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According to Sagan (and many others since his passing), the constitutional requirements that all religions be regarded equally is a perfectly appropriate social policy, but the continued deference to religious beliefs (in general) over strictly rational beliefs as an educational policy directly undermines the specific goal of teaching students to think logically and scientifically. In their view, the numerous recent attempts by various states to circumvent constitutional prohibitions against teaching religious values in schools only demonstrates how susceptible educational policy goals and objectives are to extraneous influence from inappropriate sources (Feldman, 2005; Mooney, 2005).
Admittedly, identifying the optimal educational policy goals and objectives (at least outside of the most general ones) is a tremendously complex proposition. That is largely because it encompasses so many different variables and their respective interrelation. However, in the broadest sense, at least the first step toward establishing the most beneficial possible educational policy goals and objectives is more a matter of eliminating the policy influences that are...
In some respects, it might be helpful in that regard to conceptualize the best imaginable educational policy goals and objectives from a "blank-slate" starting point as a means of identifying where contemporary policy-making trends fall short of the ideal.
Sources Consulted
Caillier, J. (2007). "No Child Left Behind Act: Are States on Target to Make Their
Goals?" Journal of Negro Education. Retrieved September 12, 2010, from:
http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10
Darling-Hammond, L. "NCLB Implementation Challenges: The Local Superintendent's
View" Peabody Journal of Education, Vol. 80; (2004): 156-169.
Davidson, K. (1999). Carl Sagan: A Life. New York: Wiley & Sons.
Feldman, N. (2005). Divided by God: America's Church and State Problem and What
We Should Do about It. New York: Farrar, Straus, & Giroux.
Mooney, C. (2005). The Republican War on Science. New York: Basic Books.
Sources Consulted
Caillier, J. (2007). "No Child Left Behind Act: Are States on Target to Make Their
Goals?" Journal of Negro Education. Retrieved September 12, 2010, from:
http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10
Darling-Hammond, L. "NCLB Implementation Challenges: The Local Superintendent's
Psychotherapeutic Case Formulation Salomon has clearly evidenced educational and emotional problems at least since the 6th grade; however, this 9th grader has apparently neither been thoroughly physically and psychiatrically evaluated, nor received an Individual Education Plan, evincing a stunning level of neglect by his educators, the school psychologist and his Nurse-mother, all of whom theoretically know better. The system for identification, triage, referral and management of care will be followed. His
Differential Diagnosis The patient has been given a diagnosis of Post Traumatic Stress Disorder (PTSD) and Major Depressive Disorder. Since depressive symptoms are common in PTSD we would need to consider whether the depression or the PTSD is the primary diagnosis. An essential step in the assessment of Posttraumatic Stress Disorder is to identify major traumas in the client's. We know that Sarah reports being raped at a young age, but we
Cognitive Behavior Therapy- A Case Study Cognitive Behaviour Therapy (CBT) Case Study Case report K is a forty-eight-year female who referred to Midlothian's clinical psychology psychosis service. K has a twenty-year history of mental health conditions. She first decided to contact mental health services because of the episodes of paranoia and severe depression she had experienced. During her initial contact with the mental health services she was diagnosed with schizo-affective disorder in 1996.
Katheryn Case Study Clinical vignette Caucasian girl, Katheryn, aged 10, was referred on account of her increasingly aggressive behavior towards her 8-year-old brother, Carl. Mrs. Smith, their maternal grandma, has been raising the two children. Carl was a baby when she had taken him under her wing. In fact, she was responsible for their upbringing since their infancy; the two kids were taken away from Mrs. Smith's daughter (the children's mother) because
Cognitive Behavior Therapy- A Case Study Cognitive Behaviour Therapy (CBT) Case Study Case report K is a forty-eight-year female who referred to Midlothian's clinical psychology psychosis service. K has a twenty-year history of mental health conditions. She first decided to contact mental health services because of the episodes of paranoia and severe depression she had experienced. During her initial contact with the mental health services she was diagnosed with schizo-affective disorder in 1996.
Vignette Jasmin is a 21-year-old Asian woman who immigrated to the United States 10 years ago. She is an intelligent college student and she likes to study, although she has been diagnosed with ADHD and dyslexia. She lives together with her parents, young sister and older brother. Jasmin's younger sister is in high school and her brother works at the father's grocery store. Her father has high blood pressure and needs