Here, all you need to know is that these types of essays look into two subjects. These items might either be vastly different or closely related. It concentrates on what makes two things similar or different or various combinations of differences and similarities.
Chapter Two Thomas G. Sticht In the last decade of the twentieth century nearly 40 million people enrolled in the programs of the U. What is even more remarkable than the sheer number of enrollees is the fact that these adults were for the most part members of the very population identified in numerous studies and reports as being unlikely to seek such education Quigley,pp.
But of the more than 31 million enrollees in the AELS from through7. Department of Education, More than two-thirds of the 15 million enrollees during had not completed twelve years of education or received a high school diploma, and more than 3.
This act, which provided federal laws and funding for adult basic education ABEwas followed by the Adult Education Act ofwhich moved ABE from the poverty programs of the Economic Opportunity Act to the education programs of the U.
Today the AELS is an adult education delivery system funded in part by federal monies appropriated by the U. Congress and in larger part by the states and localities. Inthe DOE estimated that of some four thousand federal grant recipients, 59 percent were local education agencies public schools15 percent were postsecondary institutions mainly community colleges14 percent were community-based organizations, 4 percent were correctional institutions, and 8 percent were "others" including libraries, literacy councils, private industry councils, and sheltered workshops U.
This chapter provides a broad-brush history of the emergence of the present-day AELS in the United States over the last four hundred years.
The first column presents important dates associated with the historical events listed in the second column, which are those events traditionally given as critical in general, popularized histories of the United States such as Davis, Finally, the third column presents some-but far from all-of the significant events, institutions, and people in the history of the rise of the AELS.
In the discussion that follows, the progression from Colonial to contemporary times follows a path from general to specific, reflecting the emerging nature of the AELS.
That is, the earlier history of adult education is characterized by a broad array of educational activities engaged in by adults with a wide range of educational and socioeconomic backgrounds. Over the decades, it becomes possible to discern people, organizations, and events having a more direct influence on the eventual formulation and passage of the Adult Basic Education Section of the Economic Opportunity Act of and the subsequent passing of the Adult Education Act ofwhich provided the federal organizing framework for the present AELS.
During my research for this review, four themes emerged that reveal critical social forces involved in the formation of the AELS: From the Revolutionary War to contemporary times, the U.
A shift from self-improvement to charitable education. From the middle of the nineteenth century to the middle of the twentieth century, adult education went from being regarded primarily as a middle-class activity for self-improvement in the wake of a flood of new scientific and technical knowledge to being regarded as a charitable activity for the benefit of the undereducated and mostly lower economic classes.
A continuous, albeit uneven, stream of immigrants has brought millions of adults into the nation. Beginning in the late nineteenth century and continuing to the end of the twentieth century, immigration has created a persistent need for a system of adult education that can provide instruction in the English language and knowledge of American culture.
Liberal education versus human resources development. Related to the second and third themes, particularly during the second half of the twentieth century, has been the conflict between those individuals and organizations favoring a national adult education system focused on broad, liberal education for all adults and those favoring a "human resources development" point of view, seeking education for the least well-educated adults to enable them to contribute to the economic productivity of the nation.
In addition to these four themes, two topics, concerning the definitions of adulthood and literacy, are especially salient across time in the area of adult literacy education.
The history of adult education is complicated by changing ideas about who is considered an adult. In Colonial times, according to Longgirls and boys aged fourteen years were likely to be considered adults. Census Bureau definitions of adulthood and literacy, Soltow and Stevensp.
Cook reported that from throughpersons aged ten years or older were used to calculate illiteracy statistics for the U. From through"illiteracy" or "functional illiteracy" was estimated for those aged fourteen years or older and was based on the highest number of school grades completed.
The definition of adulthood in government regulations regarding adult literacy education has changed only a little over the last half-century. Inamendments to the Adult Education Act dropped the definition of an adult to age sixteen or older Rose,p.
This age of sixteen or older has persisted to the present as the definition of adults qualified for programs funded under Title II of the Workforce Investment Act of Currently, the number of adults qualifying for adult education is based on U.Write a poem about Christmas.
First, think of what point you want to make. Then think of an image that conveys that thought/feeling about Christmas. Day 1(*) Unit: Anglo-Saxon/Old English. 1. (*)Print out your grading sheet for the first quarter or use the Excel version. Vocabulary.
1. Keep a vocabulary notebook and/or notecards for terms you will be . We seem to have established a nascent tradition here on leslutinsduphoenix.com around fifth Wednesdays, and I’m by no means distressed by that.
The first month with five Wednesdays since the new blog launched, which was this last August, I decided on the spur of the moment to . The thesis reflects the attitude that the main body of the essay will convey, so write a thesis you feel you can support with details in the essay.
Refine the Thesis List the specific points you will compare or contrast in the order they will appear in the body. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another.
* fm field manual headquarters department op the army no. washington, d.c., 20 january techniques of military instruction paragraph page.