I chose this act, which was sponsored by Vermont congressman Justin S. Morrill, because not only was it key in paving the path for career and technical education in colleges on the state level, but its long-term success also led to the eventual inclusion of career and technical programs at the secondary level. The influence of the land-grant colleges on higher education
Some historians such as Lipson and Passant have argued that the Zollverein became an integral tool in the coming of German unification, and the part it played in breaking down the traditional state boundaries which in turn led to unification. Lipson indicates that the Zollverein built the foundations for a united Germany, and writes; “Economic unity paved the way for political unity, and community of material interests stimulated the growth of national feeling and fostered national consciousness.’1 Lipson argues that the Zollverein acted as a tool that would unite Germany economically at first, but in time it led to political and eventually total unification. When the Zollverein came into establishment on the 1st January 1834 it brought together 18 states with a population of 26 million people, all unified under the terms of free trade; tariffs were to be the same across all frontiers. We can see how the Zollverein began to unify Germany because by 1837 all of the southern states were sharing the same currency, the florin, and that by 1844, almost all of Germany, bar Austria and three other states, were unified. Bowring can be seen supporting Lipson’s argument by writing in 1840, “In fact the Zollverein has brought the sentiment of German nationality out of the regions of hope and fancy into those of positive and material interests.2” Here Bowring agrees with Lipson’s statement that the creation of the Zollverein brought about the first form of German unification by breaking down the stately barriers that had previously hindered unification.
Why go through the time and effort to exert this energy without purpose? The answer, though in appearance may look deceivingly simple, can be easily joined with philosophical ideals as well as depend on the desired outcomes of the exercise, whether economy, self, or social. Spencer’s (2006) The Purpose of Adult Education: A Short Introduction is a dedicated, condensed yet concise book into core purposes of AE. In the book he looks at and associates the main five philosophies along with the theories of learning previously noted to loosely articulate the who, what, where, when and why AE was, is and/or may be undertaken. Withstanding what seemed to my eyes as a socialist tendency, of the several purposes he articulates and examines, Education for Transformation (p 53) is an underlying principle that struck a chord with me.
Germany managed to clear itself of their devastating hyperinflation crisis mainly due Stresemann and his introduction of the Retenmark. Money came into the country, mainly from the USA, industrial output returned to pre war levels in 1928 and wages went up. In addition people now had the preference to spend rather than save which helped make the German economy appear buoyant. Gustav Stresemann can be seen as the main reason for turning around Germany’s political and economic stability between these years. Stresemann was chancellor in 1923 and then became foreign minister between 1924-29.
However both are deterministic in their approaches, both in effect reduce the client to an aspect of their life or personality (behaviourism focused on reinforcement of stimulus-response behaviour; psychoanalysis on unconscious irrational and instinctive forces determining human thought and behaviour) and both tended to use directive approaches by the therapist to resolving the problem issues. In 1943, Abraham Maslow published his paper A Theory of Human Motivation which posited that people have a hierarchy of needs, from the most basic, physiological needs, through ‘safety’ needs; love and social needs and ‘esteem’ needs, ending with the need for self-actualisation. This hierarchy is often depicted as a triangle, with ‘physiological needs’ at the bottom, and ‘self-actualisation’ at the summit. The theory is that the ‘lower’ or more basic needs must be met before a person can
Race (1993) has proposed a variant on Kolb's model also using more everyday language. He refers to the stages as: wanting, doing, feedback and digesting. As its name indicates, the 'experiential learning theory' affirms the importance of experiential activities such as fieldwork and laboratory sessions, however it does not prioritise those forms of learning. What is important is to systematically take the learner around each stage of the cycle, ensuring that effective links are made between each stage. Greater Expectations, Smart Business Coaching Course, Session 4 Optional Material Page 1 The model offers an explicit critique of those highly theoretical programmes or courses that do not value the prior experience or knowledge of students.
The Moser Report challenged further Dearing’s and Kennedy’s report by suggesting that the disaffected youth could be a result of deficiency in the basic skills of individuals such as literacy and numeracy. Moser suggested the need for a national strategy to improve basic skills. “As part of the National Strategy, the Government should commit itself to the virtual elimination of functional illiteracy and innumeracy”. (1998, p4) This was to be a ‘fresh start’ and should become part of the core curriculum of education. Moser further commented that accessibility to improvement of basic skills should be achieved by making the curriculum accessible for all through a pre-entry
Testltemsfor Case Approach to Counseling and Ps hothera 1Ghapter Introduction Overview and I Which of the following therapeutic approaches mostplaces emphasis an individual'scompetencies, on avoiding defininga clientby a problem, establishing collaborative a relationship wherethe client is the seniorpartner,and focusingon a client'sstrengths resources? and a. cognitivebehaviortherapy b' postmodemapproaohes c. realitytherapy d. behavior therapy e. psychoanalytictherapy job In whattheoretical orientation the therapist's to confrontclientswith the restricted they havechosen is life andto helpthembecome awareof their own part in,creating eondition? this a. psychoanall'tictherapy b. Adleriafitherapy c. existential therapy d. person-centeredtherapy
I will be taking a look at some of the criticisms of the theory as well as the good points of Rogers’s theory, and although there are some critics of the theory there is no doubt that Rogers’s approach to counselling is an in-valuable part in the history of the humanistic thinking. Born in the US in 1902 Rogers developed his theory from his experience while working as a clinical psychologist with children, and in the early days it was known as client centred therapy. Person centred therapy is a non-directive therapy which allows the client to be in control of the content of the session, this is known as client autonomy. During the therapy sessions the counsellor does not offer advice in any form and must be completely non-judgemental towards their client in every way. It is thought that the person centred theory allows for the client to look deeper in to themselves and that client autonomy will bring about change and healing without giving the direction or advice that other theories do.
The combined themes of national defense and international economic competition proved remarkably durable over time as reasons to expand the federal role in education. In 1958, Congress hurriedly approved the “emergency” National Defense Education Act (NDEA), which sent an unprecedented infusion of federal funds into the public schools. According to President Eisenhower, the United States needed to outdo its foe, the Soviet Union, “on the Communists’ own terms—outmatching them in military power, general technological advance, and specialized education and research.” 18 The NDEA, therefore, targeted these areas, shoring up the nation’s educational and research facilities, fostering technical development, and trying to improve students’ academic achievement levels. In particular, federal resources under the NDEA funded programs in science, mathematics, engineering, and foreign languages. (It is worth noting that legislation for such a program had been in process even before Sputnik; the satellite simply bolstered political support for existing science- and language-related initiatives and prompted Congress to act.)