Pioneer Construction Company’s Plan for Housing Management in Eastern Province

by Herman Bailey | Feb 24, 2023 | Essays | 0 comments

Introduction

The Department of Housing in the Eastern Province is seeking proposals from businesses to offer services in management of houses, slum upgrading and construction of new housing units in the province. Pioneer Construction Company seeks to provide services to the government by building new housing units in the province for better housing to the residents. The housing problem in the province has seen the emergence of slums, mismanagement of houses and poor housing structures in the province. Furthermore, the housing problem in the province has also seen an increase in the rate of crime as criminals transform the slums to be their dens.

The plan

Project activities

Establishing a new section for housing management will allow Pioneer Construction Company to expand and improve the Company’s fast paced housing agenda for two years efficiently, responsibly and effectively. The new section for housing will formulate a reliable mechanism, quickly respond, to changing external and internal circumstances of the market, and manage the Company’s action plans of the management through the joint ventures (Common Wealth, 2004).
The Company will use the government’s funds to form a section for housing management that will forge public and private company partnerships to manage the 300 controlled, or government owned low income homeownership units of housing in the Eastern Province. The government’s funds will improve greatly delivery of services, by the competent management to more than 5000 Eastern Province residents in about 150 site buildings that are scattered an estimate of a small town (McLeod et al, 2009).

Budget

INCOME		EXPENDITURE
SOURCES	AMOUNT ($)	USES	AMOUNT ($)
Revenue		General operating support
Government grants and contracts	300,000	Salaries and the fringe benefits	700,000
Banks and foundations	100,000	Insurance and taxes	600,000
Earned income	2,000,000	consultants	200,000
Fundraising	_____	In kind expenses	100,000
Donations	400,000	Supplies and Equipment	500,000
In kind support	200,000	Savings	90,000
TOTAL	3,000,000	TOTAL	3,000,000

Programs and accomplishments

Every year, Pioneer Construction Company, does help the residents reclaim their neighborhoods back from decay, crime and drugs. Building by building, the Company has developed averagely 70 affordable units of housing for the past three decades (Oxley, 2004).
The current portfolio of housing management represents the whole ladder of housing, ranging from housing the households that were formerly homeless to ownerships of homes for the low income working families. The Company’s tremendous growth of ten years attests to the proficiency.
In 2009 alone, Pioneer Construction Company completed 30 buildings with 320 apartments, and even started another 160 units in 15 buildings. This is about $50 million for one year in constriction.
The Company built housing for the physically handicapped and the elderly on the former garbage and heroin dens. Today, there are parks with flowering plants and trees, sitting areas and about 120 beautiful housing apartments housing the senior people in dignity and peace.

Plan for measuring the expected results

The Company will measure the housing management project by many housing programs and initiatives for housing management which the Company has developed and implemented for the past three decades, and which have already significantly impacted, the quality housing practice in the Eastern Province, and which rest as a model to the government.
The Company will also submit a report of the project upon completion, funded in part by government, under Department of Housing. The Company will also keep complete, accurate and detailed records of expenditures made under the company’s management, and actively participate in the evaluation of the activities of the projects during the course of the year.
The Company will also provide, upon request, an audited financial statement of the expenditure and income related to the income and expenditure by a qualified public accountant who is self-sufficient as documentation that the money from the government is spent on the provided purposes. Furthermore, evaluation of the Pioneer Construction Company overall effectiveness is measured by satisfaction of the residents, and the level of tenant services that are provided and successful. The tenants serve as shareholders in the company and are closely involved in the management, programs and oversight (Common Wealth, 2004).

Conclusion

The Eastern Province which Pioneer Construction Company serve is a collection of numerous sub communities including a variety of new and old mixed use residential buildings, small and retail manufacturing firms, and many elevator–type public housing that are conventional. Approximately half of the Eastern Province’s land and housing are government owned. Furthermore, the area is a blend of ethnic groups, most of whom have median household of $15,000 and poor (Al-Ankary et al, 2009).
The need for affordable housing is a matter of urgency than what the data of census reveals. This under reporting can be attributed largely to illegal aliens, many public housing residents and language barrier, which makes official reporting of census very difficult.
Pioneer Construction Company is a recognized champion in affordable housing management and development in EasternProvince government, with $2 million budget for operations and management portfolio of 150 buildings of 2500 units. According to Dasgupta et al (2006), the government also has a commitment of privatizing building’s management. The low income housing future in the Eastern Province will be effectively answered through private-public partnerships, with backing and support of the community, and the producing capability and managing the Eastern Province housing of the low income residents.
A contract from the government will provide Pioneer Construction Company the opportunity to form the private-public partnership with the government, effectively, to manage 300 low income Province’s owned home ownership housing units in the Eastern Province. Furthermore, it will continue to improve, preserve and dignify the Eastern Province’s fabric.

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Herman Bailey

With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.

Understanding the Gallaudet University Protest of 1988

by Herman Bailey | Feb 24, 2023 | Essays | 0 comments

Abstract

Not many people understand that there is an entire community and culture that surrounds people who are hearing disabled. The culture centers on providing support for a people who often find themselves marginalized and segregated. Even in areas which are built to ensure their success, to provide excellent support for the deaf, they often find themselves segregated and set up. In our modern culture, the deaf are often looked down upon, not because they lack skills, talent or character but mainly because they cannot hear. Whereas they can communicate adequately, the hearing often ignore this capability and look down upon it as if it were some form of inferior communication. Whenever a deaf person achieves something or is able to reach a particular skill, they are applauded. However, they are not applauded for the achievement or the skill they have acquired but rather for overcoming what the hearing consider to be a “handicap” and a difficult one at that. It is this kind of thinking and segregation that has led to numerous protests and appeals from the deaf community and its supporters. Requests for changes in laws and policies of organizations are a frequent occurrence. The most popular and widely analyzed of this is the Deaf President Now protest of March 1988. This paper highlights and analyses the causes of this protest, the issues that escalated from small matters and fuelled protesters at Gallaudet University for days and finally concludes with determining the level of success achieved by the protest. The DPN protest gained so much support from politicians and even influential persons so that it is now equated to civil rights movements.

Introduction

A lot has been said about the DPN protest in 1988 held at Gallaudet. The protest is often touted for laying the foundation for disabled students in various universities. Ladd indicates that understanding the deaf culture, and the behavior of those with hearing impairment or loss requires a complete analysis of the DPN protest (13). The protest is said to have begun with an announcement by the university that a hearing faculty member had been elected president. For decades, the deaf and hearing impaired within the university had been on the campaign to get a deaf president elected. At the time Gallaudet was considered a unique university boasting of more than 100 faculty members with doctorates and who were also deaf. It stands to reason therefore that the deaf community would take up the mantle of demanding a representative who faced their challenges and had overcome the odds stacked against those with hearing impairment.
It is to be noted that indeed during the selection process, there were only three candidates in the finalists. Of the three two were completely deaf while one was of hearing capacity. Despite the qualifications of the deaf faculty members and the call by deaf students and faculty to make a difference by selecting a deaf president; the university board chose to select the hearing candidate. The selection was based on nothing else other than the fact that she could hear. For this reason, deaf students backed by several former students and some members of faculty began a protest that ended with the shutting down of the university. The protest provides a great insight into the culture of the deaf community.

Background

The deaf community is often considered a minority not just in learning institutions such as Gallaudet University but also in social circles. Their challenges and status of minority stems from linguistic barriers. Because of the challenges that they often face, it is not surprising that they often come together and band together in their own support. This was the case in the university in the years before the protest. The university strongly believed in the ability of the deaf to achieve even more than those with hearing capacity. Gallaudet was the only university investing in the educational needs of those with hearing impairment. But even with this strong belief, there existed signs of discrimination and segregation. The deaf culture is one that is based on ensuring self sufficiency for this simple reason. Looking at history also, one can see how the education of the deaf has come with challenges which may have laid the foundation for this protest. For example as Padden and Humpries with the banning of the use of sign language in teaching deaf children, people of hearing capacity made the assumption that they know best the needs of those who have hearing impairment (56). This was one of the reasons why a deaf president, one who faced the challenges of the students and faculty as well was needed.
One of the core values of the deaf community is that the deaf can do everything that those with hearing ability can do. It is on this core value that the deaf community challenged the university decision. the outgoing president Dr. Merrill himself felt that the time has come for the university board to put action where many words had been spoken; by confirming a deaf president. However it would be decades before his advice was even considered. Following the confirmation of Dr. Lee jerry as president without a formal process of interviews, applications and other formalities; the first association for the deaf that is, University’s President’s Council on Deafness (PCD) was founded. This is the association that eventually organized and led the protest of 1988. In accordance with the culture of the deaf, the association brought together those with hearing impairment to address issues and situations where it was felt the needs of the deaf were being ignored or segregated.

The Demand or Issues Addressed In the Protest

Several demands were put in place during the protest which paralyzed the university. Organizers of the protest printed flyers with their demands and posters that showed the issues to be addressed. Majority of the deaf students became aware of the protest on March 1st when the first rally organized to get a deaf [resident took place. the rally and protest itself took the form of a civil rights movement. The rally was attended by thousands of people including the local community of deaf individuals. As the issues were discussed and highlighted more and more people came to participate and play their part in making the demands. The issues highlighted for the protest included:
Resignation of Elizabeth Zinsser and immediate appointment of a deaf president:
According to the culture of the deaf every deaf person is normal. Holcomb states that for the deaf individual, deafness is nature; it is an everyday part of their lives (26). Their community culture does not express regret at losing their hearing ability but rather encourages individuals to gain everything they can to support their own goals and achieve all that they can. The two candidates in the race for university president had lived by this mantra. They pursued doctorates and got all the qualifications required for them to become president. However, they were disqualified on the basis of their hearing ability only.
This was in complete opposite of the university mantra, supporting the deaf students and faculty to achieve all they can. Furthermore, deaf students and faculty were often facing special challenges which were either considered insignificant or completely ignorant. With the university being dedicated to serving the needs of the deaf community, who better to lead the charge than a deaf president. For the students and faculty, the two finalists had presented a ray of hope to the challenges they faced. It should be nice to have the person making decisions and running the institution; to have undergone the challenges and odds of being deaf. However, this hope was ultimately cut short by the confirmation of a hearing president.
Resignation of Jane Spilman: Jane Spilman held the position of the board of trustees that confirmed Zinsser as president of the university. The deaf community felt that in her own way, she has segregated and maligned the rights of the deaf community. By refusing to appoint a deaf president, she had essentially put forth together with her board that despite the university belief that all deaf people could achieve and do anything, the board of trustees did not actually believe so. The deaf could have qualifications and skills to do anything, but then fall short in the final appointment simply because of their hearing impairment.
During the protest several def individuals age moving and motivational speeches to the deaf. The main theme was that despite their hearing impairment, the deaf child, student and even adult could achieve just as much as the hearing child. Spillman’s resignation was supposed to send a message to the university board. The board had based their decision on simple tradition, where all other boards had elected and confirmed a hearing president. However, in doing so they had shown the worst possible form of segregation not just to the deaf student but also to the deaf faculty members.
Deaf people should constitute a 51% of the board: Christiansen and Barnatt states that it is often imagined that the few deaf members on the board at the time were outvoted by their hearing partners in the selection of the president (67). Some were probably intimidated because they represented the minority vote on the board. In order to ensure that the rights of the deaf community and the challenges faced by the same community are addressed, the representation needed to have the deciding vote on all decisions in the university. It is to be remembered that the university was set up in favor of the deaf students, and therefore this demand to be fully represented and to hold the deciding vote in all matters was not strange.
In fact this issue received complete support from even people in the legislature such as Vice President George Bush. They felt that the university in refusing full and more representation in the board was essentially denying the rights of the deaf in the university. Several organizations and even the main stream media latched onto this issue. Majority felt that the decisions made in the university would be totally reversed with proper representation of the deaf.
No repercussions for protestors: at the beginning on the protest, the university board had issued warnings that all who participated would face one form of repercussions or another. However, as the protest gained momentum, the participators demanded that the university not carry out its threats. The protests were attended and organized by university students and faculty members. It was felt that punishing the participants would indeed be another form of segregation of the deaf community within the campus.
DPN provided a unique ground where for the first time deaf students and faculty members came together with clearly defined goals. Being the only university for deaf and hard hearing students, protestors believed that the time had come for the university to be run by those it was established to serve. DPN presented a cohesive and quite speedy force which the university was not ready to deal with. The protest aimed to remove any barriers that often segregated those that were deaf and hard of hearing from the hearing who were often considered better for their ability to hear only. With the mainstream media picking up on the protest, it became symbol for the rights of the deaf and hard of hearing individuals.

The Impact of DPN Protest

Coleman suggests that the biggest impact of DPN was to those who could hear, the protest reminded them that the deaf people would not accept limitations placed on them (78). Just because an individual is considered deaf does not mean that they cannot do what the hearing person can. Whereas majority spoke and reaffirmed this statement, few actually believed this to be true until the repercussions of the protest were announced. The protest also reminded the deaf individuals that they could achieve as much as they wanted to achieve. Since 1988, the university has graduated many who are deaf and who have chosen what many would have thought to be difficult career paths for the hard of hearing.
The most lauded of all effects was the setting up of various legislations in the weeks following the protest. Senators such as Tom Larkin came out in support of Gallaudet University supporting bills and passing laws that favored the rights of the deaf. Notable among them was the telecommunications accessibility bill, which demanded that all forms of communication be made user friendly for the deaf. The repercussions of the protest therefore went beyond Gallaudet University. The nation itself was made aware of the neglect that had been forced onto the deaf citizens of the country. For more than two centuries nobody had considered the rights of the deaf, until the DPN protest they were considered an insignificant minority.
Finally the protest itself was a success within the university grounds. The board rescinded the confirmation of a hearing president, and in the place of Zinsser appointed Jordan King who was one of the hard of hearing finalists. King was appointed by an act of congress. He served for twenty years as president leading the university to being one of the best and greatest institutions in the nation serving the rights of the deaf. The protest was called off a week after it had begun, with the organizers declaring it a complete success as all their demands were met.

Work Cited

Christiansen, John B, and Sharon N. Barnartt. Deaf President Now!: The 1988 Revolution at Gallaudet University. Washington, D.C: Gallaudet University Press, 1995.
Coleman, Paul J. Asymmetric Bargaining Power: Case Studies of a University Protest and Prison Hunger Strike. , 1995.
Holcomb, Thomas K. Introduction to American Deaf Culture. New York: Oxford University Press, 2013.
Ladd, Paddy. Understanding Deaf Culture: In Search of Deafhood. Clevedon, England: Multilingual Matters, 2003.
Padden, Carol, and Tom Humphries. Inside Deaf Culture. Cambridge, Mass: Harvard University Press, 2005.

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Herman Bailey

Enhancing Learning through Effective Use of Resources

by Herman Bailey | Feb 24, 2023 | Essays | 0 comments

Task A
(a)

Resources are effective in meeting the various individual needs of the learners. With their utilization, resources have acted as the source of input for the various learners where they provide them with materials to develop learning. As supported by Warwick et al. (2006, pp78-86) learners benefit with the use of the resources where at a personal level, each of the learner gets exposed to the different modalities of the aspects taught in class. In the use of the resources, each of the learner is able to interact with the modalities of the written, the spoken and the current technologically mediated academic work. With the application of the resources in teaching, each of the learners is able to interact and get input which is beyond that which is provided by the teacher in class. Traditionally, with the main resource being the textbook, the involvement and use of other resources has enabled and promoted diversity in that there has been the use of resources such as the use of multimedia which in this case has included video or audio inputs. For the learners that do not appreciate the use of textbooks due to factors negative attitude, the use of multimedia based resources ensures that such learners are not left out. Traditionally, with the limited use of resources in this case books, the use of more resources has also ensured for inclusivity of the students having challenges in following learning in class based setting such as the teacher dictating notes. With the utilization of resources, such students are catered for where the use of such resources such as games and the use of artifacts have ensured that all students have an interest in what is being taught in class. As Eilks & Byers (2009, pp213-236) shows, the different mode of delivery that comes with the use of resources ensures that there are more opportunities for interaction with the teacher where opportunities are present for both input and output. The use of resources is effective in enhancing and stimulating reflection in all the students around the class. This is especially so for the ones who find it challenging to get involved in discussions around the learning materials. With resources, such students benefit whereby having the resources used in a different way, this group is able to develop questions as well as activities which stimulate deeper thoughts and allow affective response (Best & Thomas 2008, pp131-142). Struggling students are able to analyze the feelings around the different academic topics, have informed interpretations and come up with their own conclusions. The use of resources allows for the opening up of flexibility and creativity in the delivery of learning and teaching which has ensured that all the students in the classroom setting are aware and capable of acquiring maximum information from the content taught in class. Cost effectiveness is achieved with the use of resources where such aspects as using projectors in class reduce the cost of equipping every student in class with a laptop.

Task B

(b)

It is the duty of the teacher to have the understanding and the knowledge of numeracy, language, literacy, as well as information and communication technology. These being the minimum core elements need to be integrated in the teaching qualifications. The improvement in the minimum core skills enables one to effectively fulfill the role of the teacher (Oldknow et al. 2010, pp89-103). For example teachers can demonstrate literacy through the elaborate planning of subject matter and consistent proper examination of the same. One of the ways includes the use of electronic whiteboards which are helpful in the promotion of both language and ICT skills. The whiteboard is a powerful tool in that it allows for the collaboration and interactivity in the class by making sure that there is the integration of media based content in the lectures delivered in class. The use of the whiteboard allows for a wide range of learning opportunities for all the students. With the whiteboard, there is interactive teaching where the teacher is able to sit at the computer with the students at the white board where he or she is offered suggestions by the rest of the students in class as well as ideas. As Armitage (2012, pp113-125The use of handouts is another way of using resources for inclusive teaching and learning. In this case, the correct use of handouts in minimum core elements such as numeracy ensures that learners have the direction in learning. Through giving students what will be presented in coming lessons, it helps them to stay organized in that they can know what to expect and even in some case read ahead. With the handouts, the students are in a position to evaluate the important things and highlight the same.
Teachers can also show their competence of core elements especially in numerical by their ability to develop student knowledge. Whereas teachers maybe exemplary in the understanding of numbers, unless they can demonstrate the same by transferring such knowledge to the students, they cannot be said to have mastered core elements.

Task C
(a)

Resources have been effective in meeting the various individual needs of the learners. With the use of resources, as a teacher I have been able to maximize the value of teaching in particular learners. I have been able to apply the resources that have been personalized in order to allow learners to connect with the same. It has been much easier to combine traditional resources such as text books and other writing material, adapting them to learner’s needs. This has ensured that the students who have difficulty with the use of the traditional book have had changed and adapted to the friendly resources which have allowed them to achieve the students interests and goals. From the experience gained from the use of resources, such methods as the reliance on books has been shown to offer little direct connection with the students. With the use of resources, a link has been created which allows for the experiences my students to be improved with multiple paths being offered with the engagement with the resources utilized. Through the observation of the way students interact with resources, I have come to understand that resources have helped the learners to personalize the way they interact with their learning material. As demonstrated by Best & Thomas (2008, pp123-134) by personalizing, students have improved in the way they absorb the material presented to them in class. There has been an improved individual based connection among the students with their materials. With the use of resources, there has been the improvement in the interpretation, the analysis and the reflection in the students’ class work. The utilization of resources has seen improved engagement among the students where those facing challenges in the interpretation of the content, resources allow free interaction where this group is able to receive help. With the use of the various resources, reaching other students has been easy to achieve Oldknow et al. (2010, pp95-107). The various learner groups in my class have all benefitted where for the students who are stimulated by the visual aspect, they have been able to benefit from the same by clearly seeing what is happening in the use of such resources as the whiteboard. For the tactile learners, the touching and moving of the various resources has allowed them to highlight the various academic based elements. For the students who are able to relate more with audio media, they have been able to participate in discussions an aspect that would not have been possible without the use resources.

(b)

With the use of resources, there are the various challenges that I have encountered. One of the challenges associated with the use of resources is in the critical use of resources. Some of the resources have presented problems to me, as a teacher and subsequently to the learners where I have attempted using resources without trying them out first. I have realized that before using any resource there is need to test and understand the general workings of the same. Warwick et al. (2006, pp56-68) further indicates, for the various resources that are being utilized, the teacher needs to be an effective user of the same. This will enhance the understanding of the aspects surrounding the use of such a resource such as the culture and the language.
Majority of the time, I have made use of resources that are developed and maintained by someone else. My application and the ideas of the developer may not be in accord leading to discordance in the use of the resources. Thus conflict often arises and the use of the resource may not be able to achieve the form of learning which as a teacher I had hoped to achieve. As further supported by Armitage (2012, pp147-159) thus, there is need to develop resources with the awareness of the theories and values in the same.
Another challenge that needs improvement in the use of resources is the assumption that I have had that a resource should be used on its own. Resources and other parts of learning should be combined rather than employed separately to achieve consistent results. The times I have made use of unconnected resources or disparate ones make it impossible for students to develop coherence in the aspect being taught. To avoid the same, I have mastered the art of combining resources effectively and testing same combinations to achieve great results.

List of References

Armitage, A. (2012). Teaching and training in lifelong learning. Maidenhead, Open University Press.
Best, B., & Thomas, W. (2008). The creative teaching & learning resource book. [London], Continuum International Publishing Group.
Eilks, I., & Byers, B. (2009). Innovative methods of teaching and learning chemistry in higher education. [Cambridge, UK], RSC Publishing.
Oldknow, A. J., Taylor, R., & Tetlow, L. (2010). Teaching mathematics using ICT. London, Continuum International Pub. Group.
Warwick, P., Wilson, E., & Winterbottom, M. (2006). Teaching and learning primary science with ICT. Maidenhead, Open University Press.

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Herman Bailey

Theoretical and Practical Critiques of Conventional Education

by Herman Bailey | Feb 24, 2023 | Essays | 0 comments

Currently, education is highly valued thus prioritized by most societies judging from the numerous establishments of learning institutions and emphasis on the need to educate societal members especially the young. Education is the societal focal aspect largely supported and accepted. However, some ideologists tend to question the relevance of the largely used conventional education system in relation to its aims, adopted teaching process and relevance. This paper discuses the concept of education from the perspective of three theorist, Paulo Freire, Jane Martin and Joel Spring who tend to criticize education based on its failure to attain freedom, being based on theoretical knowledge and human capital ideology, respectively, that have jeopardized the attainment of fundamental aim of education which they believe is enhance the development of a person through critical thinking and practical skills.

Paulo Freire’s Concept of Education

Freire believes the fundamental role of education to assists people gain freedom from oppressive, assumed societal ideologies that create socioeconomic classes. Education is supposed to help people critically evaluate the concept of reality as they discover their own ways of dealing with it. Freire further argues that education’ aim is to help people fully maximize their potential by creating a conducive, learning environment where they can freely realize ways of actively contributing to the transformation of the world which he maintains that has not been achieved as implied by Freire (2000).
Freire (2000) claims the existing education system ignores the learners’ role in co-creating knowledge in the teaching strategy which he suggests can be achieved through teacher-student dialogue. He claims the system confine students’ scope of knowledge to receiving, memorizing and repeating content. Freire associates the poor learning system that perceive students as objects- void vessels that needs to be filled with knowledge- with the notion that education is to be acquired and accumulated instead of questioned, tested, produced and used.
Freire (2000) argues that the education goals have been jeopardized by an irrelevant system that is inclined towards reproduction and retaining of capitalist notions that focus on preserving inequality and social division of labor thus widening the economic status gap. In addition, he views education as a mechanism of manipulative aimed at shaping people and the society by incorporating individuals into the logic of the existing system in order to validate its existence thus upholding and justifying social oppression.

Jane Martin’s Concept of Education

Jane Martin beliefs education’s major purpose is to arm individuals with practical skills and knowledge that enable them to independently define and pursue their own dreams as well as actively participate in various community activities. She advocates for education to focus on action and caring as she attempts to redefine the conservative definition of the ideal educated person that is based on intellectual development to a person able to defend and practice his/her gained skills. Moreover, Martin argues that education’s role is to aid in the better overall development of an individual, both body and intellect as indicated by Martin (1986).
Martin argues that basing education on academic knowledge which is the existing educational focal strategy disadvantages learners. Relying on theoretical knowledge as the core of learning and a true account of reality has contributed to only intellectual skills development that is inadequate since it creates spectators of democracy thus making democracy an illusion as explained by Martin (1986). Martin further claims that creation of uncaring and idle human beings is contributed over emphasis on curriculum content rather than aims of education as it has resulted to knowledgeable people incapable of action. In response, she suggests the establishment of a strategy that incorporates both the mind and the body in the learning process to aid seal the wedge between thought and action as well as reason and emotion in order to foster a better individual well equipped with practical skills.

Joel Spring’s Concept of Education

The key purpose of education according to Spring (1998) is to promote patriotism, nationalism and active democratic citizenship. He believes in fostering independent, innovative and proactive citizens who respects, values and participates fully in the nation’s growth through education. Spring claims the current education system as been shaped by politics and commerce with concept of education perceived and practiced from human capital point of view. The education policies are constructed based on the attainment of economic development to an extent the stress on school attendance is based on job solution and a better socioeconomic future. With schools flocking with students attracted by the human capital beliefs of education, Spring looks into the relevance of the system in the modern world pointing out the significant decline in the value of education attributed to inappropriate curriculum. The current standardized mode of teachers and students performance evaluation is test oriented; placing emphasis on mastering and repeating content rather than in the actual learning process of critical evaluation content developing of new ideas thus contributing greatly to low quality education as explicated by Spring (1998). He proposes establishment of a teaching model that bases evaluation on an individual’s capabilities.
Education is the means by which students become better productive members of the society. Through education, students are able to discover and exploit their potential for their own benefit and that of the society as they seek to actively participate in transforming the dynamic world. Education offers individuals with the opportunity to improve their world by critically analyzing other people’s ideas instead of accepting their current situation as affirmed by Newton (2007). It is true that education strains other sectors of the economy like vocational as the focus has shifted to attainment of higher education thus emphasis on white color jobs and preservation the inappropriate traditional aim of education.

In conclusion, the three philosophers tend to be in agreement regarding the misconceptions associated with education goals in the existing system with Freire believing that education is an instrument of freedom. Martin on the other hand thinks the purpose of education is to nurture active human beings and Spring claims education’s purpose is helping student discover their potential. They all criticize the education system arguing that it does not fully meets its obligation blaming inappropriate curriculum and poor learning strategies. Freire attributing education ineffectiveness with the learning system that he associates with a bank model suggesting a dialogue mode, Martin condemning the overreliance on theoretical knowledge championing for practical skills and Spring claiming it is test oriented.

References

Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Martin, J.R. (1986).Redefining the Educated Person: Rethinking the Significance of Gender. Educational Researcher.doi:10.3102/0013189X015006006A
Newton, P.E. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice.doi:10.1080/09695940701478321
Spring, J.H.(1998). Conflict of interests: The politics of American education. Boston, MA:McGraw-Hill.

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Herman Bailey

Power and Corruption in Chandler’s and Paretsky’s Novels: An Analysis

by Herman Bailey | Feb 24, 2023 | Essays | 0 comments

Introduction

The saying, “Power corrupts, absolute power corrupts absolutely” denotes that more power an individual has makes one exert more control over people, hence becoming more corrupt. Chandler’s and a Paretsky’s novels,Farewell, My Lovely and Indemnity Only respectively are filled with both corruption and power. Power is authority and strength that expresses the ability to control leading to dictatorship. Historically, power and corruption has proven to be the root of evil in a community. The body, mind and soul of a human are capable coming corrupted through the abuse of power. Possession of power makes an individual feel in the same level as God, depicting a sign of corruption in an individual.Farewell, My Lovelydespite being filled with murder and corruption is essentially a love story that begins in the south central of Los Angeles. Meanwhile, Indemnity Only has over the past decades has become a sharp serving notice to bad boys in Chicago over corruption and abuse of power. The renowned authors, Chandler and a Paretsky, tangles with corruption and murder of individuals in connection to white collar crimes. Therefore, this essay critically analyzes the depiction of power and corruption in Farewell, My Lovely and Indemnity Onlyusing empirical examples from the novels.

Power in farewell my lovely

The depiction of power in the book farewell my lovely seems to come from basic characteristics and mannerisms. Individuals seem to derive their power and legitimacy of the same from simple characteristics. In this case, the best and most highlighted characteristic is the race of the characters. When the murder takes place for example, it is seen that because the murder is that of a clack individual, the detective feels obligated not to take the matter as seriously as he takes other matters. Because the victim murdered is black, Lt. Nutty shows that he lacks much interest and does not give credibility to the matter often preferring to only give as little energy as possible. He sees the black murder victim as someone who exhibited little if any power and one who should be ignored.

Secondly, the Lt. Nutty shows that those in power can simply relay on the underdogs to do their work. While Marlowe runs around town attempting to find the murderer, the lieutenant in charge of the case opts to sit around, lazing around and instead trace Marlowe who is doing his work. For example, when Marlowe indicates that they should search for the girlfriend, the lieutenant who gets his lower from a higher position commands him to go forth and find the said girlfriend. In this case, power is depicted to improve laziness and a lack of interest in the duties that fall under ones category.

Finally power is shown as the foundation upon which corruption is based. Because she is powerful and well versed in the procedures of the bay police, perhaps even as implied in the novel having knowledge of the corruption in bay city police, Ms. Velma almost gets away with murder. She actually almost manages to stray the entire investigation in the direction that she wants. It is only through his intelligence that Marlowe determines and proves the truth. It is important to note that she controls so much power that at the mention of her name, the bay city corrupt officials are influenced to cooperation. Corruption brings with it its own set of power even forcing honest and truthful police men out of work. The corrupt police chief is able to do away with all those who are a threat and who despise the power that he possesses. Policemen are expected to either become corrupt or at least keep silent over matters of corruptions if they expect to maintain their employment. Failure to do so ensure that they are either fired or let go prematurely despite they being the only ones who are doing their work as expected.

Power in indemnity

The immediate source of power in the book comes from the writer’s choice of a lead detective. In a field that is often crowded with men, the writer elects to use a woman depicting and bring out the difference in power. Warshawski is hired by a man to find his lost girlfriend. She immediately takes up the work fervently, even determining immediately that the young girl she is searching for may not be who she imagined to be. The feminist kind of writing which portrays the detective as stronger than all the men in the novel gives credence to the fact that just being a woman in itself, her gender itself gives her complete and absolute power. On the other hand, the men are portrayed as victims or people who need to be rescued at all times. They are faced with phenomenal power which they are unable to resolve and find solutions for the same. However, even with the challenges facing her she is able to protect and complete the task set before her resolving the crime, fighting the criminals and finally re-uniting the finally in a happily ever after emotional setting.

A second depiction of power comes through the elitist kind of corruption that allows people to gather power and to do as much as they want. It is determined in the novel the corruption is so widespread so that even the daughter of the union leader has got to go into hiding. The corruption is seen as something that is common for the big organizations such as the insurance companies and the unions. The union bosses and insurance company bosses are so determined to protect their power that they go as far as using violence. Because people are being murdered and exposed to insecure situations, the other witnesses are unwilling to come forward. The situation is so bad that those in power such as the union boss have to resort to lying . when hiring Warshawski, he has to pretend that Anita is his girlfriend. Anita’s boyfriend has just been murdered and is this murder that has forced her into hiding. After the murder, Anita discovers that this is beyond and much bigger than the actual murder. After this discovery and in fear for her own life , Anita is forced away from her father who also fears for her life. It is this fear that forces him, despite being a big union leader and having his own power in the union to take up a different persona and hire a detective to help him trace his daughter. Because he feels so helpless against the powerful bosses from the insurance companies and conspirators in the unions.

Innocently Warshawski conducts a relationship with Devereaux whose boss is the one who has been ordering all the murders. This simple analogy shows that whereas the companies themselves maybe corrupt, individuals within the company may not be aware of the corruption and extent of power that their organizations. Devereaux though senior and working for one of the most powerful individuals within the town, is unaware otherwise he would easily collect all the information on the investigation. Notorious underworld bosses are controlling the entire town and indeed make all the decision s in the town. While the union boss for example is expected to make all decisions with regard to the unions, he is forced to make other forms of decisions because of the corruptions of senior business executives who are more concerned with making higher profits and reducing costs at any cost.

5/5 - (1 vote)

Herman Bailey

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Introduction

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The plan

Project activities

Budget

Programs and accomplishments

Plan for measuring the expected results

Conclusion

Abstract

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Introduction

Background

The Demand or Issues Addressed In the Protest

The Impact of DPN Protest

Work Cited

Task A (a)

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List of References

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Paulo Freire’s Concept of Education

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References

Introduction

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Power in farewell my lovely

Power in indemnity

Task A
(a)

Task C
(a)