Blog #4, Week 4
Concepts Behind Politics
If it is a fact that economic globalization, partly covered in blog no. 3, has fueled unity inside the U.S., for consecutive years, as well as among nations in Europe, beginning in the 1990's, then how did this happen? How were citizens of said countries brought to the point of coming together in this way? Also addressed previously, the ultiple answers to these questions lead to a subsequent category: Cultural Globalization. The following writing, then, outlines a moderately skilled generalist's unique specifics on categories of the infrastructure of this so-called, global unification, but does so starting with only our own United States. It does so focusing on one arena: Education. Perhaps blog no. 5 will take the discussion into the next arena of said globalization, that of international western cultures' globalization.
Anyways, to start, it seems that there are a number of social influences, starting with our schools and like institutions, that work on and affect the well-being of this American melting pot of peoples. And the economic brand of well-being is included, of course, it being inseparable from cultural well-being – it also being that people influenced by the objects of this discussion of education, out there, are set up in a highly advantageous position to collectively alter the American economy. Among these social influences are grade school, college or university, sports, art, highly absorbing learning, the Web's social media, nationalism, and the creation of specialists of the like of our new institution of School Resource Officers – to name only several examples.
Especially young, but also older students, have for many decades had a handful of interests, consistently. They love sports, creations of the entertainment industry, like movies, increasingly multimedia, like Facebook and G+, sometimes religion, and some varying subjects of school's classes, chosen based on personality or the otherwise nature of a student. Based on this knowledge, then, how can variable groups of citizens help us, those who take it upon ourselves to direct or generate interest in enhancing the overall health of the country by injecting good or better stuff into our cultures' classrooms? [paragraph]
What if we, the architects – the Generalists – chose movies that count as popular as well as educational kinds of movies, to show to our high school students? Munich and Schindler's list, as well as Amistad and Malcolm X, for example, are thoroughly absorbing and have some action in them, to go alongside the powerful contageousness of their touching spirit of humanity and the inevitable increased understanding of minorities, history, and foreign cultures on the part of their viewers. Getting creative, then, this kind of educating could continue during the off-hours of school by increasing advertising of movies that are the like of these mentioned, that are in a viewer's hometown theaters, and that could be expanded by making tickets free for students and others. Then there is that a teacher could ask a student to speak to a friend or family member all about what they learned, even as an assignment – that kind of conversation being just one way to really spread word about significant goings-on among our major and minor groupings of citizens, perhaps additionally over the Web's social media.
Another way to influence our nation's students is to teach, for another arena as an example, the sociology of sports and sports fans. Were a teacher to choose tennis, soccer, baseball, and sailing, using the Olympics, Wimbledon, Fenway Park, and the World Cups of soccer as well as sailing, to be the object topics of their classes' semesters, it sure seems like a lot of useful material could be covered – plus the teacher would be making a cultural staple of international lifestyles into great fun inside their classroom too. Then, there is the possibility of the showing of PBS documentaries about various subjects, like Stephen Hawkings' Physics, Cosmology, and Astronomy. Your generalist chooses PBS because they do a stupendous job of making their thoroughly educational movies absorbing, fascinating, and no less than highly fun, as well.
The work of other organizations, like BBC, are noteworthy, too, being made to cover just about every discipline there is to cover in a school or at other venues. For two further examples, What the Bleep Do We Know? being all about Quantum Physics, and, Fuel, made by an ordinary man who covers all kinds of new developments in the world of environmental conservationism – these are all cross-discpline and thoroughly capture the interest of really any student or other party that in some measure happens to have the hobby of curiosity to them. And what about a short but significant mentioning of one of our country's groups of religious young people? That is, in fact, that the Mormons require their teenage boys to go abroad, or travel inside our nation doing missionary work; some of them even do this work inside third world countries where there is dangerous and violent political unrest. It sure looks to your writer that this Mormon tradition is something more than worthy of really good story-telling, in movies or newspapers, presentations or conversations – on the part of these courageous, inspired boys!
Second to last, there is the fact that some grade schools are required to have SRO's, School Resource Officers, about whom there has been some bad news in the media despite that they are there to provide advice and safety to the students. But aren't there ways to carefully choose and more thoroughly prepare these important individuals, as by having local, volunteer social workers or volunteer, off-duty soldiers train them? What if they were educated about the sociologies of differing groups of students, young people, or cliques? Or what if these individuals were made to complete autobiographical presentations, each presenter for a different pair of classes, chosen based on their personal interests?
Anyways, the kind of innovation included inside this piece of writing is not difficult to put together, granted that if a reader were to choose it, it is really just a matter of applying scrappy common sense to put together some really good stuff. It's just a matter of inspiration, responsibility, or just plain interest.
Concepts Behind Politics
If it is a fact that economic globalization, partly covered in blog no. 3, has fueled unity inside the U.S., for consecutive years, as well as among nations in Europe, beginning in the 1990's, then how did this happen? How were citizens of said countries brought to the point of coming together in this way? Also addressed previously, the ultiple answers to these questions lead to a subsequent category: Cultural Globalization. The following writing, then, outlines a moderately skilled generalist's unique specifics on categories of the infrastructure of this so-called, global unification, but does so starting with only our own United States. It does so focusing on one arena: Education. Perhaps blog no. 5 will take the discussion into the next arena of said globalization, that of international western cultures' globalization.
Anyways, to start, it seems that there are a number of social influences, starting with our schools and like institutions, that work on and affect the well-being of this American melting pot of peoples. And the economic brand of well-being is included, of course, it being inseparable from cultural well-being – it also being that people influenced by the objects of this discussion of education, out there, are set up in a highly advantageous position to collectively alter the American economy. Among these social influences are grade school, college or university, sports, art, highly absorbing learning, the Web's social media, nationalism, and the creation of specialists of the like of our new institution of School Resource Officers – to name only several examples.
Especially young, but also older students, have for many decades had a handful of interests, consistently. They love sports, creations of the entertainment industry, like movies, increasingly multimedia, like Facebook and G+, sometimes religion, and some varying subjects of school's classes, chosen based on personality or the otherwise nature of a student. Based on this knowledge, then, how can variable groups of citizens help us, those who take it upon ourselves to direct or generate interest in enhancing the overall health of the country by injecting good or better stuff into our cultures' classrooms? [paragraph]
What if we, the architects – the Generalists – chose movies that count as popular as well as educational kinds of movies, to show to our high school students? Munich and Schindler's list, as well as Amistad and Malcolm X, for example, are thoroughly absorbing and have some action in them, to go alongside the powerful contageousness of their touching spirit of humanity and the inevitable increased understanding of minorities, history, and foreign cultures on the part of their viewers. Getting creative, then, this kind of educating could continue during the off-hours of school by increasing advertising of movies that are the like of these mentioned, that are in a viewer's hometown theaters, and that could be expanded by making tickets free for students and others. Then there is that a teacher could ask a student to speak to a friend or family member all about what they learned, even as an assignment – that kind of conversation being just one way to really spread word about significant goings-on among our major and minor groupings of citizens, perhaps additionally over the Web's social media.
Another way to influence our nation's students is to teach, for another arena as an example, the sociology of sports and sports fans. Were a teacher to choose tennis, soccer, baseball, and sailing, using the Olympics, Wimbledon, Fenway Park, and the World Cups of soccer as well as sailing, to be the object topics of their classes' semesters, it sure seems like a lot of useful material could be covered – plus the teacher would be making a cultural staple of international lifestyles into great fun inside their classroom too. Then, there is the possibility of the showing of PBS documentaries about various subjects, like Stephen Hawkings' Physics, Cosmology, and Astronomy. Your generalist chooses PBS because they do a stupendous job of making their thoroughly educational movies absorbing, fascinating, and no less than highly fun, as well.
The work of other organizations, like BBC, are noteworthy, too, being made to cover just about every discipline there is to cover in a school or at other venues. For two further examples, What the Bleep Do We Know? being all about Quantum Physics, and, Fuel, made by an ordinary man who covers all kinds of new developments in the world of environmental conservationism – these are all cross-discpline and thoroughly capture the interest of really any student or other party that in some measure happens to have the hobby of curiosity to them. And what about a short but significant mentioning of one of our country's groups of religious young people? That is, in fact, that the Mormons require their teenage boys to go abroad, or travel inside our nation doing missionary work; some of them even do this work inside third world countries where there is dangerous and violent political unrest. It sure looks to your writer that this Mormon tradition is something more than worthy of really good story-telling, in movies or newspapers, presentations or conversations – on the part of these courageous, inspired boys!
Second to last, there is the fact that some grade schools are required to have SRO's, School Resource Officers, about whom there has been some bad news in the media despite that they are there to provide advice and safety to the students. But aren't there ways to carefully choose and more thoroughly prepare these important individuals, as by having local, volunteer social workers or volunteer, off-duty soldiers train them? What if they were educated about the sociologies of differing groups of students, young people, or cliques? Or what if these individuals were made to complete autobiographical presentations, each presenter for a different pair of classes, chosen based on their personal interests?
Anyways, the kind of innovation included inside this piece of writing is not difficult to put together, granted that if a reader were to choose it, it is really just a matter of applying scrappy common sense to put together some really good stuff. It's just a matter of inspiration, responsibility, or just plain interest.
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