe on how to make cash on the side by using the Internet. But in reality most of them are just trying to get your hard earned money in their pockets.

With the vast amount of information to take in and the different angles to choose from, it is easy for anyone to get lost while seeking how to make a income on the side. One of the best answer to the question on how to make money on the side is affiliate marketing. This method of making money online is being used by thousands of people.

Affiliate marketing is a online business that just about anyone can do, and it does not require a lot of money to get up and running. Using the affiliate marketing method can almost guarantee you to make money on the side, but that's only if you're willing to learn a good amount of information and apply what you learn.

Affiliate marketing is not something you learn over night, if you want to see success with it you will have to study it just as you would study for a test in college. But after you really grasp the concept of affiliate marketing and exercise what you learn, you will not be wondering how to make money the side no more.

Leather Repair - How To Repair Torn Leather Seat

There are so many different types of automatic leather seat repair, all with different situations and applications. There are holes, scratches, gouges, cuts, scrapes, worn or cracked, and just down right grungy looking leather seats. I think I got them all covered, well in this article we're going to talk about how to repair a small hole in a leather seat lean back, for those of you who do not know what a lean back is well it's the upper part of the seat.

Now when I say small this can apply for a tear up to 1 1/2 "to 2", probably might go a little bigger, but lets not push it, if it needs to go to the upholstery shop for an insert then that would be better then a crappy looking leather repair on something that probably would not hold anyways. When in doubt, insert it.

Prepping a seat is the key to success in any leather repair, and a lasting leather dye job. So, prep the whole lean back, and while at your it just clean the whole seat, why not, but you do not have to, with your prepping solution removing all grease, dirt, and grime. You need a clean surface and a well prepped area to work with. When I prep, I use a solution of rubbing alcohol, acetone, ammonia, and a small amount of TSP substitute, with water in a spray bottle. Spray the seat with the solution and scrub with a scotch brite pad to scuff the leather seat for leather dye adhesion and remove any grime that's on the seat, then wipe clean with a clean lint free towel. Once your clean, apply a grip base primer to the seat, I usually in most cases will dye the entire lean back when I do a repair or the entire seat, but sometimes it's not necessary, so you may not need to prime the whole seat , but do clean the seat good this cuts down on the amount of leather dye used and the ending result will be a premium leather repair.

Now to the hole. Lets say it's in a V shape, just for example. Like where you've gott'n out of the seat with something in your back pocket, ouch! I know the feeling, back in college I had a 1986 Mustang SVO, very rare and nice car (I miss that car) and I got out to go to class with a pen in my back pocket and ripped about a 2 "V shape in the seat, I about puked right there, and of course at the time I did not know anything about leather repair.

Sand the area around the tear with a 240 grit wallpaper, this gives a little more for the low heat compound to grip to. Take a piece of underpatch material and slide the under patch under the tear with a pair of tweezers, allowing about a 1/2 "on the inside all the way around. easier to slide under. You can use different types of under patches, I like the kind that is covered on one side with a heat activated glue.

Now take a drop of leather glue and spread a thin coat on the patch on the underside of the leather repair area. If the leather will lay down smoothly and match up then great, but sometimes it just will not. In this case we will use combo of the glue and your low cure leather repair compound and smooth a small amount over the patch then lay the leather down. Spread a small amount of low heat compound over the area and smooth it out with your pallet knife, remembering to keeping your area as small as possible, the smaller the better. Now heat the area with your heat gun, hold the heat gun out away from the leather repair and slowly move it into the repair area, this will give you just a little more control of the heat, you do not want to burn and shrink the leather. The idea is to cure the compound and get it to adhere before you cook the leather, it's a skill thing, practice makes perfect. Once the compound is cured immediately press the grain pad in your palm onto the repair, do not press to hard, but firm.

At this time using a wet paper towel apply a small amount of grip base to the repair area and dye with your color matched water based leather dye. Dry thin coats of dye, not wet. Then reapply and smooth out another thin coat of compound. Heat again and grain then dye, get the idea, what you are doing is building the repair up. Thin coats of compound applied and cured then reapplied, are much better then one thick coat. Once you have it built up and looking nice, blend the repair into the rest of the seat if needed, by applying thin coats of leather dye to finish it off. Drying between coats of dye with a hairdryer, and one great tip is rubbing the leather dye with your hands to force the dye into the creases of the leather helps a ton, do not be afraid to get your hands dirty. I say that but I'm allergic to rubber gloves, it bites, so I come home every day with dye all over my hands, it's a pain, but I love the work and the job looks better with a little bit of love rubbed on those leather seat repairs. After the dye is cured, apply a top coat of satin or dull leather clear top coat mixed with a bit of slip additive added for the soft feel. Dry the seat thoroughly, then apply your leather conditioner to finish and give the seat the juice it needs and a great feel and look for you.

Now there are so many other variations to this fix, sometimes I will have to use an air dry leather repair compound over the top of the low heat compound to smooth out the leather repair. Sanding it with a 400 grit wallpaper until it looks right. You can also turn your air down on your paint gun until little droplets are coming out to give it a textured look, drying between coats. Texture coatings, can be used, but if you do it right the gun effect works great. When I do a leather repair I will not give up until it looks perfect. Patience is a value, right. Do not get in a hurry, this will only frustrate you more and then you really got issues.

Leather repair is a craft and profession. The dyes and compounds I use are top quality and are made to last. Giving you a lasting leather seat repair, and comfort knowing you have a leather repair that will last and look great for years to come.

I hope this was some help to you, in the coming months there will be more articles like this one but on different situations on leather repair, liked I talked about in the first. There are so many different ways that a leather seat can be damaged, we spend a lot of time in our cars and well "sh $$ happens", right. So check back to see my next article on automatic leather seat repairs. If you have anything you would like to ask feel free to shoot me some comments on Leather Repair - How To Repair Torn Leather Seat.

Are Your Managers Ready for Generation Y Employees?

Generation Y or the "Internet Generation" will dramatically change every aspect of your business in the next five years!

Change will be constant, rapid and revolutionary. Want proof?

First, the Massachusetts Institute of Technology is putting all of their 1,500 courses on the Internet. MIT believes that the "disclosure of knowledge and information can open new doors to the powerful benefits of education for humanity around the world." That means students, educators and self-learners will be able to audit these courses when and where they want.

Second, Bob Lutz, General Motors Vice Chairman, has a blog to communicate directly with his customers. It is an invaluable way to get important information out to the market. It is also a vehicle for timely and accurate feedback. Other GM executives are setting up blogs to talk directly to and get information from their employees. By comparison, Microsoft has over 1,500 customer and employee blogs.

Third, YouTube is an Internet overnight success story. It allows people to upload and share videos over the Internet. To date they have 100 million videos on their site and receive another 65,000 per day. The company was founded in February 2005, and was never profitable. Yet, Google understands the potential of their technology and purchased the company nineteen months later for $ 1.65 billion.

While Gen X employees understand Internet, multitasking and instant communications, Generation Y members excels at use of these three tools, and they will use them to transform business. They will challenge every aspect of the workplace.

How do the different generational employees look managers?

B oomers: The boss is not always right, but the boss is always the boss. I will put in long hours to get ahead. If necessary, I will do so at the expense of my family.

Generation X: The boss is not always right, but I'm not going to be here very long. I watched my parent's jobs being downsized or outsourced so I do not have the same loyalty to a company they did. I'm not married to the company; I value my life outside of work.

Generation Y: The boss is not always right, but are they open to new ways to do business? Events like 9/11 and the Columbine High School shooting have taught us that life can be fleeting. The Internet as exposed us to new ways of approaching life and work. I want to flexibility, to be valued for my ideas and my work and I want time off to volunteer.

They are called Generation Y, as in "why," because they are constantly questioning the status quo. They are almost as large as the Boomer generation and are over 65% larger than the Generation X group. In the next twenty-five years 80 million Boomers will be retiring. As the Boomers retire, the Gen X employees will become the Gen Y's managers. However, because of their sheer size Generation Y will be the overwhelming influence in the workplace for the next fifty years.

Generation Y fully embraces technology. Today's twenty-year-old college graduate was only five years old when the Internet was developed in 1992. They have always had the world at their finger tips. They grow up with instant messaging, text messaging, cell phones, iPods, PDAs, MySpace, YouTube, multitasking and blogging. They think, and act, in terms of instant communications. While Gen X employees understand and used these vehicles, Generation Y is totally immersed in them.

Baby Boomers changed the culture on civil rights, woman's rights, and gay rights. Their world was shaped by the Cold War. The members of Generation Y were born after the Civil Rights Act was passed (1964), the gay rights movement started (1969), the first woman sat on the US Supreme Court (1975), and the Berlin Wall came down (1990). The struggles many of us remember are accepted facts in their world. Generation Y individuals overlap diversity as an accepted norm and until recently knew nothing about war. Their world has always included diversity.

Each of us has memories of some recent tragic events: the Oklahoma bombing, the Columbine High school shooting, the World Trade Center bombing, and three wars-Iraq, Afghanistan and the War on Terror. If you were a thirteen to fifteen year old, how would these events shape your thoughts about the future? In a practical way These Generation Y's remain optimistic.

Generation Y members are group-oriented, confident, goal-oriented and civic-minded. They have a more worldly view than Generation X'ers. These new employees have been coddled by their parents. As children they received trophies for simply participating on a team. Parents told them were special and capable of doing anything. Their non-school activities were scheduled (eg, karate, soccer, etc.), and their parents were not afraid to call a teacher, coach or boy Scout leader if they did not think their child was being treated fairly.

Generation Y kids have been raised with instant communication, unrealistic feedback and rapid decision making as the norm. They believe they have the world in the palm of their hand. And, with their knowledge of today's technology they do.

So what can your managers do to get ready for Generation Y employees? Generation Y employees want to be heard and valued by their company when they start with your company. They place a high value on family and flexibility and will volunteer their time to cause them feel are important. They are fearless and not intimidated by titles or corporate organizational charts.

They love variety and are not afraid of change. If they think they have a good suggestion they will take ownership of the idea. And, they will not be afraid to take the idea up the corporate ladder to be heard.

Successful companies must find ways to harness the new employee's talents, integrate them into the company and turn ideas into a competitive advantage. Progressive companies understand that learning is a two-way street. Generation Y employees will revolutionize internal and external communications. Companies have a lot to teach the Gen Y's, but they have a lot to learn from them also. That will be difficult in rigid, highly structured companies.

Jack Welsh, former CEO of General Electric, stated that "... ebusiness knowledge is usually inversely proportional to age and rank." Hiring, challenging and retaining good employees have always been the hallmark of successful companies.

Successful companies today must develop a culture of learning, sharing and embracing change. They will employ two-way mentoring, blogging, new training platforms, and new ways of hiring and promoting people.

Training Generation Y employees will change. Boring, all-day seminars will become less frequent. Generation Y employees will text message their friends during those seminars. They need the information in the seminar, but companies will have the training available in different platforms and in smaller "bite-sized" portions. These training modules will be downloadable to an employees' Blackberry, iPod or computer. The employee will view the sessions at home, or on a plane or listen to them in the car driving to an appointment.

This is an exciting and dynamic time for business! Change will be constant, rapid and revolutionary.

Generation Y employees will change how we look at hiring, turnover, mentoring, performance reviews, employee orientation, retention issues, and how we communicate with our employees and customers. Are your managers ready for this new employee?

Questions for Discussion:

1. A new employee takes approximately six months to "learn the routes," and they will probably leave the company within four years. How will your managers take full advantage of the Generation Y employee's creative energies?

1. What systems within your company need to be reviewed to take advantage of these upcoming changes?

1. How can you dramatically change the way you communicate with your customers and your employees?