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¶ … Amico, Deborah.(2011).Providing Worker Education and Building the Labor Movement: The Joseph S. Murphy Institute of City University of New York. Adult Learning; Winter2011, Vol. 22 (1)
In this paper, D'Amico discusses the provision of worker education as well as the building of the labor movement activities that takes place at Joseph S. Murphy Institute of City University of New York (CUNY).This educational facility is dedicated to the provision of worker education as well as the building of the city's labor market. The author indicates that the institute is active in the provision of workers access to education as well as advancement should they seeks it. The article also mentions that the institute is also involved in the coalescing of the labor-management education funds as well as academic departments with the widely accepted industry expertise in order to create the best programs that can adequately serve the union members.
Martin, Larry C., Smith, Regina O (2011).Pre-Apprenticeship Urban Workforce Training Programs. Adult Learning; Winter2011, Vol. 22 (1), p23-27
In this article, Martin and Smith (2011) discuss the components of the existing pre-apprenticeship urban workforce training programs that were specifically designed to help learners in preparing for as well as passing apprenticeship exams in the United States. The programs included the recruitment of the participants, their selection...
Academic programs are also included in the package. This study however clearly indicates that the weaknesses that are associated with the process of planning include the general lack of a comprehensive model for conducting a needs assessment of the population which is targeted by the program.
The pros and cons of the articles
D'Amico, Deborah.(2011).Providing Worker Education and Building the Labor Movement: The Joseph S. Murphy Institute of City University of New York. Adult Learning; Winter2011, Vol. 22 (1) p12-17
The pros
The article by D'Amico (2011) has several advantages in the discussion of the provision of worker education as well as the building of the labor movement activities that takes place at Joseph S. Murphy Institute of City University of New York (CUNY). The very first advantage is that the article uses credible academic sources in order to prove its point. In other words, the article has very sound and credible theoretical underpinnings. The article also provides a clear description of the facts and figures while making very clear connections in the need for a formal as well as nonformal workplace experience while also presenting an expert opinion on the issue of business, community, education as well government collaboration in ensuring that there is a quality production of a highly productive workforce. The article also has a conceptual framework…
References
D'Amico, Deborah.(2011).Providing Worker Education and Building the Labor Movement: The Joseph S. Murphy Institute of City University of New York. Adult Learning; Winter2011, Vol. 22 (1) p12-17
Martin, Larry C., Smith, Regina O (2011).Pre-Apprenticeship Urban Workforce Training Programs. Adult Learning; Winter2011, Vol. 22 (1), p23-27
Maslow, A.H. (1998). Maslow on management. New York: Wiley.
Those that are in favor of closing these schools only consider the costs of operation of the school that is being closed. They do not consider the additional expense to the local school district and community. This was the case as legislators continue to consider legislation disbanding special education facilities to service deaf students in that state (Hopkins, 2007). They are only looking at one side of the budgetary
Is there, after all any comparison between ordinary schools and those meant for the deaf? If, after all, the parent of a deaf child decides to remove the child from a failing school and wants to enroll him in a public school, where, normally, there is no provision for the deaf, then what will be the next step? As far as the question of student assessments is concerned, each school
educating the deaf. It deals primarily with the video "Dreams Spoken Here" and the ability to teach deaf people to communicate orally and therefore learn in a non-segregated environment. Deaf Education Until relatively recently, deaf education occurred in specialized settings designed specifically to meet the needs of deaf children, according to John Luckner. He further adds that many methods were utilized to educate deaf children depending on the needs of the
"Co-enrolled classrooms," they advise, "represent a promising additional possibility for increasing student social access to peers, as well as increasing achievement. A co-enrolled classroom typically consists of an approximately 2:1 ratio of hearing and Deaf or Hard-of-Hearing (DHH) students. A team of two teachers, a general education teacher and a teacher of DHH students, collaborate to provide instruction. In many CE classrooms, the teachers and students frequently use both
Laurent ClercLaurent Clerc was an important figure in the history of Deaf education in America. He was born in 1785 in a small village in France. When he was just a year old, he fell off a chair into the fireplace in the kitchen. He was badly burned on his face and his sense of smell and hearing were totally damaged. The accident left him Deaf (Laurent Clerc Biography).Laurent grew
Equally destructive is the attitude that communicating with the Deaf person may involve more time and effort than one wishes to expend" (Zieziula, 1998, p. 193). Moreover, and perhaps one of the most important challenges related to this issue, a large percentage of deaf individuals do not trust the hearing society. "Historically, the dominant hearing culture has relegated deaf people to social categories such as "handicapped" and "outsider." The history