Posts Tagged ‘military’

Jim Lunsford makes games other people don’t. He designs training games for the U.S. military. That’s unusual enough. But he also makes games on subjects that don’t seem very game-like.

Source: Training Games: The Military Way | Training Magazine

excerpt: “Who has predominant power in the United States? The short answer, from 1776 to the present, is: Those who have the money — or more specifically, who own income-producing land and businesses — have the power. George Washington was one of the biggest landowners of his day; presidents in the late 19th century were close to the railroad interests; for the Bush family, it was oil and other natural resources, agribusiness, and finance. In this day and age, this means that banks, corporations, agribusinesses, and big real estate developers, working separately on most policy issues, but in combination on important general issues — such as taxes, opposition to labor unions, and trade agreements with other countries — set the rules within which policy battles are waged.

While this conclusion may at first seem too simple or direct, leaving little room for elected officials or voters, the reasons behind it are complex. They involve an understanding of social classes, the role of experts, the two-party system, and the history of the country, especially Southern slavery. In terms of the big world-historical picture, and the Four Networks theory of power advocated on this site, large economic interests rule in America because there are no rival networks that grew up over a long and complex history:

  • There is no one big church, as in many countries in Europe
  • No big government, as it took to survive as a nation-state in Europe
  • No big military until after 1940 (which is not very long ago) to threaten to take over the government”

Who Rules America: The Class-Domination Theory of Power.

 

The Public School Does More than Educate

by Duane Sharrock

 

In the United States, schools are not only places to educate students. Each school is a “point of contact” or a “hub”, for various kinds of services and organizations. In addition to special education services, other services are often provided: health (including mental health), crisis interventions, temporary shelters for the impoverished (where food is provided as well), the school directs traffic to social services programs, community programs, and recreational programs. Some schools include “student resource officers” (i.e. police) and may house a probation officer, as well. Standardized testing, expert witnesses, character witnesses, and other kinds of observations and observers are cited in research for criminal investigations, scholarly exploration, and historical documentation. Lately, education has begun to include social and emotional skills instruction, as well. People may complain that the nation is becoming immoral, but usually, what people mean is that specific behaviors of etiquette and manners are not being practiced. Learning to wait on a line (or queue), being silent when an authority figure is speaking, the raising of hands when requesting attention, saying please and thank you, sportsman-like conduct, are examples. And consider the implications of educating the “whole child” and what it really means to educate students for the 21st Century (especially considering the complexities of communication and collaboration. Behavior communicates, after all.

In fact, various schools have begun to resemble—in full or in part—the full-service community school:

Components of FSCSs (The Full-Service Community School):

Given the five conditions of learning mentioned above, FSCSs can bring together a package of different components and services:[9]

  • Case management – Outside agencies, like Communities-in-Schools, can work with local businesses to bring in a range of services into schools, including mentoring, after-school programs, mental health counseling, career counseling and employment programs, and community service opportunities.
  • Primary health clinics – These facilities, operated in school buildings by outside health agencies, can provide primary health care, emergency care, dental examinations, mental health counseling, and health education.
  • Youth development programs – Some community schools put together a number of different youth activities, including mentoring, substance abuse counseling, sports and recreation, community service learning, and pre-employment services.
  • Family resource centers – Community schools can offer services for parents, such as parenting education, literacy, employment assistance, immigration information, housing help, food, clothing, case management, health services, and early child care.
  • Early childhood development – Early childhood programs, such as Head Start, can relocate into schools and can provide services including, all-day child care, after-school and vacation care, and family support and guidance through a home visitation program.
  • Referrals – School-based health centers and family resource centers can be the link that ensures that students and families’ needs are met.
  • After-school programs – After-school programs are important for the effectiveness of schools by providing school-age children with academic and nonacademic support.

The public school also has a part to play in developing resilience, a huge number of experiences, skills, and quality relationships that strengthen social and mental health.

The school facility, as a building, provides spaces for various purposes—community organization meetings, partnerships, non-public school instruction, etc, including “the use of school buildings for prayer meetings”, ultimately, in order to encourage “the use of school buildings and grounds by the community for educational, recreational, civic, and cultural activities to the extent possible under the law. 

There are no other organizations that come close to meeting (or even addressing) so many different needs and concerns. Public school employers formally require of professional individuals many different KSAs (knowledge, skills, aptitudes). Only the healthcare organization comes closest, but those stays/placements are quite limited in terms of duration and range of services provided while the client/patient is in care. Keep in mind, a patient is often released from the hospital long before the patient is fully recovered from interventions and/or surgery.

Someone has mentioned that the military may be the only other organization that does as much, but the military still has restrictions: it is not fully inclusive the way public schools must be. The military restricts based on mental hygiene, intellectual ability, physical conditions and conditioning, high school graduation, and a few others.

Do other nations approach “education” with such variety of services?