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The Fraud of American University Accreditation!

TheR 2011/06/30 07:29:22
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There is a major problem in the United States with Accreditation. They claim they are legitimate but our current social condition and results have proven how really false that is. With the most recent University massacre at Virginia Tech killing 32 innocent Students and Teachers, not to mention the many other school shootings and killings across the United States; in which I personally witnessed a student gunned down at Weber State University in Ogden Utah, http://www.deseretnews.com/article/712740/Student-chiefs-seek... is proof in my mind that Accreditation in America’s Higher Education Institutes, with just this one issue, the gun debate, has always lacked any creditability!

What is Accreditation and when did it begin? According to this site:

http://www.ala.org/ala/educationcareers/education/accreditedp...


{Definition and History: Accreditation is the public recognition awarded to universities and academic programs that meet established criteria and educational standards. Accreditation decisions are based on evaluations whose purpose is to provide a professional judgment about the quality of a university or academic program and to promote institutional improvement. In other words, accreditation's main goals are to assure and enhance quality.

Accreditation in the United States has a long history that has developed into a voluntary system which is unique in the world. The first regional accreditation agency started in New England in 1885; the first specialized accreditation agency was founded in 1907 by the American Medical Association; and the first accreditation standards were developed in 1910 by the North Central regional accreditation agency.

Today, the Department of Education reviews all accreditation agencies every 5 years to make sure that they meet core requirements, but in all other respects, every U.S. accreditation agency is unique and free from government control in its day-to-day operations.}

Given that the Department of Education reviews Accreditation Agencies and is part of the Government goes to prove that Government does control Accreditation; despite their hypocritical claim that Agencies are free from Government control. And since the Government is employed by people who come from Accredited Universities, and those so called people are a product of Accreditation, why then all the scandals, the lies, the stealing, the murdering, wars, and the idea that Democracy and freedom is a treasure, when in fact it has tarnished into a mass of National Trash.

The myth of Accreditation being able to give graduates its stamp of recognition is a fraud. In reality Universities merely sign a few papers, and make a payment or a bribe to an Accreditation Agency in order to give them the authority to be listed as an Accredited School. The prize is that they can get Federal money for students. The University with its broad stroke authority is left with the responsibility in providing legitimate education that should include ethical conduct and correct principals toward education. In fact Universities don't care, because their boys are elected in Office and no one is going to challenge them if they don't follow Accreditation guidelines.

Accreditation has no authority to enforce its standards, has no authority to tell Universities what to do, and is basically nothing but a good ole boys network with no oversight organization requirements for Accreditation Agencies to adhere to. This is how the government and military establishment forces it will on the public.

One only needs to mention the numerous scandals:

The American Student Loan Racket: http://wsws.org/articles/2010/nov2010/loan-n05.shtml

http://www.informationclearinghouse.info/article31114.htm

http://www.thepeoplesvoice.org/TPV3/Voices.php/2011/01/06/per...

Also in the US; student Visa's are a major scam operation, luring women from China for Bar, Gambling, and Strip Club Jobs. http://news.yahoo.com/s/ap/20101206/ap_on_bi_ge/us_student_vi...

And this really Convinces me of not only the urgent need for Education Reform, but Reform in the Medical and Healthcare Industry. How is it Doctors who graduate from Prominent Universities are the leading cause to death in the United States?

See the Comments from this article:

http://www.sodahead.com/united-states/spend-more-on-military-...


College is total BS. Pay good money to put up with the crap in the dorms, drunks, druggies, and no real basis for being there except the stigma. Like buying designer Jeans, a fade, a fashion. And there is no connection between the Universities and the real Business world. What is wrong with the idea of on the job training? You have to be a Moron to go into debt with the hope you will pay it off. In the real world you can't get a loan for a car, unless you prove to the bank you have a job to pay the loan back. You can't get a loan for a house, unless you prove you have a job to pay the mortgage. You can't even get a credit card without some type of verification of credit worthiness. Yet Banks dish out Billions in loans simply because they say they are students enrolling in College. When a College Student you have no say in the security of your classroom, you have no idea who will be into your class, or be part of the decision process in whom you want as a classmate. All you know is the Virginia Tech Shooter is sitting behind you, with his sights pointing at you.

In todays world when we see that the Big Banks needed to be bailed out, and bailed out means what???? when the Government is so far in debt it can't even bail itself out, yet it bailed out the Wall Street Bankers. You know that the people who have those so called high faluttin prominent sheep skins are nothing but conmen and bullshitters.

The only thing College does is teach you how to be a criminal and get away with it.
Or spend all that no questions asked bank borrowed money to go to a College and get shot in the head by some nut case student. Ah...No thanks
Virginia Tech shooter photo


Frankly College Life Leads to Corporate Criminal Activity:

Tell me the people who ran these Scam Companies had no College Degree.

Enron, Arthur Anderson, Harkin Energy, WorldCom, Halliburton, Fannie Mae, Exxon, Phar-Mor, Xerox, Epicurum fund/Parmalat, AIG, Royal Dutch Shell, Compass Group, Adelphi Communications, AOL Time Warner, Bristol-Myers Squibb, CMS Energy, Duke Energy, Dynegy, Global Crossing, Homestore.com, Kmart, Merck, Mirant, Nicor Energy, Peregrine, Qwest Communications, Reliant Energy, Tyco, Credit Suisse First Boston, Martha Stewart, HealthSouth Corp, The 50 billion dollar Ponzi Scheme by Bernie Madoff and Associates, the 700 billion dollar bank bailout caused by the lies from the Mortgage Industry that has caused the US Economic Meltdown.

Then to have newly elected President Obama usher in another whopping 787 billion stimulus debt to try and jump start a failed US system. Given these numerous scandals, one I haven't mentioned is one of the biggest corruption cases in US history, having been the terrorist attack of 911, and the 780 billion Bank Bailout. And so people who do these scams are University graduates from the so called American Accreditation System!!

What a sham it is when the US Government will use Accreditation to control the schools that represents their ideas. While there is no law that schools have to be accredited; non-accredited schools are not eligible for financial aid. Their non-accreditation comes because they do not want to be controlled by the Government, and they believe in teaching things that are really creditable, while Accredited Schools prohibit such teaching.

The accusation that non-accredited schools are not real schools couldn’t be more further from the truth.

America’s Constitutional idolization of the gun sure has not proven guns stop wars, stops massacres, stops drive by shootings, stops domestic violence, stops bank robberies, stops police from murdering blacks, stops assassinations, of our Presidents Abe Lincoln, James Garfield, William McKinley, John F. Kennedy, and later his brother Bobby, stops the killing of our Civil Rights Leaders Malcolm Little, also known as Malcolm X, and Martin Luther King, or stops anything for that matter except the victims in their tracks.

What kind of an Education system do we have that honors the right to have guns, while claiming Accreditation authorizes them to do so while people pile up in the county morgues? It is like a Religion to worship the God of Gun. Something is morally wrong with that! And let’s not forget assassination attempts to kill Presidents, Andrew Jackson, Theodore, Franklin Roosevelt, Harry Truman, Gerald Ford, and Ronald Reagan.

Should we be surprised, that Accreditation began with the early big time Universities such as Columbia, Princeton, Yale and Harvard, who really got their start from trafficking opium to China, with this really being the cause to the start of WWI which proceeded to WWII. Accreditation in America is to authorize the legal right to be crooks, drug dealers, and murders. It is far from being an Accreditation that is honorable and ethical.

Instead Accreditation means to educate from a hypocritical point of view, instead of recognizing that there is a right way and a wrong way. In America, freedom is the elixir in which getting away with doing bad is OK, while doing good is boring and humdrum.

Our Government leaders are as incompetent, and they are suppose to hold the letter of the law and bar of that legitimacy, since they are products from those so called Accredited Institutions.

There is a huge list of so called graduates from Accredited Universities who have broken the law, broken their own rules to infringe upon the American people.

General Pace and McCrystal, and Donald Rumsfeld resign for their bungling of the Iraq War and their torture authorizations at AbuGhrab Prison in Iraq.

Paul Wolfowitz resigns as President of World Bank for giving his girl friend a raise from the World Bank after she was assigned to work at the State Department. He stole money claiming she still worked at the bank. Attorney General Alberto Gonzales resigns from pressure in Congress and Senate over the botched handling of FBI terror investigations and firings of U.S. attorneys, Karl Rove resigns after Journalist Robert Novak, who identified Plame in a 2003 column as a CIA agent, testified that Rove was the other official who leaked her name; and his involvement with Bushs lie in going to war over Weapons of Mass Destruction never found, is indicative of War Crimes he is in collaboration with.

Ken Lay, Jeffrey Skilling CEO's of Enron, Jack Abramoff - Pled Guilty - Sentenced to Minimum of 5 Years, 10 Months, Claude Allen- Arrested for Theft - Pled Guilt, Richard A. Berglund - Pled Guilty - Sentencing to One Year of Probation and Fined $2,500, Ed Buckham - Named by Prosecutors as Unindicted Coconspirator, Lester M. Crawford - Pled Guilty - Sentenced to Three Years Probation and Fined $90,000, Duke Cunningham - Pled Guilty - Sentenced to 8 years, 4 months incarceration,

Tom DeLay - Indicted - and convicted. Tom DeLay, the former U.S. House majority leader whose name became synonymous with the Republicans’ rise to power in Texas, was found guilty of laundering money in connection with the 2002 elections.

, Brian J. Doyle - Pled No Contest - Sentenced to Five Years in Jail, Kyle "Dusty" Foggo - Indicted - Trial Pending Appeals Decision,

Robert Fromm - Named by Prosecutors as Unindicted Coconspirator, Shaun Hansen - Pled Guilty - Sentencing Scheduled for April, Vernon Jackson - Pled Guilty - Sentenced to Seven Years, Three Months in Prison, Representative William Jefferson (D-LA) is being investigated for bribery, wire fraud, bribery of a foreign official and conspiracy to bribe foreign officials, according to a May 21, 2006, Adam Kidan - Pled Guilty - Sentenced to 5 Years, 10 Months, Thomas Kontogiannis - Named by Prosecutors as Unindicted Coconspirator, Scooter Libby - Convicted- Sentenced to 30 months of Prison and $250,000.USD fine.

Chuck McGee - Pled Guilty - Time Served, John T. Michael - Named by Prosecutors as Unindicted Coconspirator, Bob Ney - Pled Guilty - Sentenced to 30 Months in Prison, Brent M. Pfeffer - Pled Guilty - Sentenced to 8 Years in Prison, Allen Raymond - Pled Guilty - Time Served, Tony Rudy - Pled Guilty - Status Conference Scheduled for August 3rd, David Safavian - Convicted - Sentenced to 18 Months, Michael Scanlon - Pled Guilty - Status Conference Scheduled for June 5th, Roger Stillwell ¨C Pled Guilty ¨C Sentenced to Two Years Probation and Fined $1,000, James Tobin - Found Guilty on Two Counts - Pending Appeals Decision, Neil Volz - Pled Guilty - Status Conference Scheduled for April 26th, Mitchell Wade - Pled Guilty - Status Conference Scheduled for September 10, 2007.

Brent Wilkes - Indicted- Trials Pending Appeals Decision. Bernie Madoff, Security American Stock Broker, NASDAQ Chairman.

It is such a disgrace to think these government officials have committed these acts, while bigger fish are still being reeled in namely Dick Cheney, George Bush, Marvin Bush, Colin Powell, Condoleezza Rice, Rudy Giuliani, Larry Silverstein, Andrew Card, Donald Rumsfeld, William Kristol, Douglas Feith, and others who are connected to this organized crime administration.

http://newsmine.org/content.php?ol=9-11/inquiry/grassley-inve...

Then we have those who have resigned from Public Office. It is quite shameful to see Foreign Countries such as China to honor past US Presidents who held degrees from Prestigious Universities, while they were as corrupt and vile as you can get. Richard M. Nixon disgraced America with his resignation of the Presidency in order to avoid prosecution, comes to mind, having been credited in opening up US and China relationships. He is the guy who carried on Lyndon Johnson’s crimes in Vietnam and Cambodia, slaughtering 7 million Vietnamese, and 58,000 US American troops. Then with his Watergate Scandal, lying about breaking into the Democratic Committee Offices; he is also responsible for wire tapping and spying allegations.

And while I am on the resignation topic, I would like to mention the long list of University Graduates from the United States who resigned from the George W. Bush Administration. They left amidst scandals during the crimes committed by the Bush Officials. Given the US China Relationship during the 8 year Bush Administration, it behooves me to question the Chinese Governments lack of awareness to such an incompetent US Administration. It flies in the face toward Beijing’s Regulations that give notice that Foreigners who work in China are required to have BS, or BA, or higher degree standards. In fact I know several people who do not have degrees simply for the sake of knowing that if we had one, it would implicate us to the crimes they committed, since they came from the same Accreditation Process that all University Students go through. In fact if Accreditation is what it claims to be, which is suppose to be morally, and ethically resolute, how is it so many people committed crimes, and or resigned to escape prosecution from them? It tells me Accreditation is a fraud in the United States....

The Resigners:

Lewis “Scooter” Libby- Office of the Vice President Chief of Staff

David Safavian- Administrator for Federal Procurement Policy, Office of Management and Budget, Executive Office of the President

J. Steven Griles- Deputy Secretary, Department of Interior

Kyle “Dusty” Foggo

Eric Keroack- Dept. of Health & Human Services, Chief of U.S. Office of Population Affairs

Randall Tobias- Deputy Secretary of State

Kyle Sampson- Attorney General Chief of Staff

Monica Goodling- Senior Counselor to the Attorney General & Justice Department liaison to the White House

Michael Battle- Dept of Justice Director of the Executive Office for United States Attorneys

Paul McNulty- Deputy Attorney General

Michael Elston- Deputy Attorney General Chief of Staff

William Mercer- Associate Attorney General (Acting)

Sara Taylor- Deputy Assistant to the President and Director of Political Affairs at the White House

Paul Wolfowitz- World Bank President

Harvey Pitt- Securities & Exchange Commission Chairman

Julie MacDonald- Deputy Assistant Secretary of Interior

Francis Harvey- Secretary of the Army

Donald Rumsfeld- Secretary of Defense

Michael Brown- Dept. of Homeland Security Undersecretary of Emergency Preparedness and Response

Alberto Gonzales- Attorney General

George Deutsch- NASA Public Affairs Officer

Susan Orr- Dept. of Health & Human Services, Chief of U.S. Office of Population Affairs

Alphonso Roy Jackson- Secretary of Housing and Urban Development (HUD)

William J Haynes- Department of Defense General Consul

Lester Mills Crawford- Commissioner, US Food and Drug Administration

Sue Ralston- Special Assistant to the President; & Assistant to Senior Advisor Karl Rove

Janet Rehnquist- Inspector General, Department of Health & Human Services

Kenneth Y. Tomlinson- Chairman, Corporation For Public Broadcasting

James Roche- Secretary of the Air Force

Philip A. Cooney- Chief of Staff, White House Council on Environmental Quality

John Korsmo- Chairman, Federal Housing Finance Board
Michelle Larson Korsmo- Deputy Chief of Staff, Department of Labor

Claude Alexander Allen- Deputy Secretary of the U.S. Department of Health and Human Services

Carl J. Truscott- Director of Bureau of Alcohol, Tobacco, Firearms and Explosives

David Smith- Deputy Assistant Secretary for Fish and Wildlife and Parks, Department of Interior

Bradley Schlozman- Department of Justice

Eric Andell- Deputy Undersecretary Department of Education

Brian Doyle- Deputy Press Secretary, Department of Homeland Security

Felipe Sixto- Special Assistant to the President for Intergovernmental Affairs

Timothy Goeglein- Special Assistant to the President and Deputy Director of the Office of Public Liaison

Howard Krongard- Inspector General, State Department

Lurita Doan-Administrator, General Services Agency

Let’s not forget,

Colin Powell’s resignation: Powell is the most prominent of four Cabinet officials who resigned. The others were Agriculture Secretary Ann Veneman, Education Secretary Rod Paige and Energy Secretary Spencer Abraham.

One of Powell's best known moments as secretary of state was his speech last year to the U.N. Security Council in which he made a case for invading Iraq.

He said that Saddam Hussein was still developing weapons of mass destruction despite years of U.N. disarmament demands. Those claims about Iraq weaponry were never borne out.

And

Karl Rove: Rove has been subpoenaed to testify before the Senate Judiciary Committee investigating the firings of some U.S. attorneys, but the White House said Rove, as an "immediate adviser" to the president, cannot be ordered to testify.

Clearly Rove resigned because of mounting pressure.

Sen. Patrick Leahy, the committee's chairman, issued a statement following Rove's announcement saying "Rove has acted as if he was above the law."

Leahy added, "There is a cloud over this White House, and a gathering storm. A similar cloud envelops Mr. Rove, even as he leaves the White House."

I. Lewis "Scooter" Libby, who was Vice President Dick Cheney's chief of staff, was later convicted of lying and obstructing justice. Bush commuted Libby's sentence.

Libby's attorneys contended that Libby was the victim of a White House conspiracy to protect Rove but never presented any evidence to support that claim.

Journalist Robert Novak, who identified Plame in a 2003 column, testified that Rove was one of two officials who leaked Plame's identity to him, but Rove was never charged with a crime.

His departure comes as Bush continues to face low approval ratings and as Republican presidential hopefuls work to differentiate themselves from Bush.

Other White House officials who left after the election include White House counselor Dan Bartlett, budget director Rob Portman, chief White House attorney Harriet Miers, political director Sara Taylor and deputy national security adviser J.D. Crouch. Defense Secretary Donald Rumsfeld left his job immediately following the election, as the Iraq war's influence on voters became clear.

Here are 2 who disagreed with the Bush Administration and resigned:

Richard Clarke: & Paul O'Neill

http://thedcshuffle.com/2007/10/14/bush-appointee-resignation...

There is a huge divide in the American culture, in which many who authorize the Accreditation are supported by the Government Agencies in the US that represent the Republican Party, or Military Establishment. And then there are the anti-war people, who normally are non-military supported by the Democratic Party. Many people disagree with the military establishment. And many Democrats also support the Military despite having a divided tent of votes in their party.

Many of the Universities support the military establishment because they promise them money. And how they get their money is by raising student tuition fees, and gratuities given by allowing Military Recruiters to have an office on campus. Many very good students do not attend the Universities afraid their money is going for bombs to kill people. Tuition profits are used to support the military, along with appropriation bills from Congress for higher indebtedness. Republicans will give you a tax cut in one hand and load up the debt in the other. In reality you don't get a tax cut, you get a long term financial burden. So much for their taxing lies! Am I Right? Of course!

In a sudden change in eligibility for Pell Grants was announced by the Department of Education. It would cut some 90,000 students from the rolls of recipients and affect more than 1 million others. The timing of the War was just underway, so it is obvious where the money went. And since the money was cut, how do students get to pay their tuitions?

They have to borrow the money. With the crunching for money for the War several Federal Government Officials are now under the scope in a developing investigation into the $85 billion-a-year college Student Loan Industry.

A handful of major Universities have suspended top Financial Aid Officials as the investigation continues by the Office of New York State Attorney General Andrew Huomo. The investigation now has linked a current Education Department Official with stock holdings in a leading student loan company.

Matteo Fontana, the General Manager of the National Student Loan Data System, a Central Database for Student Aid, including the Federal Direct Loan Program and Pell Grants has been linked to banks with ties to Corporate America that support the Military establishment.

As these hot shot Financial Aid Officials trade loans for profits to support the War, students are caught holding the bag, because they were cut from the rolls in receiving Pell Grants, and they have to pay the higher interest on getting loans instead; because of the constant upward movement in University tuition fees.

Given the recent 700 billion Bank Bailout before the closure of the Bush Administration; clearly implicates the collusion on behalf of the Banking Officials toward scamming students between their transitions in moving from School into the workplace and being first time home buyers.

The Mortgage Crisis in the United States has crippled both the Education Sector in paying for Education, and obtaining legal viable real appraised value Homes, from the Real Estate market.

How does Accreditation protect the rights of students to attend and pay for College, while they are being ripped off by the Government in schemes that hide their tracks in supporting the military? In fact it was a lie about going to War, while Karl Rove exposed Valerie Plame when her husband proved Iraq’s Saddam was not buying Yellow Cake Uranium from Niger. To prove Wilson was not lying is the fact Rove, Rumsfled, and Bush did not think about invading Niger instead?

You find a lot of propaganda that claim Big Universities turn down many applicants who wanted to attend their Institutes. In fact it is a lie. They create articles like this to build a false prestige in the world making people believe they are highly sought after when in fact they probably get less than average enrollment numbers. But they think their propaganda letters keep them in the game.

I really think those Accredited Schools are frauds and liars from the get go. I have more trust that so called Non-Recognized Universities have more legitimacy than the Accredited Universities in the States.

Consider the fact that I spend all that money in loans to get a degree to have to put up with drunken dorm parties that seem to go on endlessly, throughout the week, with drug users, and sex as the main course subject. Then to simply go to class, is a form of entertainment for a few laughs. To my ignorant surprise I discover I have a rowdy roommate who will steal my personal things like soap, clothes, and money is not enough. But then to take my work, to steal from me so they get my credit!

What's the point? When exam proctors are paid cash to allow students to cheat on exams, so they get the higher grade; so they can claim the status of scholarly achievement upon the cheating tradition Accredited Schools wink and nod at!

Or to spend all that money at an Accredited University in which I did; so I can experience witnessing another student be shot down in cold blooded murder by someone in a well off Religious Community Campus!

Have you considered that Sororities and Frats are nothing but fancy names for the local high tech bullies with their gangs? And how about those Universities who claim Accreditation is necessary who run our government today? Wouldn't you agree that they are political liars, robbers, and murderers, especially the killing of little kids, mothers and grandparents in Iraq to protect my so called right to freedom in America? Then to have fathers who are trying to protect their families become instant terrorists and are gunned down and thrown in a sand ditch for burial.

Seems to me Non-Traditional Degree Holders have a different message and a different method of measuring and doing things that Accredited Junkies refuse to admit or acknowledge. And now that I am in China the China Government has no idea to these issues that go wrong in the USA. China makes regulations that people can not work as Teachers in China, unless they have a valid degree from a US University…. Their action actually props up the continued cycle of corruption that students must deal with.

You know it is rather like comparing American Degrees to other Foreign Country Degrees. Would you call them fake? I dare say that those so called Non-Traditional Educators certainly have more knowledge and ability than a majority of Foreign Country Degree equivalents, and more upstairs when it comes to America’s Accreditation System. I think people should consider these truths before they assume that Accreditation means the shoe fits! Or Fake means that's not a shoe it's a sandal. I know that's what Jesus would do.

The numerous examples of Accredited Schools which have proven to be bad or incompetent are not difficult to find. The same goes with Corporations, and Government Administrations whom have graduates from those so called

Accredited Institutions whom have brought national disgrace and many other calamities to America's society' and in the world while getting away with it now and in the past. We only have to remember history going back to Harry Truman who used the A-bomb by targeting innocent civilians in Japan instead of their military complex, thus wiping out hundreds of thousands of people, not once mind you but twice at Nagasaki and Hiroshima. One needs only remember the disgraceful bombing attack on Dresden Germany targeting innocent civilians instead of Hitler’s military headquarters.

We have the Korean War which was Russia declaring War on Japan by invading N. Korea to later invade S. Korea which was also controlled by Japan, making the US enter the War in Korea to stop Russia despite the US getting Japan to surrender earlier. This was a Truman blunder for not negotiating with Russia in the first place, while McArthur wanted to invade China.

Then we had the senseless war with Vietnam, the civil rights riots, Kent State, LBJ lies, Nixon Watergate, the Pentagon Papers revealed by Dr. Daniel Ellis, Donald Rumsfeld shaking hands with Saddam Hussein, Jimmy Carter encouraging Iraq to war against Iran, Ronald Reagan’s Iran Contra Trading Arms for hostages scandal, George Bush invading Iraq to kick Saddam out of Kuwait because the US was not paying him enough to fight America’s war with Iran, to Bill Clinton and his sex affair impeachment, to George Bush Jr. with his bag of lies causing the killing of thousands of people over his false war on terror.

You know throughout American history it is one scandal after-another; one Crime Scene after another. Our Presidential leaders set the tone and pace, and example for students to emulate in society. And when all we get is bad upon bad, upon bad, upon bad…How is it getting a degree of Higher Education is really what it claims it is?

This is why I refused to join the club of degree holders…because something clearly is not right. Accreditation is more than a fraud. It is a slap in the face to our moral integrity.

And this so called Accreditation continues on its free fall with 911 in which everyone knows it was an American inside job except the brokers in today’s government who refuse to admit their involvement, while they continue the War in Iraq and Afghanistan to cover up their egregious crime on September 11th 2001.

Let's see any Ivy Leaguer go out and do things without the comforts of home most Accredited Universities provide. In fact the slumber of their high tuition prices prove how loathsome they really are. They do not do the real work, but are pampered from the beginning of their student experience to expect future rewards in life because they bought their degree at a high price. So money is supposed to prove their scholarly achievement? I really disagree.

How many times have I seen in my life numerous high credentials of so called scholars from these Accredited Institutions who become homeless bums on the street with a cup in one hand and a cardboard sign in the other? Many times, in fact; and Accreditation does what to solve that problem? Nothing! Accreditation is supposed to be the stamp of approval for Universities who teach students legitimate and higher education.

When graduates walk out the University doors and they commit crimes after their education, it sends a strong message that the University did not get through to that person, and questions the whole process and purpose of even attending in the first place. What went wrong? Universities and Accreditation go hand in hand with the responsibility toward making sure students are labeled as a bonafide product from their said approval. But in fact we see how really false that claim is. It’s a reflection from our history as a nation and reflects the continued happenstance of today leading toward tomorrow.

The things Non-Traditional Degree Holders have contributed to society as a whole, in many instances, Accredited Universities are unable, or unknowingly able to provide or comprehend. Foremost having money does not and is not the stamp of Accreditation of Authorization to grant peoples their degrees. Take for instance graduates from Almeda University. People have to prove what they have done to earn their degree. It is not simply mailing in a payment. If that was the case I could easily go down to the print shop and make my own Diploma, with name plate, and honors for a mere $25 US bucks, and save the rest without paying more to Almeda University.

What really gets me, as we can all attest to, is the famous quote "Uncle Sam wants you." Mind you this is Accreditation talking while milking the public system with their fraud. They promise to give you a G.I. Bill so you can go to college after you finish joining the military. You tell me how a student fresh out of High School has the ability to make such an important decision which will affect their lives for the rest of their lives, while dangling Education as a benefit and motive for joining the military?

How many mine fields and people do I have to kill to be able to go to the University? It should be "Uncle Sam Wants You for Higher Education" with no strings attached.

You know America holds this grand idea that the military is security. In fact it is quite the opposite. Education is the key. America moans and groans about not having enough education dollars domestically, while other people in the world outside the borders of America face the same problems yet worse.

Instead there is cross border arguments about why the have people do not do more to help the have-not people. That does not mean using the military to persuade ideology on another culture to take their resources and their belief systems. Enlisted men are not given the chance for education before they go to war. Instead after the war they are so happy and proud they can go skiing on one leg instead of two?

Why do you think they use education as a ploy to enlist men with the GI Bill? So they will join the Army and the US government might not have to foot the bill for their education.

There is something morally wrong with that, and nobody seems to recognize it. If we had education systems that worked and provided funding properly not only in the USA but also in other countries; what need for a military? How much good could have been achieved with the trillions spent on killing in Iraq for the military, when it could have been used to educate and change the feelings and atmosphere of the situation? I think the answer is clear; much good.

The military is a business. They can not hold onto their business unless they have customers. Those customers are created enemies. They need to kill people in order to produce arms, and equipment which is economics, forced to be paid by the American people from their taxes. They sell arms to other countries causing terrorism, while promoting their own cause for needing a military. How, is that legitimate?

If I know the military is essentially the problem, why would I want to reinforce it? Why am I forced to pay a tax bill I did not create? Then to have them grandstand waving flags that they are patriotic in my great esteem is a fraud and crime to humanity. Think about it. A lot of people are uneducated when they fall for the military doctrine of lies and go into battle. They have no concept to right and wrong about life, because they have not been given the opportunity for higher education. Subsequently they lose their lives.

It's like having a cold frost kill your crops before harvest time. Some of the crops may overcome the shock later, but indeed the outcome or harvest from that frost is not as optimal.

So to evade those bad feelings they proudly go along with the charade in their lives, as if that is/was the right thing to do. How can they assert that when they were not educated, and then come back to society to get an education? They really do not become educated because they were brainwashed in the service first.

President Bushes military experience is proof his education afterwards was a fruitless endeavor.

Yet the fake American System who claims their authority can't seem to stop lying, know when they have lied, or admit they can not determine the fate of other cultures in the world. I would rather die for my country without a gun in my hand, and knowing it was done to promote education, values, and morality. That is the true fight. That is the Medal of Honor. That is the hero. That is legitimate.

I will never accept hitting my kids or doing violence to anybody is a justified act. Stopping someone from killing my wife does not mean killing them. Stopping perceived dictators from another country whom I do not know the culture or language is really obvious, especially when so called accreditation perceptions created them in the first place, to fight our wars with other nations.

Strange but true is the fact that people who go to Accredited Universities are the ones who set the tone and doctrine of who needs what in order to get an Accredited Degree. I need to study 101 law, and 207 Ethics in order to be a Lawyer. The same goes with many Professions in society, be it a Physician, Pharmacist, CEO, Scientist, Engineer; but you do not need a Professional Degree to be President of the United States. A person can have a Business Degree, or any Non-Related Degree for that matter to be President.

You tell me how that is creditable? The man or woman who is in charge of world economic affairs and decisions of war which kill people has no Professional Presidential Credential? It's like saying I can sit out on the beach for 3 days all sunny and hot and not get sunburn. Not real! Fake! Phony! I don't believe!

There is no curriculum for Government. They have classes in it, but there is not a Professional Criteria or framework of accountability for government. It is a party system! Nothing but a bunch of Republican Elephant Democrat Donkey anarchy that thinks buying office or casting votes from an educationally deprived nation is their permission and authority to invade the supposedly sacred office of the Provider of the United States . Notice I did not say president.

The President does the dirty work by breaking the law, and then has an underling take the blame, and later the President pardons him! What kind of system is that? Or the President is caught red handed; his underlings fill in his shoes and pardon him! That my fellow Americans is Organized Crime.

In America it isn't about who scores the highest on the exam to reach the qualifications to be President or a Senator, or Congressman, it is about influence peddling, corruption, lies, and stealing elections that gain them power, and yet people in America are duped into believing their lies and forced to support that? I really disagree.

It is not the matter of being accredited that counts, it is a matter that accredited does not disclaim others as diploma mills, or claim their way isn't untainted, unspoiled, not rotten, or not infected by its disease, from its own doing, is the matter. Accreditation needs to change their ways so that it really reflects honesty, and transparency while bringing about the fact that education is the winner when it comes to domestic and foreign policy.

I know personally an Accredited School that took my loan money. It is Great Falls Community College of Technology in Great Falls Montana. One of the Administrators at the University had her husband doing a mechanic’s business out of his home garage. When he didn’t fix my truck correctly, I inquired about his business license. Come to find out he had, none. So they had his wife the administrator level a false charge against me… stating I was stalking his wife. They forced me to leave the school, without recourse in having the loan money returned. I refused to pay the loan, because of their lies…and have been unable to return to any University because the loan went into default. This is the result of a system that is corrupt…there is no doubt in mind.

And with all the other banking scams and the bailouts, and the result of the Mortgage Crisis and Economic downturn in the USA, it does not surprise me.

Washington cannot exist without conflict. Now that the “Muslim threat” is wearing thin, Washington is stirring up a conflict with China. Washington is sticking its nose into every dispute China has with its neighbors and building up its military presence in the Asian-Pacific. As I wrote in my previous column, a China threat is being created as a long-term threat to take the place of the former Soviet threat.

Moving on to another topic, americans are told that education is the answer to unemployment. Get that university degree and live happily every after.

As RT recently reported, the truth is that more than half of recent US university graduates are unemployed or very underemployed. So much for the mantra that “education is the answer.”

“Education is the answer” serves the colleges and universities who want the tuition payments. It serves the companies who make student loans. It helps the offshoring corporations disguise that they are the main cause of unemployment.

Education is not the answer when high value-added, high wage manufacturing and professional service jobs, such as software engineering, are moved offshore in order to enhance short-term profits for shareholders and multi-million dollar bonuses for CEOs, while domestic employment and purchasing power are destroyed. Unless American university graduates can emigrate to China and India, there is no one to employ them. Yet, we still hear the call to run up student loan debts beyond the ability of salaries to repay the loans.

Professional tradable service employment in the US is so scarce that the University of Florida has abolished its computer science department. As few of the graduates can find employment, the university has reallocated the department’s budget to football, a paying sport.

Americans plugged into the Matrix are programmed to believe that they have correct information provided by a varied and “independent media.” In fact the media is owned by 5 or 6 mega-media companies run by corporate advertising executives and Washington.

Recently, Bloomberg gave us the report that “Japan, Denmark and Switzerland are among the countries to rally this week to [IMF chief] Lagarde’s call for a bigger lending capacity beyond the current $380 billion to shield the world economy against any deepening of Europe’s debt turmoil.”

This Bloomberg report is nonsensical. The loans are not shielding the world economy. The loans are shielding the private banks from their own mistakes at the expense of the world economy. The Bloomberg report shows how completely the Western media is involved in forcing ordinary peoples to subsidize private bankers. It could not be more clear; yet, there is no embarrassment at Bloomberg for serving as the bankers’ propagandist.

Indeed, there is only honor. Serving the Matrix is where lie the rewards. Those who oppose the Matrix are the outcasts whose efforts might, as in the film, save the race of humans from the domination of evil, or else, if they lose, confine the outcasts to prosecution and death.
http://www.informationclearinghouse.info/article31257.htm

Accreditation in America is a scam and fraud; and until American’s understand how they are being manipulated by this basket case education system, they will continue swimming in the dysfunctional American sewer hole that says getting a degree is worth it. In fact getting it with Accreditation is proving to be a major mistake. If the purpose of Accreditation is to be a scam operation legally and make a good living from it; I only need remind you of the continued anarchy that repeats itself over and over again, because of the lack of truth and integrity. The military can really go take a hike!

Now with the internet and the many eyes that watch the globe, it is on the verge toward changing to a better management system. Life time learning in the safety of ones own home is not a distant dream. Whether we say people are accredited or recognized, or we hold a stamp of approval really will boil down to the student’s ambition of creditability, rather than an Accreditation Evaluation toward Institutional
Sponsorship.
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  • Abdullah Baspren 2012/05/22 09:13:13
    Yes it is a Fraud usurped by The US Military Establishment
    Abdullah Baspren
    +1
    Education Secretariat .. And God will ask each person for this Secretariat
    Fraud and deception back negatively on the whole community
  • TheR Abdulla... 2012/06/16 03:26:40 (edited)
  • TheR Abdulla... 2012/06/17 14:01:28
    TheR
    The Technocratization of Public Education
    Subverting educational practices

    By Prof. James F. Tracy

    Global Research, June 14, 2012

    URL of this article: www.globalresearch.ca/index.p...

    The Bill and Melinda Gates Foundation is directing $1.1 million to fit students in seven US pubic school districts with “galvanic skin response” bracelets. The devices are designed to measure students' receptivity to teachers’ lessons through biometric technology that reads and records “skin conductance, a form of electrodermal activity that grows higher during states such as boredom or relaxation.” [1, 2].

    The funding is part of the Gates Foundation’s $49.5 million Measures of Effective Teachers project that is presently experimenting with teacher evaluation systems. As Melinda Gates put it on the PBS NewsHour, “What the Foundation feels our job is to do is to make sure we create a system where we can have an effective teacher in every single classroom across the United States.” [3]

    The effort of extraordinarily wealthy elites to further subvert educational practices through “neuromarketing” techniques is the latest example in a long sequence of educational reforms dating to the early 1900s. Indeed, the Gates Foundation’s fixation on stimulus-response measurement and data collection is a fitting chapte...

































    The Technocratization of Public Education
    Subverting educational practices

    By Prof. James F. Tracy

    Global Research, June 14, 2012

    URL of this article: www.globalresearch.ca/index.p...

    The Bill and Melinda Gates Foundation is directing $1.1 million to fit students in seven US pubic school districts with “galvanic skin response” bracelets. The devices are designed to measure students' receptivity to teachers’ lessons through biometric technology that reads and records “skin conductance, a form of electrodermal activity that grows higher during states such as boredom or relaxation.” [1, 2].

    The funding is part of the Gates Foundation’s $49.5 million Measures of Effective Teachers project that is presently experimenting with teacher evaluation systems. As Melinda Gates put it on the PBS NewsHour, “What the Foundation feels our job is to do is to make sure we create a system where we can have an effective teacher in every single classroom across the United States.” [3]

    The effort of extraordinarily wealthy elites to further subvert educational practices through “neuromarketing” techniques is the latest example in a long sequence of educational reforms dating to the early 1900s. Indeed, the Gates Foundation’s fixation on stimulus-response measurement and data collection is a fitting chapter of this history.

    State sanctioned education in the United States has become a type of task-oriented training, quite apart from what education once involved--the cultivation of the human will and intellect. Children in most public schools today receive this type of conditioning, while the more affluent often send their offspring to private institutions or home school. What passes for education today is to a significant degree the legacy of late-nineteenth-to-early-twen... century German psychologist Wilhelm Wundt and the Rockefeller family's philanthropic project.

    A professor at University of Leipzig, Wundt was the originator of what he termed a “new” or “experimental” psychology that stripped psychology of any of its potential philosophical concerns with the soul, will, or self-determination of the individual. In Wundt’s reconfiguration of psychology the mind is merely an apparatus that responds to given stimuli, and through the measurement and recording of the stimuli and responses of the subject the psychologist in the laboratory (subsequently the teacher—and now the students—in the classroom) can determine the effectiveness of one stimulus-response method over another, as well as the functional capacities of the student.

    For Wundt and his followers the human being is the sum total of her experiences; devoid of character and essence that might interfere with the ends of the collective unit. This view of the human psyche set the stage for the establishment of eugenics, psychiatry, and the social engineering carried out in public school classrooms.

    Wundt exerted tremendous influence through his American doctoral students who studied at Leipzig and returned to transform US education. One of the most influential of these adherents was G. Stanley Hall, who after studying at Leipzig came back to the US in 1883 to teach at Johns Hopkins, begin the American Journal of Psychology, and mentor American intellectual and educational icon John Dewey. Others include James McKeen Cattell, who returned in 1887 and took a faculty position in psychology at Columbia in 1891 where he minted 344 doctoral students. James Earl Russell, another of Wundt’s students, became director of Columbia’s Teachers College in 1897 and remained in the position until the late 1920s [4]

    For the next thirty years Cattell, Russell, and Dewey, who ended a ten year stint at University of Chicago and joined his fellow Wundtians in 1904, played substantial roles in transforming public education along the lines that would firmly establish Wundt’s ideas and approaches in American public education. At the same time, Columbia Teachers College became the largest teacher training institution in the world. By the early 1950s roughly one-third of all deans and presidents of accredited teaching schools in the US were graduates of the Columbia program.

    While Wundt’s apostles were well positioned to wreak havoc on US education, their mission was greatly aided through funding from the Rockefeller Foundation. John D. Rockefeller saw education as a rewarding object of patronage, pointing to the $45 million he used to establish the University of Chicago in 1890 as the investment that fused the Rockefeller name with liberal philanthropy. He and his handlers, which included his son John D. Rockefeller Jr. and Frederick Taylor Gates (no relation to Bill Gates), concluded that education paid off especially well in terms of burnishing the family’s image.

    As John Junior became more involved in the family's philanthropic efforts he devised new avenues for Rockefeller money, founding the General Education Board--what became known informally as Rockefeller’s “education trust.” The Board channeled especially sizable funds in to reshaping elementary education in the American South through the application of Wundtian experimental psychology approaches.

    Gates remarked famously on the General Education Board’s ambitions for the many deprived public schools in the South, where the trust would play a substantial role in educational reform. “We shall not try to make these people or any of their children into philosophers or men of learning, or men of science," Gates announced.

    "The task we set before ourselves is very simple, as well as a very beautiful one, to train these people as we find them to a perfectly ideal life just where they are. So we will organize our children and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way, in the homes, in the shops and on the farm.” [5]

    In 1916 the General Education Board proposed establishing a school with a new curriculum that excluded Latin, Greek, English grammar, and classical literature, while emphasizing different teaching methods for history and literature. In 1920 the Lincoln School was established and became the laboratory school for Columbia’s Teachers College. Until its closure in 1946 Rockefeller spent $5 million on the institution and thousands of burgeoning educators who visited or trained there were reminded how the program was something they should emulate in their own communities. [6]

    As American education was being overhauled, and with it the consequent diminished possibilities for an informed public opinion, the view of popular democracy among elites following World War One also grew dim. For example, Walter Lippmann, a founding member of the Council on Foreign Relations and proponent of Anglo-American accord throughout the 1920s and 1930s, maintained in his writings that decisions of substance cannot be left to the man in the mass who lacks proper expertise in domestic or foreign affairs, but must rather be the province of trained experts.

    Indeed, the theme of qualified expertise was similarly emphasized by public relations pioneer Edward Bernays, who advised his clients to use expert figures the public held in high regard, such as scientists or medical doctors, to gain the public’s acquiescence on a topic or to promote a trend or product. Overall, the use of experts to manage and mobilize public opinion emerges relatively alongside an educational system that had come to understand and treat the student as a stimulus-response mechanism.

    Most professional educators at the college or university level regularly encounter the legacy of Wundtian psychology and the Rockefellers’ educational undertakings. Students often exhibit an inability to think logically and independently either aloud or in writing because formative educational experiences—combined with the lifelong instruction of mass media—recognize and address the individual not as a full human being capable of profound acknowledgment and understanding, but rather as a sensory apparatus upon which stimuli is targeted and a response prompted and measured (i.e. the correct answer or product purchase). Thus the common responses when the student is asked to reflect on and discuss course content are unsurprising: “What do you want?” “How much should we write?” “Will this be on the exam?”

    In such an educational and cultural environment where the recognition and cultivation of individual will is discouraged and the deferral to expert opinion is all but obligatory, the result is a combination of skepticism and cynicism. Erich Fromm recognized this phenomenon in the 1940s by pointing out how the perception among individuals that only trained experts could address complex problems—and then only in their own specific specializations—discourages people from using their own minds to seriously think about and address concerns facing themselves or society as a whole. “The result of this kind of influence is a two-fold one,” Fromm wrote in 1941.

    “One is a skepticism and cynicism toward everything which is said or printed, while the other is a childish belief in anything that a person is told with authority. This combination of cynicism and naiveté is very typical of the modern individual. Its essential result is to discourage him from doing his own thinking and deciding.” [7]

    This very type of apathetic malaise acts to short circuit political engagement as much as to lessen the exercise of simple common sense in everyday decisions. On cable and broadcast television, for example, where most Americans still rely on heavily to form a view of the world, one will encounter an endless sequence of experts wheeled before the camera to provide an opinion for the viewer.

    The technocratic application of neuromarketing to what passes for education today is a fitting outcome in a society that has become almost completely controlled by a scientific elite. As was the case one hundred years ago this technocracy is funded and directed by the super wealthy, and trained to refine and implement what they see as most efficient practices for sculpting and managing the collective mind. This self-selected class and its overseers also recognize how such a brave new world operates at optimal efficiency when the bulk of the population has been effectively zombified through stultifying stimulus-response rituals --a process that after many generations has come close to complete fruition.
    (more)
  • TheR Abdulla... 2012/10/20 01:54:42 (edited)
  • davidl 2011/08/28 16:24:31
    No it is not a Fraud, but run by honest people.
    davidl
    I agree it is really screwed up. My wife was principal at a private school that was trying to get accreditation and I assisted with the paperwork. Too much politics and stupid, stupid things have to be done. (This is to accredit a middle school, not high school).

    So I don't agree with the US military involvement, as I know otherwise.
  • TheR 2011/08/04 04:13:06
    Yes it is a Fraud usurped by The US Military Establishment
    TheR
    http://www.informationclearin...

    8 Reasons Young Americans Don't Fight Back: How the US Crushed Youth Resistance

    The ruling elite has created social institutions that have subdued young Americans and broken their spirit of resistance.

    By Bruce E. Levine

    August 03, 2011 "Alternet" -- Traditionally, young people have energized democratic movements. So it is a major coup for the ruling elite to have created societal institutions that have subdued young Americans and broken their spirit of resistance to domination.

    Young Americans—even more so than older Americans—appear to have acquiesced to the idea that the corporatocracy can completely screw them and that they are helpless to do anything about it. A 2010 Gallup poll asked Americans “Do you think the Social Security system will be able to pay you a benefit when you retire?” Among 18- to 34-years-olds, 76 percent of them said no. Yet despite their lack of confidence in the availability of Social Security for them, few have demanded it be shored up by more fairly payroll-taxing the wealthy; most appear resigned to having more money deducted from their paychecks for Social Security, even though they don’t believe it will be around to benefit them.

    How exactly has American society subdued young Americans?

    1. Student-...



























    http://www.informationclearin...

    8 Reasons Young Americans Don't Fight Back: How the US Crushed Youth Resistance

    The ruling elite has created social institutions that have subdued young Americans and broken their spirit of resistance.

    By Bruce E. Levine

    August 03, 2011 "Alternet" -- Traditionally, young people have energized democratic movements. So it is a major coup for the ruling elite to have created societal institutions that have subdued young Americans and broken their spirit of resistance to domination.

    Young Americans—even more so than older Americans—appear to have acquiesced to the idea that the corporatocracy can completely screw them and that they are helpless to do anything about it. A 2010 Gallup poll asked Americans “Do you think the Social Security system will be able to pay you a benefit when you retire?” Among 18- to 34-years-olds, 76 percent of them said no. Yet despite their lack of confidence in the availability of Social Security for them, few have demanded it be shored up by more fairly payroll-taxing the wealthy; most appear resigned to having more money deducted from their paychecks for Social Security, even though they don’t believe it will be around to benefit them.

    How exactly has American society subdued young Americans?

    1. Student-Loan Debt. Large debt—and the fear it creates—is a pacifying force. There was no tuition at the City University of New York when I attended one of its colleges in the 1970s, a time when tuition at many U.S. public universities was so affordable that it was easy to get a B.A. and even a graduate degree without accruing any student-loan debt. While those days are gone in the United States, public universities continue to be free in the Arab world and are either free or with very low fees in many countries throughout the world. The millions of young Iranians who risked getting shot to protest their disputed 2009 presidential election, the millions of young Egyptians who risked their lives earlier this year to eliminate Mubarak, and the millions of young Americans who demonstrated against the Vietnam War all had in common the absence of pacifying huge student-loan debt.

    Today in the United States, two-thirds of graduating seniors at four-year colleges have student-loan debt, including over 62 percent of public university graduates. While average undergraduate debt is close to $25,000, I increasingly talk to college graduates with closer to $100,000 in student-loan debt. During the time in one’s life when it should be easiest to resist authority because one does not yet have family responsibilities, many young people worry about the cost of bucking authority, losing their job, and being unable to pay an ever-increasing debt. In a vicious cycle, student debt has a subduing effect on activism, and political passivity makes it more likely that students will accept such debt as a natural part of life.

    2. Psychopathologizing and Medicating Noncompliance. In 1955, Erich Fromm, the then widely respected anti-authoritarian leftist psychoanalyst, wrote, “Today the function of psychiatry, psychology and psychoanalysis threatens to become the tool in the manipulation of man.” Fromm died in 1980, the same year that an increasingly authoritarian America elected Ronald Reagan president, and an increasingly authoritarian American Psychiatric Association added to their diagnostic bible (then the DSM-III) disruptive mental disorders for children and teenagers such as the increasingly popular “oppositional defiant disorder” (ODD). The official symptoms of ODD include “often actively defies or refuses to comply with adult requests or rules,” “often argues with adults,” and “often deliberately does things to annoy other people.”

    Many of America’s greatest activists including Saul Alinsky (1909–1972), the legendary organizer and author of Reveille for Radicals and Rules for Radicals, would today certainly be diagnosed with ODD and other disruptive disorders. Recalling his childhood, Alinsky said, “I never thought of walking on the grass until I saw a sign saying ‘Keep off the grass.’ Then I would stomp all over it.” Heavily tranquilizing antipsychotic drugs (e.g. Zyprexa and Risperdal) are now the highest grossing class of medication in the United States ($16 billion in 2010); a major reason for this, according to theJournal of the American Medical Association in 2010, is that many children receiving antipsychotic drugs have nonpsychotic diagnoses such as ODD or some other disruptive disorder (this especially true of Medicaid-covered pediatric patients).

    3. Schools That Educate for Compliance and Not for Democracy. Upon accepting the New York City Teacher of the Year Award on January 31, 1990, John Taylor Gatto upset many in attendance by stating: “The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.” A generation ago, the problem of compulsory schooling as a vehicle for an authoritarian society was widely discussed, but as this problem has gotten worse, it is seldom discussed.

    The nature of most classrooms, regardless of the subject matter, socializes students to be passive and directed by others, to follow orders, to take seriously the rewards and punishments of authorities, to pretend to care about things they don’t care about, and that they are impotent to affect their situation. A teacher can lecture about democracy, but schools are essentially undemocratic places, and so democracy is not what is instilled in students. Jonathan Kozol in The Night Is Dark and I Am Far from Home focused on how school breaks us from courageous actions. Kozol explains how our schools teach us a kind of “inert concern” in which “caring”—in and of itself and without risking the consequences of actual action—is considered “ethical.” School teaches us that we are “moral and mature” if we politely assert our concerns, but the essence of school—its demand for compliance—teaches us not to act in a friction-causing manner.

    4. “No Child Left Behind” and “Race to the Top.” The corporatocracy has figured out a way to make our already authoritarian schools even more authoritarian. Democrat-Republican bipartisanship has resulted in wars in Afghanistan and Iraq, NAFTA, the PATRIOT Act, the War on Drugs, the Wall Street bailout, and educational policies such as “No Child Left Behind” and “Race to the Top.” These policies are essentially standardized-testing tyranny that creates fear, which is antithetical to education for a democratic society. Fear forces students and teachers to constantly focus on the demands of test creators; it crushes curiosity, critical thinking, questioning authority, and challenging and resisting illegitimate authority. In a more democratic and less authoritarian society, one would evaluate the effectiveness of a teacher not by corporatocracy-sanctioned standardized tests but by asking students, parents, and a community if a teacher is inspiring students to be more curious, to read more, to learn independently, to enjoy thinking critically, to question authorities, and to challenge illegitimate authorities.

    5. Shaming Young People Who Take Education—But Not Their Schooling—Seriously. In a 2006 survey in the United States, it was found that 40 percent of children between first and third grade read every day, but by fourth grade, that rate declined to 29 percent. Despite the anti-educational impact of standard schools, children and their parents are increasingly propagandized to believe that disliking school means disliking learning. That was not always the case in the United States. Mark Twain famously said, “I never let my schooling get in the way of my education.” Toward the end of Twain’s life in 1900, only 6 percent of Americans graduated high school. Today, approximately 85 percent of Americans graduate high school, but this is good enough for Barack Obama who told us in 2009, “And dropping out of high school is no longer an option. It’s not just quitting on yourself, it’s quitting on your country.”

    The more schooling Americans get, however, the more politically ignorant they are of America’s ongoing class war, and the more incapable they are of challenging the ruling class. In the 1880s and 1890s, American farmers with little or no schooling created a Populist movement that organized America’s largest-scale working people’s cooperative, formed a People’s Party that received 8 percent of the vote in 1892 presidential election, designed a “subtreasury” plan (that had it been implemented would have allowed easier credit for farmers and broke the power of large banks) and sent 40,000 lecturers across America to articulate it, and evidenced all kinds of sophisticated political ideas, strategies and tactics absent today from America’s well-schooled population. Today, Americans who lack college degrees are increasingly shamed as “losers”; however, Gore Vidal and George Carlin, two of America’s most astute and articulate critics of the corporatocracy, never went to college, and Carlin dropped out of school in the ninth grade.

    6. The Normalization of Surveillance. The fear of being surveilled makes a population easier to control. While the National Security Agency (NSA) has received publicity for monitoring American citizen’s email and phone conversations, and while employer surveillance has become increasingly common in the United States, young Americans have become increasingly acquiescent to corporatocracy surveillance because, beginning at a young age, surveillance is routine in their lives. Parents routinely check Web sites for their kid’s latest test grades and completed assignments, and just like employers, are monitoring their children’s computers and Facebook pages. Some parents use the GPS in their children’s cell phones to track their whereabouts, and other parents have video cameras in their homes. Increasingly, I talk with young people who lack the confidence that they can even pull off a party when their parents are out of town, and so how much confidence are they going to have about pulling off a democratic movement below the radar of authorities?

    7. Television. In 2009, the Nielsen Company reported that TV viewing in the United States is at an all-time high if one includes the following “three screens”: a television set, a laptop/personal computer, and a cell phone. American children average eight hours a day on TV, video games, movies, the Internet, cell phones, iPods, and other technologies (not including school-related use). Many progressives are concerned about the concentrated control of content by the corporate media, but the mere act of watching TV—regardless of the programming—is the primary pacifying agent (private-enterprise prisons have recognized that providing inmates with cable television can be a more economical method to keep them quiet and subdued than it would be to hire more guards).

    Television is a dream come true for an authoritarian society: those with the most money own most of what people see; fear-based television programming makes people more afraid and distrustful of one another, which is good for the ruling elite who depend on a “divide and conquer” strategy; TV isolates people so they are not joining together to create resistance to authorities; and regardless of the programming, TV viewers’ brainwaves slow down, transforming them closer to a hypnotic state that makes it difficult to think critically. While playing a video games is not as zombifying as passively viewing TV, such games have become for many boys and young men their only experience of potency, and this “virtual potency” is certainly no threat to the ruling elite.

    8. Fundamentalist Religion and Fundamentalist Consumerism. American culture offers young Americans the “choices” of fundamentalist religion and fundamentalist consumerism. All varieties of fundamentalism narrow one’s focus and inhibit critical thinking. While some progressives are fond of calling fundamentalist religion the “opiate of the masses,” they too often neglect the pacifying nature of America’s other major fundamentalism. Fundamentalist consumerism pacifies young Americans in a variety of ways. Fundamentalist consumerism destroys self-reliance, creating people who feel completely dependent on others and who are thus more likely to turn over decision-making power to authorities, the precise mind-set that the ruling elite loves to see. A fundamentalist consumer culture legitimizes advertising, propaganda, and all kinds of manipulations, including lies; and when a society gives legitimacy to lies and manipulativeness, it destroys the capacity of people to trust one another and form democratic movements. Fundamentalist consumerism also promotes self-absorption, which makes it difficult for the solidarity necessary for democratic movements.

    These are not the only aspects of our culture that are subduing young Americans and crushing their resistance to domination. The food-industrial complex has helped create an epidemic of childhood obesity, depression, and passivity. The prison-industrial complex keeps young anti-authoritarians “in line” (now by the fear that they may come before judges such as the two Pennsylvania ones who took $2.6 million from private-industry prisons to ensure that juveniles were incarcerated). As Ralph Waldo Emerson observed: “All our things are right and wrong together. The wave of evil washes all our institutions alike.”

    Bruce E. Levine is a clinical psychologist and author of Get Up, Stand Up: Uniting Populists, Energizing the Defeated, and Battling the Corporate Elite (Chelsea Green,
    (more)
  • TheR TheR 2011/09/22 13:20:37 (edited)
  • TheR TheR 2011/09/23 10:11:55 (edited)
  • TheR TheR 2011/10/21 13:41:41
    TheR
    They should pay us to go to College. That becomes our job. It should not be about the poor student who props up the University with borrowed money. It should be; how the University borrows the money to provide Students their job to go to their school. This way the Money stays in the hands of the Institutions. It becomes the Universities obligation to assure students get jobs after graduation, or re-employ them for more schooling. Universities would only get the money if they get the students to work for them by going to their school. How the Universities are able to repay their loans, is their student workers take out Insurance Policies and pay the small premium fees each month. Upon their life time to die, the insurance is paid to the University in payment for the borrowed money they borrowed for the student to work for them at studying in their school. This long term idea would bring real creditability to Accreditation, and to the meaning of being a Student who gets paid to go to a University. I am not for free education. We the students should be paid to go. Then we need to determine how much a University is allowed to borrow to pay the students who go to work for them by studying at their University. This subjective number can be achieved by averaging cost ratio's across the country. I think this is how we should proceed.
  • TheR TheR 2012/01/28 12:24:41
    TheR
    The Crisis of Education in America: "How to Become a Serf"
    A society in which people exist for the sake of companies is a society enslaved

    By John Kozy

    URL of this article: www.globalresearch.ca/index.p...

    Global Research, January 24, 2012


    How to Become a Serf

    Man is a pathetic creature; a brute trying to be god but traveling in the wrong direction.

    Educational systems now train workers to fulfill the needs of companies. A society in which people exist for the sake of companies is a society enslaved. But there's a deep problem with the notion that education should equal vocational training. To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone's life. Schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country. Value systems are never evaluated; alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other. Education as vocational training reduces...













































    The Crisis of Education in America: "How to Become a Serf"
    A society in which people exist for the sake of companies is a society enslaved

    By John Kozy

    URL of this article: www.globalresearch.ca/index.p...

    Global Research, January 24, 2012


    How to Become a Serf

    Man is a pathetic creature; a brute trying to be god but traveling in the wrong direction.

    Educational systems now train workers to fulfill the needs of companies. A society in which people exist for the sake of companies is a society enslaved. But there's a deep problem with the notion that education should equal vocational training. To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone's life. Schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country. Value systems are never evaluated; alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other. Education as vocational training reduces everything to ideology, our devotion to which causes us to reject the stark reality that stares us in the face, because our ideologies color the realities we see and people never get wiser than those of previous generations. People have become nothing but the monkeys of hurdy gurdy grinders, tethered to grinders' organs with tin cups in hands to be filled for the benefit of the grinders. And this is the species we refer to as sapient. What a delusion!


    For many years, I have been troubled by what I saw as the results of what passes for education in America and perhaps elsewhere too. Why is it, do you suppose, that one generation does not seem to get any smarter than the previous one? Oh, it may know more of this or that, but what it "knows" does not translate into smarts. In other words, why don't people ever seem to get wiser? Why do they repeat the same mistakes over and over?

    For centuries, an education was thought to be comprised of considerably more than one providing the skills and requirements needed to carry on a trade or profession. For instance, consider this passage:

    "Education is not the same as training. Plato made the distinction between techne (skill) and episteme (knowledge). Becoming an educated person goes beyond the acquisition of a technical skill. It requires an understanding of one’s place in the world—cultural as well as natural—in pursuit of a productive and meaningful life. And it requires historical perspective so that one does not just live, as Edmund Burke said, like 'the flies of a summer,' born one day and gone the next, but as part of that 'social contract' that binds our generation to those who have come before and to those who are yet to be born.

    An education that achieves those goals must include the study of what Matthew Arnold called 'the best that has been known and said.' It must comprehend the whole—the human world and its history, our own culture and those very different from ours. . . ."

    This idea of an educated person was often summarized in the phrases, a Renaissance man, and un homme du monde. But these expressions are hardly heard any more. Educated people no longer exist. We are nothing but the monkeys of hurdy gurdy grinders, tethered to grinders' organs with tin cups in hands to be filled for the benefit of the grinders.

    "Governor Rick Snyder wants to tie retraining programs to companies' needs . . . and encourage more Michigan residents to earn math and science degrees under an initiative aimed at making workers more competitive in the global marketplace."

    The hurdy gurdy grinder's monkey exists for the sake of the organ grinder; Governor Snyder wants Michigan's residents to educate themselves for the sake of companies. Workers are to fulfill companies' needs rather than vice versa. President Obama has said similar things.

    But there's something wrong, something terribly wrong, with this picture. A society in which people exist for the sake of some non-human entity is a society enslaved. And this picture gets even more horrid with the realization that workers are expected to pay to acquire the required skills. Students are being asked to pay for the privilege of becoming serfs.

    Living things in the natural world exist as ends in themselves. Everything they do is done for their own benefit or the benefit of their offspring. Horses in the wild do not acquire skills in order to perform tasks that benefit other horses. When a human being acquires a horse and trains it to perform a skill for the person's benefit, the person provides for all the natural needs of his horse. Horses don't come begging to be trained to be ridden. What kind of perversion is the requirement that people should beg to be trained to be serfs?

    But neither a hurdy gurdy grinder's monkey or a riding horse are educated; they are trained. There is no such thing as a Renaissance monkey!

    Education in America, and perhaps other places too, is as fractured as shattered glass. The federal agency called the Department of Education's only power is the ability to cajole schools mainly by offering them money. There are public and private schools, and the public ones are governed by local school boards, the members of which are not even required to be able to read or write. State school boards exist to have some influence over local boards, but again, the power of the states is limited. Education in America is a local affair. The people on these school boards are the ones that control what is and how it is taught. For instance, creationism is often given equal standing with evolution. Students are often required to engage in practices that are clearly unconstitutional. All of this is done to suit the views of school board members, not society or even students.

    Teachers are certified by subject matter. Perfectly good mathematics teachers may not be able to write literate essays. English teachers are not required to understand even elementary algebra. The schools do not employ hommes de monde. And what is true in the primary and secondary schools is also true in colleges and universities. Les spécialistes rule the classroom. Trained monkeys all!

    Now vocational training works, of course, if people know what industries need workers and if workers want those jobs. But often, especially in times of crisis, this knowledge doesn't exist. Yet there's a deeper problem with the notion that education should equal vocational training. To paraphrase a very famous and renowned person, man does not live by work alone. Indeed, the knowledge and skills needed to earn a living in a capitalist industrial economy are of little use in human relationships, and human relationships are the core of everyone's life.

    Although the United States is often referred to as a multicultural melting pot, most highly developed nations today have multicultural populations. Different cultures embody different values. Those values often clash and erupt in violent behavior. If people understood these cultural differences, these clashes could be ameliorated. But schools devoted to vocational training provide no venue for teaching cultural differences, for trying to understand the person who lives next door or in another country. Various value systems are never evaluated, and alternatives are never considered. As a result, although we all live on the same planet, we do not live together. At best, we only live side by side. At worst, we live to kill each other.

    Education as vocational training reduces everything to ideology. Religion is an ideology and no one ever questions a person's right to her/his own. Economics, although often touted as a science, is an ideology. Part of free marked economic theory is the belief that when an established industry falters and declines, some new industry will come forth and employ the newly unemployed. But nothing in economics can compel that to happen. This belief is akin to the belief in a Second Coming. It is purely ideological. Even science has become an ideology. People believe, for instance, that science will discover solutions to all of our problems. But again, there is nothing in science that compels that. It is perfectly possible that, as human beings destroy their environment, science will be unable to correct the damage and that life on this planet will perish. Worse, ideologies contribute to human stupidity; our devotion to them causes us to reject the stark realities that stare us in the face. (See here and here.)

    So what is required if we are to make one generation smarter than the previous one? We need to educate Renaissance men who comprehend the whole human world, its history, our own culture, and those very different from ours. Vocational training will never produce such people.

    John F. Kennedy was glorified when he said, "Ask not what your country can do for you, but ask what you can do for your country." Shouldn't he have been vilified? Do countries exist to benefit their peoples or do their peoples exist to benefit their countries? What good is a country that requires the sacrifice of its people?

    Since the Enlightenment, it is generally agreed that legitimate governments are those that govern with the consent of their peoples. Does anyone really believe that people would consent to living in a nation that made it clear that the lives of most citizens would be fated to live for the benefit of the few who control the nation's institutions? Isn't that exactly what slavery is?

    Analytical thinking, even when valid, can lead people down invalid roads, because analysis alone tends to overly simplify questions. When used to answer the question, What must be done to put unemployed people to work?, it leads to attempts to make education equivalent to vocational training. But when put into practice, it results in people who lack the ability to understand their value systems and evaluate them properly. They end up being hurdy gurdy monkeys or, as Arnold put it, the flies of a summer, born one day and gone the next. If a nation's institutions do not exist to benefit its citizens, the institutions, not the people, are faulty.

    In Classical Greece it was known that the unexamined human life is not worth living. Vocational training never presents people with opportunities to examine one's life; so people end up relying entirely on ideologies which have no intellectual basis and are often absurdly false, but "falsehoods are not only evil in themselves, they infect the soul with evil."

    If human beings wish to endure, their ideologies must be subjected to serious criticism; otherwise, no generation will ever be smarter than its predecessors and continuing to refer to ourselves as sapient is a sheer delusion.


    John Kozy is a retired professor of philosophy and logic who writes on social, political, and economic issues. After serving in the U.S. Army during the Korean War, he spent 20 years as a university professor and another 20 years working as a writer. He has published a textbook in formal logic commercially, in academic journals and a small number of commercial magazines, and has written a number of guest editorials for newspapers. His on-line pieces can be found on http://www.jkozy.com/ and he can be emailed from that site's homepage.
    (more)
  • TheR TheR 2012/02/18 01:19:28
    TheR
    Economists are Frauds !

    By Prof John Kozy

    Global Research, February 13, 2012

    URL of this article: www.globalresearch.ca/index.p...

    Economists build models by subtracting from reality the characteristics they deem unessential to the economic situations they model. The result is a bare bones description consisting of what economists deem economically essential. Everything that is discarded (not taken into consideration in the model) is called an "externality." So the models only work when the externalities that were in effect before the models are implemented do not change afterward. The realm of economic models can be likened to the realm of Platonic Ideas. Both realms are static and unchanging throughout all time. Unfortunately the real world constantly changes. Since externalities are excluded from all economic models and can be expected to change after any model is implemented, all economic models necessarily fail. Economists are frauds and economics amounts to nothing but an apologetics of greed.

    In the 1980s, manufacturers of apparel began offshoring their production to underdeveloped countries, one of which was Bangladesh. Economists endorse this practice; they have a model that justifies it.

    Offshoring production to underdeveloped nations gives needy people jobs, increases th...
































    Economists are Frauds !

    By Prof John Kozy

    Global Research, February 13, 2012

    URL of this article: www.globalresearch.ca/index.p...

    Economists build models by subtracting from reality the characteristics they deem unessential to the economic situations they model. The result is a bare bones description consisting of what economists deem economically essential. Everything that is discarded (not taken into consideration in the model) is called an "externality." So the models only work when the externalities that were in effect before the models are implemented do not change afterward. The realm of economic models can be likened to the realm of Platonic Ideas. Both realms are static and unchanging throughout all time. Unfortunately the real world constantly changes. Since externalities are excluded from all economic models and can be expected to change after any model is implemented, all economic models necessarily fail. Economists are frauds and economics amounts to nothing but an apologetics of greed.

    In the 1980s, manufacturers of apparel began offshoring their production to underdeveloped countries, one of which was Bangladesh. Economists endorse this practice; they have a model that justifies it.

    Offshoring production to underdeveloped nations gives needy people jobs, increases their incomes, reduces poverty, and expands their nations' GNPs. It also enables people in developed nations to purchase products produced offshore at lower prices enabling them to consume a wider range of things. As a result, everyone everywhere is better off.

    Convinced? Most economists are, but it hasn't worked that way. Everyone everywhere is not better off—as the whole world now knows. Why?

    In the latter part of the 80s or early part of the 90s, a large retailer (don't remember which one) thought it would be a good idea to bring an employee of a factory in Bangladesh to America to see how the clothing the factory was producing was being marketed to Americans. So a Bengali woman was selected to represent her factory and brought to America. This idea didn't work out well. The woman not only saw how the products were being marketed but how much they cost and she was infuriated. She knew what she and her coworkers were being paid, about two percent of the price of the garments. She did not remain silent and was quickly sent back to Bangladesh. Here is the gist of her story:

    She said she and her coworkers were not financially better off after being hired by the factory. Yes, the wages were better than those that could have been earned before, but they weren't much benefit. Why? Because when the paychecks began to arrive, the local landlords and vendors increased prices on everything, so just as before, all of their incomes went to pay for basic necessities. The landlords and vendors got the money; the workers were not better off, and those in the community who were not employed by the apparel factory were decidedly worse off. It fact, it quickly became apparent that the workers were working for nothing. They did the work; the landlords and vendors got the pay. But, of course, the country's GNP was better, which is all that matters to economists who still claim that Bangladesh's economy is improving.

    And although Americans were able to buy the apparel more cheaply than they could have before the manufacturing was offshored, the American apparel workers who lost their jobs are decidedly not better off.

    Two conclusions follow from this scenario: employment alone is not a sufficient condition for prosperity; full employment can exist in an enslaved society along side abject poverty, and an increasing GNP does not mean that an economy is getting better. Remember these the next time the unemployment rate and GNP numbers are cited. Those numbers mean nothing.

    More than thirty years has now passed and nothing has changed in Bangladesh. Most Bengalis still continue to live on subsistence farming in rural villages. Despite a dramatic increase in foreign investment, a high poverty rate prevails. Observers attribute it to the rising prices of essentials. The economic model described above just does not work, not in Bangladesh or anywhere else. Explaining why reveals what's wrong with economics and why current economic practices, which have not essentially improved mankind's lot over the last two and a half centuries, won't ever improve it.

    Economists build models by what they call "abstraction." But it's really subtraction. They look at a real world situation and subtract from it the characteristics they deem unessential. The result is a bare bones description consisting of what economists deem economically essential. Everything that is discarded (not taken into consideration in the model) is called an "externality." So the models only work when the externalities that were in effect before the models are implemented do not change afterward.

    For instance, had the Bengali landlords and vendors not raised their prices after the factory was opened, the employees would have been better off. But the greed of the vendors and landlords was not taken into consideration by the model. The realm of economic models can be likened to the realm of Platonic Forms or Ideas. Both realms are static and unchanging throughout all time. Unfortunately the real world, as Heraclitus knew, is not static—change is ever-present, "No man ever steps in the same river twice." Since externalities are excluded from all economic models and can be expected to change after any model is implemented, all economic models necessarily fail. Economists are frauds and economics amounts to nothing but an apologetics of greed. The world that economists model is imaginary, not real.

    Don't believe that what I have described takes place only in the underdeveloped world; it takers place everywhere a profit driven economy exists. I well remember working in Washington, D.C. as a staffer for a U.S. Senator. One year, a pay raise was scheduled to take effect the coming January. Shortly after Thanksgiving Day, prices began rising in all the area's stores. The workers who received the raise were no better off in January that they were in October. The raise was siphoned into the pockets of vendors.

    Free market economic conditions create a situation in which vendors always prevail. In the end, they get all the money. The economy's business is business and it is protected by the legal system. Because prices cannot be controlled in a free market economy, vendors can always set them high enough to get all the money. Economists call it inflation, and the only way it can be controlled is by reducing the amount of money available for the taking. Reducing the amount of money available for the taking reduces wage levels and keeps workers poor. The business cycle is an excuse business uses to take back any gains workers have acquired. The American financial industry bribed the Congress to amend the Bankruptcy code in 2005 even though no financial institution was in any danger of collapse because of consumer bankruptcy filings. In 2008, the same financial industry brought down the world's economy, began foreclosing on people's houses, and forced thousands into bankruptcy. After reading this article, do you believe that both revising the bankruptcy code and the financial collapse were coincidental? The whole point of a free market economy is to take back all the money paid to employees so that the rich get richer and the poor stay poor. What happened in Bangladesh happens everywhere all of the time. Humanity is enslaved by these economic practices but the enslavement is carefully and continuously hidden. Workers, those whose efforts keep the society functioning and produce all of its wealth, are mere fodder—farm fodder, factory fodder, and when necessary, cannon fodder.

    As a result,

    "most of the new jobs being created are in the lower-wage sectors of the economy – hospital orderlies and nursing aides, secretaries and temporary workers, retail and restaurant. Meanwhile, millions of Americans remain working only because they've agreed to cuts in wages and benefits. Others are settling for jobs that pay less than the jobs they've lost. Entry-level manufacturing jobs are paying half what entry-level manufacturing jobs paid six years ago.

    Other people are falling out of the middle class because they've lost their jobs, and many have also lost their homes. Almost one in three families with a mortgage is now underwater, holding their breath against imminent foreclosure.

    The percent of Americans in poverty is its highest in two decades, and more of us are impoverished than at any time in the last fifty years. A recent analysis of federal data by the New York Timesshowed the number of children receiving subsidized lunches rose to 21 million in the last school year, up from 18 million in 2006-2007. Nearly a dozen states experienced increases of 25 percent or more."

    In America, just as in Bangladesh, the vendors have emptied the people's pockets. All economic models can be rendered ineffective by how the actions of people change externalities. Governments try to restrain such uncontrolled changes by enacting regulations, but conceiving of effective regulations that cover all eventualities and that cannot be gamed is impossible. All market economies motivated by profit are founded on unfairness as should be easily seen. In any financial transaction between two parties motivated by profit, one party wins and the other party loses, because it is mathematically impossible for both parties to profit at the same time. One person's profit is another person's loss. So if bettering the human condition is an economic goal, no economy motivated by profit will succeed in doing it. Unless people stand up for humanity, most humans will always be slaves. People should honestly be asked whether this is the world they want to live in. No economist, apparently, has the courage to stand up and ask. Why is that? If you know a working economist, please ask her/him!


    John Kozy is a retired professor of philosophy and logic who writes on social, political, and economic issues. After serving in the U.S. Army during the Korean War, he spent 20 years as a university professor and another 20 years working as a writer. He has published a textbook in formal logic commercially, in academic journals and a small number of commercial magazines, and has written a number of guest editorials for newspapers. His on-line pieces can be found on http://www.jkozy.com/ and he can be emailed from that site's homepage.
    (more)
  • TheR TheR 2012/02/21 03:47:45
    TheR
    Obama takes tougher stance on higher education
    By KIMBERLY HEFLING | Associated Press – 9 hrs ago

    http://news.yahoo.com/obama-t...


    FILE - In this Feb. 13, 2012 file photo, President Barack Obama speaks at Northern …
    Enlarge Photo
    Cost of college since
    WASHINGTON (AP) — Access to college has been the driving force in federal higher education policy for decades. But the Obama administration is pushing a fundamental agenda shift that aggressively brings a new question into the debate: What are people getting for their money?
    Students with loans are graduating on average with more than $25,000 in debt. The federal government pours $140 billion annually into federal grants and loans. Unemployment remains high, yet there are projected shortages in many industries with some high-tech companies already complaining about a lack of highly trained workers.
    Meanwhile, literacy among college students has declined in the last decade, according to a commission convened during the George W. Bush administration that said American higher education has become "increasingly risk-averse, at times self-satisfied, and unduly expensive." About 40 percent of college students at four-year schools aren't graduating, and in two-year programs, only about 40 percent of students graduate or transfer, according to t...





























    Obama takes tougher stance on higher education
    By KIMBERLY HEFLING | Associated Press – 9 hrs ago

    http://news.yahoo.com/obama-t...


    FILE - In this Feb. 13, 2012 file photo, President Barack Obama speaks at Northern …
    Enlarge Photo
    Cost of college since
    WASHINGTON (AP) — Access to college has been the driving force in federal higher education policy for decades. But the Obama administration is pushing a fundamental agenda shift that aggressively brings a new question into the debate: What are people getting for their money?
    Students with loans are graduating on average with more than $25,000 in debt. The federal government pours $140 billion annually into federal grants and loans. Unemployment remains high, yet there are projected shortages in many industries with some high-tech companies already complaining about a lack of highly trained workers.
    Meanwhile, literacy among college students has declined in the last decade, according to a commission convened during the George W. Bush administration that said American higher education has become "increasingly risk-averse, at times self-satisfied, and unduly expensive." About 40 percent of college students at four-year schools aren't graduating, and in two-year programs, only about 40 percent of students graduate or transfer, according to the policy and analysis group College Measures.
    College drop-outs are expensive, and not just for the individual. About a fifth of full-time students who enroll at a community college do not return for a second year, costing taxpayers hundreds of millions of dollars annually, according to an analysis released last fall by the American Institutes for Research.
    There's been a growing debate over whether post-secondary schools should be more transparent about the cost of an education and the success of graduates. President Barack Obama has weighed in with a strong "yes."
    During his State of the Union address, Obama put the higher education on notice: "If you can't stop tuition from going up, the funding you get from taxpayers will go down," he said. "Higher education can't be a luxury— it's an economic imperative that every family in America should be able to afford."
    He wants to slightly reduce federal aid for schools that don't control tuition costs and shift it to those that do. He also has proposed an $8 billion program to train community college students for high-growth industries that would provide financial incentives to programs that ensured their trainees find work. Both proposals need congressional approval.
    At the same time, the administration is developing both a "scorecard" for use in comparing school statistics such as graduation rates as well as a "shopping sheet" students would receive from schools they applied to with estimates of how much debt they might graduate with and estimated future payments on student loans.
    American's higher education system has long been the backbone of much of the nation's success, and there's no doubt that a college degree is valuable. It's now projected that students with a bachelor's degree will earn a million more dollars over their lifetime than students with only a high school diploma, Education Secretary Arne Duncan says.
    But Obama's statement to Congress jolted the higher education establishment, which believes that college isn't just to create foot soldiers for industry and that the use of measured outcomes would hurt the humanities, meaning fewer students will turn to Shakespeare and instead study engineering, said Anthony Carnevale, director of the Center on Education and the Workforce at Georgetown University. The community has already been reeling over an earlier administration decision to require career college programs — many of which are at for-profit institutions — to better prepare students for "gainful employment" or risk losing federal aid.
    "It's the notion that the ...federal government will begin to say we want to know what we're paying for and we want to make sure that people don't pay for education programs that take them nowhere, especially if the program is supposed to get them a job, we want it to get them a job, Carnevale said.
    Some fear that Obama might want to apply the "gainful employment" standards to traditional four-year degree programs. Robert Moran, director of federal relations at the American Association of State Colleges and Universities, said reporting requires time and resources, and it's even more difficult to gauge the success of a graduate with an English degree than someone with a very specific career certificate.
    Duncan said in an interview he doesn't see a big need to go in that direction now, although he does think it's important to track factors such as graduation rates and tuition costs. He said he tracked his graduates while serving as chief executive officer of the Chicago Public Schools and noticed that some universities were graduating them at rates of 75 percent or more, while others were graduating them at a small fraction of that.
    "Colleges aren't too dissimilar to high schools. Some have done a great job building cultures around completion and obtainment and some haven't," Duncan said.
    Historically, policy conversations have centered on getting students into college. Duncan said graduating is just as important.
    "To be real clear, I think that's been the problem with federal policy in the past is 100 percent has been focused on the front end on inputs, that's clearly important, but that's the starting point. That gets you in the game. The goal isn't to get to the game, the goal is to get to the finish line," Duncan said.
    Obama isn't the first president to encourage dialogue on making higher education more affordable and accountable. In addition to convening a commission to study higher education in America, Bush's administration issued grants to states to link transcript data with other records to better track the success of graduates from public institutions. The Obama administration has continued the program.
    But Obama is taking the conversation to another level. That doesn't mean, however, he's abandoning the issue of accessibility. His administration has expanded the availability of Pell grants, supported a tax credit for tuition costs and is attempting to make it easier for some graduates to pay back loans.
    Experts say some of the challenges in higher education result from too many students entering the doors without basic math and English skills. There's also the question of how to measure how effective colleges are and whether tuition increases are appropriate — especially for public institutions facing dramatic budget cuts.
    Rep. Virginia Foxx, R-N.C., the former president of Mayland Community College, said the issues raised by Obama are being addressed at the state and local level, where she said they should be handled, and that many schools are coming up with innovative ways to cut costs and to find ways to work with local industry. As an example, she recalled developing, while a community college president, a course in supervisory training after local industry sought it.
    "All of these things the president talks about can be done at the local and state level, and are being done at the local and state level," Foxx said. "It isn't the role of government to guarantee somebody a good job after they graduate from college or community college."
    Sen. Ron Wyden, D-Ore., takes a different view.
    "Right now, the information about the potential of various careers, the track records of colleges and the like is essentially strewn all over the countryside," said Wyden, who authored a bill on making college costs more transparent.
    He added, "I think students and their parents are now saying in addition to accessibility, we want to wring the maximum value out of every dollar we're spending on education."
    _____
    Follow Kimberly Hefling on Twitter at http://twitter.com/khefling
    _____
    College Measures: http://collegemeasures.org/
    American Institutes for Research: http://www.air.org/
    Education Department: http://www.ed.gov/
    American Association of State Colleges and Universities: http://www.aascu.org/
    Rep. Virginia Foxx: http://foxx.house.gov/
    Sen. Ron Wyden: http://wyden.senate.gov/
    (more)
  • TheR TheR 2012/03/02 06:34:29
  • TheR TheR 2012/03/09 05:33:10
  • TheR TheR 2012/03/20 04:10:31
    TheR
    03-19-2012 12:57 BJT
    Text:A A A |Email
    |
    BEIJING, March 19 (Xinhuanet) -- Arecent audit at Dickinson State University in the United States will have made uncomfortable reading for parents in China.
    Over the last four years, according to the audit, the college in North Dakota had issued diplomas to 400 foreign students despite their failure to complete the required coursework.
    http://english.cntv.cn/201203...

    Roughly 95 percent of these students were Chinese.
    It was just one of several controls "waived or intentionally overridden or ignored" by DSU, according to the audit, which has again cast a spotlight on the risks families face in paying out huge sums to have their children educated overseas.

    Such investments often create what sociologists call "the new urban poor".
    "Parents are surrendering their last resources to wager them on a child's future by sending them abroad," said Lao Kaisheng, an education policy researcher at Capital Normal University. "If these children don't get the decent jobs and the salary that is expected, their parents will naturally be sucked into poverty."
    Ministry of Education data show that more than 330,000 people nationwide went abroad for study in 2011, making China the largest supplier of students to Western schools.

    The desire to send offspring to schools ...
























































    03-19-2012 12:57 BJT
    Text:A A A |Email
    |
    BEIJING, March 19 (Xinhuanet) -- Arecent audit at Dickinson State University in the United States will have made uncomfortable reading for parents in China.
    Over the last four years, according to the audit, the college in North Dakota had issued diplomas to 400 foreign students despite their failure to complete the required coursework.
    http://english.cntv.cn/201203...

    Roughly 95 percent of these students were Chinese.
    It was just one of several controls "waived or intentionally overridden or ignored" by DSU, according to the audit, which has again cast a spotlight on the risks families face in paying out huge sums to have their children educated overseas.

    Such investments often create what sociologists call "the new urban poor".
    "Parents are surrendering their last resources to wager them on a child's future by sending them abroad," said Lao Kaisheng, an education policy researcher at Capital Normal University. "If these children don't get the decent jobs and the salary that is expected, their parents will naturally be sucked into poverty."
    Ministry of Education data show that more than 330,000 people nationwide went abroad for study in 2011, making China the largest supplier of students to Western schools.

    The desire to send offspring to schools overseas has existed for decades, although today it is largely fueled by the belief that it gives youngsters an advantage in the tough domestic employment market.

    However, not many Chinese families have enough saved in the bank to cover the tuition fees and accommodation and living expenses involved in overseas study potentially hundreds of thousands of yuan. Instead, many are choosing to take on massive debt at a critical time in their own life.

    It is a gamble, experts say, and the stakes are high.
    "People need to think over the input and potential output, as well as the risks that any investment brings," said Zhang Jianbai, who runs a private school in Yunnan province and is a self-proclaimed "explorer" of new education models.
    He said that parents in small cities across his southwestern province, many of whom earn just 2,000 yuan ($320) a month, often sell their apartments to fund their children's study overseas.

    "Those who are now suffering trouble (owning property is important in Chinese culture) or financial difficulties would not have been in this position had they chosen a more suitable way to educate their children," he added.
    Differences in quality

    After graduating from the university in his native Guangdong province two years ago, Wang Jianhai was sent to Texas to get a master's degree, which his family believed would give him an edge in the job market.
    His father worked at an electronics factory in Zhuhai and earned more than 10,000 yuan a month, so the adventure was not a great financial burden. However, after his return, 26-year-old Wang was no better prepared to find work.

    Even his English skills had not improved, he said, as "we stayed with other Asians most of the time".

    Eventually, his parents had to invest more money to help their only son eke out a meager living by running his own electronics store.
    "He hasn't earned a penny back for us, even though we've taken care of him for 26 years, while other people his age might have earned more than 200,000 yuan by now," said his 66-year-old father, who did not want to be identified.

    "We could have had a decent life after retirement with our savings, but now we've painted ourselves into a tight corner," he added bitterly.
    Wang said his father has had to quit his favorite hobbies swimming and rock climbing to save money. He added: "It's not just the lack of money, the feeling we're now poor makes me really ashamed when I'm with friends."

    Although parents see an overseas education as a shortcut to success, experts argue that very few truly understand the vast differences in quality that exist among colleges in developed nations.

    "The quality of the schools is varied, from heaven to earth," said Lao at Capital Normal University.

    In the United States, for example, one of the most popular destinations for Chinese students, options stretch from world-renowned Ivy League universities, such as Harvard or Yale, to about 3,000 community colleges. There are also many diploma mills, which require very little or even no academic study.

    Zhou Rong, a senior advisor at New Oriental Vision Overseas Consulting, said that although every student dreams of going to a prestigious college in the US, many fall victim to diploma mills.
    She provides guidance to at least 300 students every year and said only one or two academic stars will make it into an Ivy League college, with rest enrolled in common or even "nameless institutes".

    "Regardless of where they end up, ultimately the value of a diploma (in this country) has been undermined due to the sheer amount of people who pursue one," Zhang in Yunnan added. "It's extremely silly for someone to pay such a high price for a diploma."

    Looking abroad

    Despite the struggles being experienced by families and returned students nationwide, the demand for places at overseas colleges does not show any sign of abating.
    All 35 final-year students in a class at No 1 Middle School affiliated to Central China

    Normal University in Wuhan, Hubei province, have decided not to take the national college entrance exam in June; each has instead been admitted to a higher education institute in the US.

    Special classes for students applying to universities overseas have also become common at schools nationwide.

    Zhou Haoyu is part of such a class at Shanghai Yan'an High School. He said he has 21 classmates, which means one in every 18 final-year students is looking to go abroad.
    Education industry insiders say foreign colleges have become increasingly eager to profit from this trend among Chinese students, especially since the start of the financial crisis.

    "At international education fairs, which attract colleges from across the globe, any lecture or symposium about how to enroll Chinese students is guaranteed to get a full house," said Chen Danli, marketing manager at Aoji Enrollment Center of International Education, a consultancy service in Beijing.

    Zhou Xiaozheng, a sociology professor at Renmin University of China, said everybody knows Chinese parents are willing to spend money on their children, but he warned that those looking to benefit today are largely "second- and third-rate colleges that don't offer scholarships or subsidies".

    As with any investment, foregoing due diligence dramatically increases the risk of making a loss. That is why Yunnan principal Zhang Jianbai says it is essential for families to take a pragmatic approach, so as to prevent them from wasting money and ending up in debt.

    Parents need to be reasonable, he said, as well as "clear about what they expect from the study period mental development or practical skills".

    Personalities must also be taken into account, experts say, as not every youngster will be suited to the challenges of overseas study, which involves extra stresses such as coming to terms with language, lifestyle and culture differences, and requires a lot of self-discipline.

    Only by looking closely at the road ahead can parents avoid the pitfalls, Lao at Capital Normal University said.

    "Using money that had been intended to improve the living conditions of people in later years to make blind investments in education will ultimately be wasted," he warned.
    (more)
  • TheR TheR 2012/04/08 02:59:16 (edited)

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