The Role of Civic Education Essay Example For Students

The Role of Civic Education Essay The Role of Civic EducationI. IntroductionSocieties have long had an interest in the ways in which their young are prepared for citizenship and in how they learn to take part in civic life. Today that interest might better be described as a concern-in fact as a growing concern, particularly in democratic societies. There is evidence aplenty that no country, including our own United States, has achieved the level of understanding and acceptance of the rights and responsibilities among the totality of its citizens that is required for the maintenance and improvement of any constitutional democracy. In the past decade we have witnessed dramatic demands for freedom on the part of peoples from Asia to Africa and from Central and Eastern Europe to Latin America. And as we have seen one totalitarian or authoritarian regime after another toppled and fledgling democratic governments replace them, we may have become too optimistic about the future of democracy. We also may have become too complacent, too sure of democracys robustness or of its long term viability. History, however, teaches us that few countries have sustained democratic governments for prolonged periods, a lesson which we as Americans are sometimes inclined to forget. Americans, of course, should take pride and confidence from the fact that they live in the worlds oldest constitutional democracy and that the philosophical foundations underlying their political institutions serve as a model for aspiring peoples around the world. The shot heard round the world two centuries ago at the opening of the American Revolution c ontinues to resound today, and it should remind Americans that free institutions are among humanitys highest achievements and worthy of their full energies and earnest devotion to preserve. Americans also should realize that civic education is essential to sustain our constitutional democracy. The habits of the mind, as well as habits of the heart, the dispositions that inform the democratic ethos, are not inherited. As Alexis de Toqueville pointed out, each new generation is a new people that must acquire the knowledge, learn the skills, and develop the dispositions or traits of private and public character that undergird a constitutional democracy. Those dispositions must be fostered and nurtured by word and study and by the power of example. Democracy is not a machine that would go of itself, but must be consciously reproduced, one generation after another. Civic education, therefore, is-or should be-a prime concern. There is no more important task than the development of an informed, effective, and responsible citizenry. Democracies are sustained by citizens who have the requisite knowledge, skills, and dispositions. Absent a reasoned commitment on the part of its citizens to the fundamental values and principles of democracy, a free and open society cannot succeed. It is imperative, therefore, that educators, policymakers, and members of civil society make the case and ask for the support of civic education from all segments of society and from the widest range of institutions and governments. It is relatively easy for a society to produce technically competent people. But the kind of society Americans want to live in and the kind of government they want to have requires effort and commitment on the part of its citizens. Americans want a society and a governmentin which human rights are respectedin which the individuals dignity and worth are acknowledgedin which the rule of law is observedin which people willingly fulfill their responsibilities, andin which the common good is the concern of all. Making that kind of society, that kind of government a reality is the most important challenge Americans face and the most important work they could undertake. II.What is civic education?Civic Education in a democracy is education in self government. Democratic self government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost. In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance. Members of the political community are its citizens, hence citizenship in a democracy is membership in the body politic. Membership implies participation, but not participation for participations sake. Citizen participation in a democratic society must be based on informed, critical reflection, and on the understanding and acceptance of the rights and respon sibilities that go with that membership. Civic education in a democratic society most assuredly needs to be concerned with promoting understanding of the ideals of democracy and a reasoned commitment to the values and principles of democracy. That does not mean, however, that democracy should be presented as utopia. Democracy is not utopian, and citizens need to understand that lest they become cynical, apathetic, or simply withdraw from political life when their unrealistic expectations are not met. To be effective civic education must be realistic; it must address the central truths about political life. The American Political Science Association (APSA) recently formed a Task Force on Civic Education. Its statement of purpose calls for more realistic teaching about the nature of political life and a better understanding of the complex elements of the art of the possible. The APSA report faults existing civic education because all too often itseems unable to counter the belief that, in politics, one either wins or loses, a nd to win means getting everything at once, now! The sense that politics can always bring another day, another chance to be heard, to persuade and perhaps to gain part of what one wants, is lost. Political education today seems unable to teach the lessons of our political history: Persistent civic engagement-the slow, patient building of first coalitions and then majorities-can generate social change. (Carter and Elshtain, 1997.)A message of importance, therefore, is that politics need not, indeed must not, be a zero-sum game. The idea that winner takes all has no place in a democracy, because if losers lose all they will opt out of the democratic game. Sharing is essential in a democratic society-the sharing of power, of resources, and of responsibilities. In a democratic society the possibility of effecting social change is ever present, if citizens have the knowledge, the skills and the will to bring it about. That knowledge, those skills and the will or necessary traits of priva te and public character are the products of a good civic education. III. What are essential components of a good civic education?What are the essential components of civic education appropriate for a democratic society? That question was addressed recently in the course of the development of the National Standards for Civics and Government. (Center for Civic Education, 1994.) More than 3,000 individuals and groups participated in the development and/or review process. Those voluntary standards which have been well received and critically acclaimed, not only in the country of their origin but in many other nations as well, identify three essential components: civic knowledge, civic skills, and civic dispositions. Civic Knowledge Civic knowledge is concerned with the content or what citizens ought to know; the subject matter, if you will. In both the National Standards and the Civics Framework for the 1998 National Assessment of Educational Progress (NAEP), which currently is underway in schools across the United States, the knowledge component is embodied in the form of five significant and enduring questions. These are questions that have continued to engage not only political philosophers and politicians; they are questions that do-or should-engage every thoughtful citizen. The five questions are:What are civic life, politics, and government?What are the foundations of the American political system?How does the government established by the Constitution embody the purposes, values, and principles of American democracy?What is the relationship of the United States to other nations and to world affairs?What are the roles of citizens in American democracy? The choice of question format as a me ans of organizing the knowledge component was deliberate. Democracy is a dialogue, a discussion, a deliberative process in which citizens engage. The use of questions is intended to indicate that the process is never-ending, is an on-going marketplace of ideas, a search for new and better ways to realize democracys ideals. It is important that everyone has an opportunity to consider the essential questions about government and civil society that continue to challenge thoughtful people. Addressing the first organizing question What are civic life, politics, and government? helps citizens make informed judgments about the nature of civic life, politics, and government, and why politics and government are necessary; the purposes of government; the essential characteristics of limited and unlimited government; the nature and purposes of constitutions, and alternative ways of organizing constitutional governments. Consideration of this question should promote greater understanding of the nature and importance of civil society or the complex network of freely formed, voluntary political, social, and economic associations which is an essential component of a constitutional democracy. A vital civil society not only prevents the abuse or excessive concentration of power by government; the organizations of civil society serve as public laboratories in which citizens learn democracy by doing it. The second organizing question What are the foundations of the American political system? entails an understanding of the historical, philosophical, and economic foundations of the American political system; the distinctive characteristics of American society and political culture; and the values and principles basic to American constitutional democracy, such as individual rights and responsibilities, concern for the public good, the rule of law, justice, equality, diversity, truth, patriotism, federalism, and the separation of powers. This question promotes examination of the values and principles expressed in such fundamental documents as the Declaration of Independence, the U.S. Constitution, The Federalist Papers, and landmark Supreme Court decisions. Study of the nations core documents now is mandated by several states including California, Ohio, South Carolina, Florida, and Kentucky. The United States Commission on Immigration Reform in its 1997 Report to Congress (U.S. Commiss ion on Immigration, 1997), strongly recommended attention to the nations founding documents saying:Civic instruction in public schools should be rooted in the Declaration of Independence, the Constitution-particularly the Preamble, the Bill of Rights, and the Fourteenth Amendment. Emphasizing the ideals in these documents is in no way a distortion of U.S. history. Instruction in the history of the United States, as a unique engine of human liberty notwithstanding its faults, is an indispensable foundation for solid civics training for all Americans. Knowledge of the ideals, values, and principles set forth in the nations core documents serves an additional and useful purpose. Those ideals, values, and principles are criteria which citizens can use to judge the means and ends of government, as well as the means and ends of the myriad groups that are part of civil society. The third organizing question How does the government established by the Constitution embody the purposes, values, and principles of American democracy? helps citizens understand and evaluate the limited government they have ordained and established and the complex dispersal and sharing of powers it entails. Citizens who understand the justification for this system of limited, dispersed, and shared power and its design are better able to hold their governments-local, state, and national-accountable and to ensure that the rights of individuals are protected. They also will develop a considered appreciation of the place of law in the American political system, as well as of the unparalleled opportunities for choice and citizen participation that the system makes possible. The fourth organizing question What is the relationship of the United States to other nations and to world affairs? is important because the United States does not exist in isolation; it is a part of an increasingly interconnected world. To make judgments about the role of the United States in the world today and about what course American foreign policy should take, citizens need to understand the major elements of international relations and how world affairs affect their own lives, and the security and well being of their communities, state, and nation. Citizens also need to develop a better understanding of the roles of major international governmental and non governmental organizations, because of the increasingly significant role that they are playing in the political, social, and economic realms. The final organizing question What are the roles of citizens in American democracy? is of particular importance. Citizenship in a constitutional democracy means that each citizen is a full and equal member of a self governing community and is endowed with fundamental rights and entrusted with responsibilities. Citizens should understand that through their involvement in political life and in civil society, they can help to improve the quality of life in their neighborhoods, communities, and nation. If they want their voices to be heard, they must become active participants in the political process. Although elections, campaigns, and voting are central to democratic institutions, citizens should learn that beyond electoral politics many participatory opportunities are open to them. Finally, they should come to understand that the attainment of individual goals and public goals tend to go hand in hand with participation in political life and civil society. They are more likely to achie ve personal goals for themselves and their families, as well as the goals they desire for their communities, state, and nation, if they are informed, effective, and responsible citizens. Civic Skills: Intellectual and Participatory The second essential component of civic education in a democratic society is civic skills. If citizens are to exercise their rights and discharge their responsibilities as members of self-governing communities, they not only need to acquire a body of knowledge such as that embodied in the five organizing questions just described; they also need to acquire relevant intellectual and participatory skills. Intellectual skills in civics and government are inseparable from content. To be able to think critically about a political issue, for example, one must have an understanding of the issue, its history, its contemporary relevance, as well as command of a set of intellectual tools or considerations useful in dealing with such an issue. The intellectual skills essential for informed, effective, and responsible citizenship sometimes are called critical thinking skills. The National Standards for Civics and Government and the Civics Framework for the 1998 National Assessment of Educational Progress (NAEP) categorize these skills as identifying and describing; explaining and analyzing; and evaluating, taking, and defending positions on public issues. A good civic education enables one to identify or give the meaning or significance of things that are tangible such as the flag, national monuments, or civic and political events. It also enables one to give the meaning or significance of intangibles, such as ideas or concepts including patriotism, majority and minority rights, civil society, and constitutionalism. The ability to identify emotional language and symbols is of particular importance for citizens. They need to be able to discern the true purposes for which emotive language and symbols are being employed. Another intellectual skill which good civic education fosters is that of describing. The ability to describe functions and processes such as legislative checks and balances or judicial review is indicative of understanding. Discerning and describing trends, such as participation in civic life, immigration, or employment helps the citizen fit current events into a longer term pattern. Good civic education seeks to develop competence in explaining and analyzing. If citizens can explain how something should work, for example the American federal system, the legal system, or the system of checks and balances, they will be more able to detect and help correct malfunctions. Citizens also need to be able to analyze such things as the components and consequences of ideas, social, political, or economic processes, and institutions. The ability to analyze enables one to distinguish between fact and opinion or between means and ends. It also helps the citizen to clarify responsibilities such as those between personal and public responsibilities or those between elected or appointed officials and citizens. In a self-governing society citizens are decision-makers. They need, therefore, to develop and continue to improve their skills of evaluating, taking, and defending positions. These skills are essential if citizens are to assess issues on the public agenda, to make judgments about issues and to discuss their assessment with others in public or private. In addition to the acquisition of knowledge and intellectual skills, education for citizenship in a democratic society must focus on skills that are required for informed, effective, and responsible participation in the political process and in civil society. Those skills can be categorized as interacting, monitoring, and influencing. Interacting pertains to the skills citizens need to communicate and to work cooperatively with others. To interact is to be responsive to ones fellow citizens. To interact is to question, to answer, and to deliberate with civility, as well as to build coalitions and to manage conflict in a fair, peaceful manner. Monitoring politics and government refers to the skills citizens need to track the handling of issues by the political process and by government. Monitoring also means the exercising of oversight or watchdog functions on the part of citizens. Finally, the participatory skill of influencing refers to the capacity to affect the processes of politi cs and governance, both the formal and the informal processes of governance in the community. It is essential that the development of participatory skills begins in the earliest grades and that it continues throughout the course of schooling. The youngest pupils can learn to interact in small groups or committees, to pool information, exchange opinions or formulate plans of action commensurate with their maturity. They can learn to listen attentively, to question effectively, and to manage conflicts through mediation, compromise, or consensus-building. Older students can and should be expected to develop the skills of monitoring and influencing public policy. They should learn to research public issues using electronic resources, libraries, the telephone, personal contacts, and the media. Attendance at public meetings ranging from student councils to school boards, city councils, zoning commissions, and legislative hearings ought to be a required part of every high school students experience. Observation of the courts and exposure to the workings of the judicial system also o ught to be a required part of their civic education. Observation in and of itself is not sufficient, however. Students not only need to be prepared for such experiences, they need well planned, structured opportunities to reflect on their experiences under the guidance of knowledgeable and skillful mentors. If citizens are to influence the course of political life and the public policies adopted, they need to expand their repertoire of participatory skills. Voting certainly is an important means of exerting influence; but it is not the only means. Citizens also need to learn to use such means as petitioning, speaking, or testifying before public bodies, joining ad-hoc advocacy groups, and forming coalitions. Like the skills of interacting and monitoring, the skill of influencing can and should be systematically developed. Civic Dispositions: Essential Traits of Private and Public Character The third essential component of civic education, civic dispositions, refers to the traits of private and public character essential to the maintenance and improvement of constitutional democracy. Civic dispositions, like civic skills, develop slowly over time and as a result of what one learns and experiences in the home, school, community, and organizations of civil society. Those experiences should engender understanding that democracy requires the responsible self governance of each individual; one cannot exist without the other. Traits of private character such as moral responsibility, self discipline, and respect for the worth and human dignity of every individual are imperative. Traits of public character are no less consequential. Such traits as public spiritedness, civility, respect for the rule of law, critical mindedness, and willingness to listen, negotiate, and compromise are indispensable to democracys success. computers EssayIn a survey conducted in late 1997, (National Constitution Center, 1997), more than 90 percent of Americans agreed that the U.S. Constitution is important to me and that Im proud of the U.S. Constitution. The National Constitution Center was created by Congress in 1988 to increase Americans awareness of the document. The Center measures public awareness by conducting surveys. Those surveys have shown that people have an appalling lack of knowledge for a document that impacts their daily lives. According to Mayor Edward G. Rendell of Philadelphia, current chairman of the Center, more than three quarters (83 percent) admit that they know only some or very little about the specifics of the Constitution. For example, only 6 percent can name all four rights guaranteed by the First Amendment; 62 percent cannot name all three branches of the Federal government; 35 percent believe the Constitution mandates English as the official language; and more than half of Americans don t know the number of senators. When asked to identify the causes of American ignorance of the document which they profess to revere and which they acknowledge matters a great deal in their daily lives, Rendell faulted the schools failure to teach civics and government. He said he believed Americans lack of knowledge stems partly from an education system that tends to treat the Constitution in the context of history, rather than as a living document that shapes current events. (Morin, 1997.) U.S. Secretary of Education, Richard W. Riley was equally dismayed by the results of the National Constitution Centers study. In a press release issued September 15, 1997, Riley saidThis poll suggests to me that most Americans seem to regard the Constitution like a family heirloom that is kept protectively in an upstairs sock drawer but never taken out and examined. I believe this lack of knowledge about how the Constitution functions leads to many of the discontents in our nation and current levels of distrust toward our natio nal government. Riley went on to say that: The U.S. Department of Education is one of the leading contributors to current efforts to overcome this lack of awareness about how our democracy functions. The Department support(s) the work of the Center for Civic Education, the We the People organization and the many efforts by our nations civics teachers to educate our young people about our democracy. It is clear to me, however, that we have to do much more to keep the spirit of the Constitution alive for all Americans. The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects. NAEP sometimes is called The Nations Report Card, because for more than 25 years it has provided Americans with information about how much and how well students are learning in mathematics, science, reading, history, geography, and other subjects. Currently NAEP is assessing civics. Results of the 1998 survey will not be available until late 1999 or early in the year 2000. The 1990 National Assessment of Educational Progress (NAEP) Report Card in Civics, however, revealed that students have only a superficial knowledge of civics and lack depth of understanding. For example, only 38 percent of 8th graders knew that Congress makes laws; and nearly half of high school seniors did not recognize typical examples of the federal system of checks and balances. Although half of the high school seniors tested displayed a detailed knowledge of major government structures and their functions, only six percent demonstrated a more developed understanding of a wide range of political institutions and processes. The same NAEP Report Card also showed that although some students made gains in civics proficiency across the twelve year period separating the 1976 and 1988 assessments, most did not. At age 17, the performance of students attending schools in each of the types of communities studied-advantaged and disadvantaged, urban and other-declined significantly. There were significant gaps in the performance of most students. Particularly disturbing were the disparities among subpopulations. Eighth and twelfth grade males were more likely than their female peers to reach the highest levels of civic proficiency as defined by NAEP. The percentages of Black and Hispanic students who reached the uppermost levels of proficiency were far smaller than the percentage of White students who did. Over the past decade, dozens of studies, commissions, and national reports have called attention to the failure to ensure that Americas classrooms are staffed with qualified teachers. The National Commission on Teaching Americas Future (1996) in a particularly hard-hitting report noted that:Although no state will allow a person to fix plumbing, guard swimming pools, style hair, write wills, design a building, or practice medicine without completing training and passing an examination, more than 40 states allow school districts to hire teachers on emergency licenses who have not met these basic requirements. Some pay more attention to the qualifications of veterinarians treating the nations cats and dogs than to those of teachers educating the nations children and youth. Teacher expertise, as research has consistently and repeatedly shown, is one of the most telling factors in raising student achievement. One extensive study found that nearly 40 percent of the differences in student test scores were attributable to differences in teacher expertise, as measured by college degrees, years of teaching experience, and scores on teacher licensing examinations. Further, teacher expertise was of more significance than that of any other factor, including parent education, family income, or other socioeconomic characteristics. A recent review of research on one of the least recognized causes of poor quality teaching (Ingersoll, 1998) is sobering. The problem is out-of-field teaching, or teachers being assigned to teach subjects that do not match their training or education. It is more widespread and more serious than has been recognized. It happens in well over half of the secondary schools in the nation in any given year, both rural and urban, affluent and low income. Low income public schools, however, have a higher level of out-of-field teaching than do schools in more affluent communities. Studies also show that recently hired teachers are more often assigned to teach subjects for which they are not trained than are experienced teachers. Lower-achieving classes are more often taught by teachers without a major or minor in the field than are higher-achieving classes. Junior high and middle school classes also are more likely than senior high classes to be taught by less than qualified teachers. More than half of all secondary school history students in the country now are being taught by teachers with neither a major nor a minor in history. No data currently are available on the subject matter qualifications of teachers of civics and government, but one could surmise that the numbers of teachers with majors or minors in political science or allied fields would be even less. In an effort to ensure that teachers are qualified for the subjects they will teach, some states have begun to test applicants for teaching positions. The National Center for Education Statistics reported in 1997 that about one half of the nations school districts now require passage of state tests of basic skills while 39 percent require passage of state tests of subject knowledge. While those efforts are a step in the right direction, they fall short of the goal of assuring that all children are taught by teachers who not only have in-depth knowledge of the subject they teach but who also have the skills and the enthusiasm to teach it well. VI. What is the relationship between civic education and character education?Interest in and concern about character education and education for citizenship are not new in America. The two have always gone hand in hand. Indeed, the basic reason for establishing and expanding public schooling was to foster those traits of public and private chara cter necessary for our great experiment in self-government to succeed. In the early days of our republic, schools were expected to induce pupils to act virtuously. Acting virtuously meant more specifically that one should act with due restraint over his or her impulses, due regard for the rights and opinions of others, and reasonable concern for the probable and the long-term consequences of ones actions. Virtue in individuals then was seen as an important public matter. Public virtue cannot exist in a nation without private said John Adams. Jefferson agreed with him saying Public virtue is the only foundation of Republics. There must be a positive passion for the public good, the public interest established in the minds of the people, or there can be no Republican government, no any real Liberty. It is interesting to note that Adams warning is echoed in the National Council for the Social Studies (NCSS, 1996) Position Statement Fostering Civic Virtue: Character Education in the Social Studies. That bold and well-written position statement concludes with these words:Social studies teachers have a responsibility and a duty to refocus their classrooms on the teaching of character and civic virtue. They should not be timid or hesitant about working toward these goals. The fate of the American experiment in self-government depends in no small part on the store of civic virtue that resides in the American people. The social studies profession of this nation has vital role to play in keeping this well-spring of civic virtue flowing. Character, however, does not come pre-packaged. Character formation is a lengthy and complex process. And, as James Q. Wilson (Wilson, 1995), a life-long student of character, reminds us; We do not know how character is formed in any scientifically rigorous sense. But there is an abundance of anecdotal data and research on which to draw. Those observations and that research tell us that the study of traditional school subjects such as government, civics, history and literature, when properly taught, provide the necessary conceptual framework for character education. Further, those traditional school subjects provide a context for considering the traits of public and private character which are important to the maintenance and improvement of a democratic way of life. Research also tells us that the ethos or culture of the school and of the classroom exert powerful influences on what students learn about authority, responsibility, justice, civility and respect. Finally, we know that one dynamic by which individuals acquire desired traits of private and public character is through exposure to attractive models of behavior. Probably no one has explained that dynamic better than Robert Coles in The Moral Intelligence of Children, (Coles, 1997). Coles tells us that:Character is ultimately who we are expressed in action, in how we live, in what we do and so the children around us know, they absorb and take stock of what they observe, namely us-we adults living and doing things in a certain spirit, getting on with one another in our various ways. Our children add up, imitate, file away what theyve observed and so very often later fall in line with the particular moral counsel we unwittingly or quite unself-consciously have offered them. Because the United States is the worlds oldest constitutional democracy, it sometimes is easy to forget that our American government is an experiment. It is an experiment that requires, as the authors of the Federalist Papers put it, a higher degree of virtue in its citizens than any other form of government. Traits of private character such as moral responsibility, self-discipline, and respect for individual worth and human dignity are essential to its well-being. American constitutional democracy cannot accomplish its purposes, however, unless its citizens also are inclined to participate thoughtfully in public affairs. Traits of public character such as public-spiritedness, civility, respect for law, critical-mindedness, and a willingness to negotiate and compromise are indispensable to the continued success of the great American experiment in self government. How can civic education strengthen and complement the development of character? Primary responsibility for the cultivation of ethical behavior and the development of private character, including moral character, lies with families, religious institutions, work settings, and the other parts of civil society. Schools, however, can and should play a major role in the overall development of the character of students. Effective civic education programs should provide students with many opportunities for the development of desirable traits of public and private character. Learning activities such as the following tend to promote character traits needed to participate effectively. For example,Civility, courage, self-discipline, persistence, concern for the common good, respect for others, and other traits relevant to citizenship can be promoted through cooperative learning activities and in class meetings, student councils, simulated public hearings, mock trials, mock elections, and student courts. Self-discipline, respect for others, civility, punctuality, personal responsibility, and other character traits can be fostered in school and community service learning projects, such as tutoring younger students, caring for the school environment, and participating in voter registration drives. Recognition of shared values and a sense of community can be encouraged through celebration of national and state holidays, and celebration of the achievements of classmates and local citizens. Attentiveness to public affairs can be encouraged by regular discussions of significant current events. Reflection on ethical considerations can occur when students are asked to evaluate, take, and defend positions on issues that involve ethical considerations, that is, issues concerning good and bad, rights and wrong. Civicmindedness can be increased if schools work with civic organizations,bring community leaders into the classroom to discuss issues with students, and provide opportunities for students to observe and/or participate in civic organizations. VII. Policy RecommendationsSchool Level Sustained and systematic attention should be given to civic education in the K-12 curriculum. Although the National Education Goals, as well as the goals, curricular requirements, and policies of every state, express the need for and extol the value of civic education, this vital part of the students overall education is seldom given sustained and systematic attention in the K-12 curriculum. Inattention to civic education stems in part from the false assumption that the knowledge and skills citizens need emerge as by-products of the study of other disciplines or as an outcome of the process of schooling itself. While it is true that history, economics, literature, and other subjects do enhance students understanding of government and politics, they cannot replace sustained, systematic attention to civic education. Civics should be seen as a central concern from kindergarten through twelfth grade, whether it is taught as a part of other curricula or in separate units or courses. We recommend that states and school districts give serious consideration to the allocation of sufficient time for civics and government. A proposed allocation is offered below for purposes of stimulating discussion. REFERENCESBarber, B.(1992). An Aristocracy of Everyone; The Politics of Education and the Future of America. New York: Ballantine Books. Bellah, R.N., Madsen, R., Swidler, A., Lipton, S.M.(1985). Habits of the Heart: Individualism and Commitment in American Life. Berkeley, CA: University of California Press. Bennett, W.J.(1992). The De-Valuing of America: The Fight for Our Culture and Our Children. 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Housed at Teachers College, Columbia Universi

The Gettysburg Address Essay Example

The Gettysburg Address Essay The Gettysburg Address Abraham Lincoln SPAM: Speaker: Abraham Lincoln Purpose: To honor those who died in the Civil War and especially those at the battle of Gettysburg Audience: Americans Medium: Outside Venue 3 Appeals of Rhetoric: Logos: Appeal to logic †¢Ã¢â‚¬Å"We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. † †¢It is logical that it is â€Å"fitting and proper† that the battleground cemetery be dedicated to the soldiers who gave their lives at the battleground. Pathos: Appeal to the audience’s emotion †¢In the Gettysburg Address, Abraham Lincoln uses â€Å"we† instead of â€Å"I† when speaking. This appeals to the audience’s emotion because Lincoln is including the audience in the way he feels about the Civil War and the people who are fighting, making the audience believe that they feel the same way that he does. Ethos: Appeal to the speaker’s credibility †¢When the Gettysburg Address was given, Abraham Lincoln was the President of the United States. He was President during the duration of the war. This makes him credible because he knows why the war is taking place and the goal of freedom that is being obtained. His beliefs are the reason that the war is going on. Rhetorical Devices: Mythos: Appeal to tradition †¢Ã¢â‚¬Å"our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal. † †¢Ã¢â‚¬Å"these honored dead† †¢These are examples of mythos because they are relating to the past and how things have always been. †¢Mythos is used to make the audience think that violating tradition is not appropriate. We will write a custom essay sample on The Gettysburg Address specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Gettysburg Address specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Gettysburg Address specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Allusion: a reference to a work of literature, or to a person, place, or event outside of literature, with which a writer to speaker expects an audience to be familiar. †¢Ã¢â‚¬Å"Four score and seven years ago† is an allusion to the American Revolution. †¢The purpose of the allusion is to link the image of freedom from the American Revolution to the freedom of all Americans as the purpose of the Civil War. Anaphora and Epistrophe †¢Ã¢â‚¬Å"We cannot dedicate†¦ we cannot consecrate we cannot hallow this ground. This is an example of an anaphora where â€Å"we cannot† is repeated at the beginning of each phrase. †¢Ã¢â‚¬Å"government of the people, by the people, for the people† This is an example of an epistrophe because â€Å"the people† is repeated at the end of each phrase. †¢The purpose of using an anaphora and an epistrophe is to establish a rhythm which produces a strong emotional effect. Personification: a metaphor in which ei ther an inanimate object or an abstract concept is described as being endowed with human attributes, powers, or feelings. â€Å"that nation might live† this is an example of personification, a nation given life. †¢Personification is used to give vivid images to the audience so that they are able to relate. Asyndeton: the deliberate omission of conjunctions between a series of related clauses, phrases, or words. †¢Ã¢â‚¬Å"government of the people, by the people, for the people† is an example of an asyndeton because there are no conjunctions used where there are suppose to be conjunctions. †¢The purpose of using an asyndeton is to produce a hurried rhythm and an emotional reaction.

Sample Autobiographical Essay For Medical School

Sample Autobiographical Essay For Medical SchoolIt is imperative that the essays you submit for medical school have a strong basis in an actual life experience. Having experienced things and making mistakes will greatly impact your personality and your perspective of the world. The best medical schools allow for one essay per student and in a large school the total number of assignments are usually twelve in any given class. Therefore it is important to give yourself enough time to create the sample essay.As with any type of writing, it is not necessary to go to school for medical school. There are several online websites which are offering free sample essays and you can copy-paste or use your own format if you want. On these sites you have the option of either creating your own essay or putting together a sample essay from the ideas you come up with. Generally the basic format of a sample medical essay is to begin by creating a personal statement.Your personal statement will be wher e you go over the reasons why you want to go to medical school. You might also want to include a statement that explains how you became interested in medicine. For example you might have heard about an uncle who has been doing research in his own family's medical history. By talking about the experiences you have had with the family history and your own family you can come up with the basic idea of what the whole story is about.As with all other types of essays, the sample essay for medical school must contain good information. It is important to know your strengths, weaknesses and where you might be a little off in your thinking. By writing this information down you can utilize it in your essay. It will give you ideas for subjects that you can talk about and try to make it interesting. You might find it more difficult at first but it will get easier with practice.In addition to using this form of essay to create your sample essay for medical school, it will also help you come up wi th questions to ask in your individual essay. You may want to ask yourself questions like 'What is the most important lesson I have learned from my experiences?' or 'What role did my experiences with patients play in my decision to become a doctor?'Once you have written out this section you need to turn it into a couple of paragraphs. With a few free moments on your free time to write up a couple of sentences about each lesson that you have learned. This way you will have some grounding in what you want to say and how to present it. It is not necessary to start at the beginning, so keep your opinions in the background until you can add them to your essay.Finally you need to do some editing on your sample essay for medical school. This is a step that requires you to think about what to change or what to leave out. If you notice a need to break up the main body of your essay, it can be done by using two paragraphs for the different sections.

Contractions in Business Writing

Contractions in Business Writing A client questioned the proper use of contractions in business writing: Are there any guidelines for using contractions in business writing? Smart question! There are clear guidelines about contraction use from most style guides, but they can be contradictory. My approach to contractions has evolved over the past few years.To define:a contraction is a shortened form of a word or phrase, with the omitted letters replaced with an apostrophe (should not - shouldn't). Should Contractions be Used in Business Writing? Yes, contractions can and should be used, but use them thoughtfully. Years back, some grammarians feltcontractions did not belong in formal writing, but that was questionable advice then, and now most (but not all) style guides recommend contractions: Chicago Manual of Style: Most types of writing benefit from the use of contractions. If used thoughtfully, contractions in prose sound natural and relaxed and make reading more enjoyable. (â€Å"Contractions.† Chicago Manual of Style Online. Section 5.103. accessed Mar. 7 2012.) Modern American Usage: The common fear is that using contractions can make the writing seem breezy. For most of us, though, that risk is nil. What you gain should be a relaxed sincerity- not breeziness. (Brian A. Garner. 2003. Modern American Usage, 2nd ed. Oxford University Press. p. 194.) Federal Government's Plain Language Website: â€Å"Write as you talk† is a common rule of writing readably, and the best tool to do that is to use contractions. People are accustomed to hearing contractions in spoken English, and using them in your writing helps them relate to your document. (PlainLanguage.gov. accessed Mar. 7, 2012.) Gregg Reference Manual: As a rule, contractions are used only in informal writing or in tables where space is limited. However, contractions of verb phrases are commonly used in business communcations where the writer is striving for an easy, colloquial tone.(William A. Sabin. 2005. The Gregg Reference Manual, 10th ed. McGraw-Hill. p. 148.) A Problem All business writing should be matched to your readers. If you commonly write to an international audience, use contractions very judiciously. Two style guides, specific to non-native writing, advise against contractions: Microsoft Manual of Style for Technical Publications: "Avoid contractions. As basic as contractions are to the native reader, they add unnecessary complexity for the non-native reader. For example, contractions that end in 's can be mistaken for possessive nouns, and the 's can be read as either has or is." The Elements of International English Style: A Guide to Writing Correspondence, Reports, Technical Documents, and Internet Pages for a Global Audience: "Avoid abbreviations, contractions, and acronyms" and "Contractions have no place in formal writing." Our Recommendation Use contractions in your business writing if it will sound more stilted or awkward not to use them. I set my grammar check to flag contractions. While I often use contractions because I want to project a warm and engaged voice, I do check my use of them in all documents, and especially in this blog since we have many non-native readers. When a contraction is flagged by my grammar checker, I ask myself if the contraction would still sound natural written out. If so, I avoid the contraction. If writing out the word or phrase sounds stilted, I use a more natural sounding contraction. Do not be afraid to use contractions. They do add an engaging voice. But, one can still be warm and engaging without contractions. This article has no contractions, yet I hope both my tone and information has helped your business writing!

Tips and Tools for Becoming a Book Critique Expert

Tips and Tools for Becoming a Book Critique Expert Writing a Book Critique Many students face the first challenges of writing a book critique even before they get started. Unfortunately, critique is not the most common school or college task, so to succeed you should first understand what the assignment is about. Book critique is often taken for a prà ©cis, which is a compressed description of the source text. Some students also think that it is a report, which is simply a summary of the plot. Basically, a critique is a piece of writing, which aims to evaluate and analyze the source book critically. As you understand, it is quite a difficult task and consists of multiple stages and skills. You won’t find a book critique, which was written by a person, who has never read the source. That is why you should not only possess good writing and analytical skills but also have enough time to reread the analyzed book several times, making notes and drafts. If you want to succeed, follow our tips. They will help you to create a thoughtful and comprehensive book critique. Book critique format As almost any other assignment, a book critique consists of three main parts: Introduction; Body paragraphs; Conclusion. Introduction As you already get from its name, the main goal of this section is to introduce readers to the topic and give them basic information on the name of the author, title of the book, year of its publication, etc. You should also include a thesis: the key idea book’s author is trying to render. It is possible to include several sentences on your own opinion and impressions. Body paragraphs This section is surely the most important part of the whole text and contains all the details you are willing to share. Start with a summary. Usually, a book critique is read by those, who don’t know the original book. That is why you should provide maximum details on the plot, main topics and discuss organization of the book. The main goal of your summary is to draw a comprehensive picture of what the source text is about. Luckily, you don’t have to summarize every chapter: just highlight the main points. After the summary goes evaluation. It is the heart of your book critique, because here you show how well you understand the book and the reasons, which urged the author to write it. Here are a few tips you can use: Is the plot logical? Discuss whether you have noticed inconsistencies of plot development; Render your own opinion about the book’s characters. Do they look natural? Are they developed? What relationships can you mark? Who are protagonists and antagonists? Give more detailed information on text’s language. What language techniques were used? How well the thoughts were expressed? Were there any units, which could be omitted? Provide your explanation of book’s ideas. Was the author able to render them to the fullest or were they confusing? If possible, write about book’s uniqueness. Was the story interesting and new? Were there any original outlooks and ideas in the text? If you had a feeling the book simply restates someone else’s ideas and characters, include your thoughts to the critique; A nice idea will be to write about the social impact of the book. Does it have a lesson to teach? If the source text contains valuable information to enrich knowledge and experience of a certain audience, don’t hesitate to use examples! Provide your own opinion on the book. Critique is quite a subjective paper, because you have your own vision and it can’t be influenced. Mention what you liked about the book and what confused you. However, you should always prove your ideas and back them with examples from the text. Conclusion The final part of your critique should give the reader an idea whether the book is worth their attention or not. You can compare it to similar books; say if you agree with book’s author and whether you recommend it to the audience. Now you have all the necessary instruments to write a great book critique. If you have any doubts or have no time to write the assignment on your own, we recommend you to get familiar with examples online. They will help you to stick to the structure and will give the right direction.

Using modelling, critical evacuate the effectiveness of leadership and Essay

Using modelling, critical evacuate the effectiveness of leadership and management using a chosen successful elite Soccer manager - Essay Example The paper highlights the traits of an effective manager and links them with the performance of Jose Mourinho, followed with a conclusion. Leadership is a process where an individual influences a group of other individuals to achieve a common goal (Northouse & Northouse, 2009). Leadership is of immense value in managerial jobs. In reference to football, leadership plays a pivotal role not only in coaching of the team but also in recruiting of the most appropriate team members, providing them with moral support and in assigning them responsibilities according to each one’s competency. Since stakeholders have invested millions of dollars at times into the football club, it is expected that the team would perform well. Therefore an experienced and talented manager is chosen so that he is able to bring out the best in the team members and appoint a competent coach who channelize the talents of the members and make the team win. Therefore managers are usually held responsible for the performance of the team; if the performance of the team is not up to the standard, managers can get fired. This accentuates the risky n ature of the job and the amount of responsibility that the manager has. A team is nothing without a good coach; the coach not only maps out the positions each player is going to play after scrutinizing the individual capabilities of the players, but also makes an analysis of the competition that the team is going to face in the playing arena and justly devises strategies to aid the team in specializing in particular game moves that will make them play better in comparison with their competitors. The role of a football manager extends beyond the fiscal matters of the team. A successful manager is one who is rated high on his relationship with the team. The manager motivates the team and builds up their morale. The attitude of the manager with

MGT Individual Project 5 Research Paper Example | Topics and Well Written Essays - 2000 words

MGT Individual Project 5 - Research Paper Example The study reflects the principles of qualitative and quantitative analysis which are used in business cases. It states that both the methodologies are equally important in conducting the research where a combination of both the methodologies helps in improving the quality of the research work. The study concludes with an insight into the importance of critical thinking in the decision making of the businesses. Table of Contents Abstract 2 Table of Contents 3 Introduction 4 Sekaran & Bougie Research Process 5 Analysis 8 Quantitative Methodology 16 Qualitative Methodology 16 Critical Thinking in Business Cases 17 Conclusion 17 References 19 Introduction Decision making is an important activity in the business world. It is required at all levels of the organization. Even the low level supervisor needs to make various decisions in everyday business activities. Decision making is encouraged at all levels where the business owners are mainly responsible for all the decisions being taken in the businesses. The decision making is mainly a cognitive process which results in choosing of courses of action amongst various alternative scenarios. In each and every decision making process there is a final choice and the output can be the resultant of the opinion or action of such choice. From the cognitive perspective, decision making is mainly a continuous procedure which can be incorporated in interaction with environment. From the normative perspective, it is the analysis of individual decisions associated with the logic in decision making and its rationality. It can be defined as the problem solving activity which gets terminated when satisfactory solution is obtained. The decision making procedure can be rational, irrational, on the basis of tactic assumption or explicit assumption. The business development always arises from collective decision making of the management along with the staff. The programs, strategies and policies are always converted into effective course s of actions by means of proper decision making. The progress in any organization from one particular success and performance level to another arises from the effective decision making. The efficiency in the management of any business enterprise increases along with the application of practical and progressive principles and policies. If these ideas are implemented within the processes of an organization it would result in the increase of efficiency followed by achievement of success in the market. Sekaran & Bougie Research Process According to Sekaran & Bougie (2010) the research process is a step by step process where all the steps are essential for achieving success in the research process. An analysis should always be based on the basis of each and every step presented in this research process. It states that the research analysis should present a comparative analysis of how nicely the authors of the chosen research study have fulfilled the research work. The focus of the analys is should lie in the research process more than on the research content. The analysis should deal with the obedience to the research process stated by Sekaran & Bougie. All the steps and sub steps act as the stepping stones in the research process. The research process is a step by step procedure comprising of eleven steps. While analysing, the research work should have the following contents Problem Statement Literature Review Generation or Development of