Harambee Discussion Blog

Community College Issues and Answers: An Ethical Leadership Framework

Pamela Ellis — Tue, 06 Jul 2010 15:02:00 GMT

PowerPoint Presentation by Pamela Sanders Ellis, Ph.D.

     What connotes successful curriculum integration of organizational values and personal ethics?

             • Literature discussion, self-assessment of personal values, student role-playing, and journey mapping.
             • Campus, state, and online leadership development academies to demonstrate professional ethical
                identity success.
             • Qualitative research that examines the experiences of individuals “on the path toward constructive
               professional ethical development” (Harbour et al., 2007, p. 181).

Harbour, C. P., Anderson, S. K., & Davies, T. G. (2007). The consequences of compromised ethical identity development in community college leadership. In D. A. Hellmich (Ed.), Ethical leadership in the community college: Bridging theory and daily practice (pp. 61-76). Bolton, MA: Anker

Connecting the "Why to the How" in Math and Science Education

Pamela Ellis — Thu, 17 Jun 2010 18:42:00 GMT

            PowerPoint Presentation by Pamela Sanders Ellis, O.D., Ph.D.

        The racial/ethnic and national achievement gap in STEM disciplines remains an area of concern for parents, educators, business leaders, and federal/state policy makers. Educational support programs/organizations and community service opportunities provide purpose, meaningful problem statements, and reasoning frameworks for students. Additionally, an understanding of social and physical interrelationships, self-reliance concepts with hands-on opportunities are explored by students in educational support program presentations of how systems develop, are maintained, and ultimately impact our everyday life.

JCODW Book Review Group

Pamela Ellis — Mon, 05 Apr 2010 14:49:00 GMT

Hello Everyone! I just want to say how enjoyable last month’s dialogue was regarding the message from Nancy Pelosi to American daughters.

I especially felt that we did agree on a shared sense of legacy in respect to the democratic value of caring for others and not solely ourselves. We do understand how truly fortunate we are to have all that we have when so many live day to day without a good education, employment, and the basic necessities of life even still in our own county, country, and elsewhere on the planet.

Sarah, thank you for choosing this month’s book selection, “Whatever it takes”! This is the attitude that we need in our leaders and in all citizens to succeed in the 21st Century! It will take a commitment to “quality relationships” as a priority. Herein is where our true strength and security as individuals and as a nation lies.

I hope everyone will make a commitment to “push the envelope” by reading and discussing the issues! The book group is a phenomenal way to do this! Thank you Ginny for giving us a history of how JCODW was founded! Your vision and work ethic is needed in the U.S. Congress. You have my vote!

A Sunday Valentine

Pamela Ellis — Sun, 14 Feb 2010 18:56:00 GMT

The loneliest day of the year is reported by many to be Valentine’s Day. The fact that Valentine’s Day falls on Sunday bears special significance. People who don’t profess or perhaps just take for granted a relationship with God, family, a significant other, friends and community members feel lonely. Even if we don't fall in either of these two categories, we are all still susceptible to feelings of loneliness. On this day, we are forced to examine what actions we should take or not take towards those we hold within the special bond known as love.

First of all, we must know what love signifies. What is the actual meaning of love? The definition, I suspect, poses the most difficulty. God is love, a simple and profoundly complex statement at once. (1John 4:8) God sacrificed himself for us. Love is self-sacrifice. Do we dare to do the same for Him and others?

Do we fully know God? No, we don’t. Nor can we fully know Him. (1 Cor. 13:12) God reveals Himself by degrees to those that He so favors and chooses. Let us, likewise, choose to love Him and others.

Creatively finding ways to say “I love you” is a challenge. As parents, a very special way to demonstrate love toward our children is to organize a treasured book of memories that contain cherished keepsakes that chronicle special moments in our children’s life journey. If your child ever experiences a time of loneliness (and most likely they will), they can reflect on the memories found in the pages to remember just how special they are to God, their family, and community.

Often times, there is a lack of positive affirmation in our daily experiences that over time can contribute to lowering of self-esteem in both children and adults. To prevent this process from occurring, plan special moments daily, weekly, quarterly, and yearly to assure that your child understands their importance in this world.

A daily devotional reading, a weekly church and family/social event, a quarterly field trip, and a yearly vacation are all ways to ensure that you and your children are experiencing life in its fullest while making historical legacy memories. In your self-giving, it is also important to reward yourself at times because you are very special also.

To all St. Valentine’s Day detractors, I know to some degree it is a “commercial” holiday. Truthfully, if something is good...genuine love is very good...there will be a market for it. What is the price tag for true love? “If a man would give for love all the wealth of his house, it would be utterly despised” (SS 8:7).

The more love you give, the more love you receive in return. To say that we love is one thing, to make special efforts on behalf of others follows in the footsteps of Jesus, the Divine Lover of our souls. Don't let His love be unrequited!

Help Haiti Now!

Pamela Ellis — Fri, 29 Jan 2010 18:14:00 GMT

As a U.S. citizen, I am outraged by the reported mishandling of Haitian relief by the U.S. military in Haiti. According to news reports on WPFW in D.C. today by Bishop Judy Fisher and others, the U.S. controlled airport and other areas have "deliberately" bottlenecked the aid of food and water that Haitian organizations are attempting to distribute to the people. I am further outraged by what appears to be gross inefficiency, a U.S. takeover, and a condescending attitude toward the indigenous organizations of Haiti. In effect, there seems to be a deliberate policy to allow by attrition as much loss of life as possible.
Bishop Judy Fisher of Mercy Outreach Ministry International, who along with other Haitian organizations have worked in Haiti for years, requests that everyone call and write letters to the White House and to the U. S. State Department immediately expressing these concerns! The phone numbers are: White House 202-456-1414, U. S. State Department 202-647-4000. Save a life! You would want others to do the same for you! Call and/or contact by their website email right now! Contribute financially and volunteer with Bishop Judy Fisher and others at www.rebuildhaititoday.org.

Let us continue to pray and act for the people of Haiti and for other dispossessed people throughout our lives on this earth.

Heroine of Haitian Faith

Pamela Ellis — Thu, 21 Jan 2010 19:36:00 GMT

The article below as well as many other news sources cite the excellent work of The World Food Program in getting food to Haitians suffering through the earthquake disaster. They have already delivered a quarter of a million meals to the people of Haiti. Let's give them our full prayerful, financial, and physical support!

Here is their website link: http://www.friendsofwfp.org/site/c.hrKJIXPFIqE/b.5027069/k.8AF0/Featured_Appeal.htm

Quotes from the article:

The World Food Program said more than 250,000 ready-to-eat food rations had been distributed in Haiti by Tuesday, reaching only a fraction of the 3 million people thought to be in desperate need. The WFP said it needs to deliver 100 million ready-to-eat rations in the next 30 days, but it only had 16 million meals in the pipeline.

Heroine of Haitian Faith featured in the article: Ena Zizi

Ena Zizi, who is 69 years old, had been at a church meeting at the residence of Haiti's Roman Catholic archbishop when the Jan. 12 quake struck, trapping her in debris. On Tuesday (7 days later), she was rescued by a Mexican disaster team. Zizi said after the quake, she spoke back and forth with a vicar who also was trapped. But he fell silent after a few days, and she spent the rest of the time praying and waiting. "I talked only to my boss, God," she said. "I didn't need any more humans. "Doctors who examined Zizi on Tuesday said she was dehydrated and had a dislocated hip and a broken leg.
-----------------------------------------------------------------
For the complete news article follow the link below:

New 6.1-quake hits Haiti, people flee into streets
http://www.mail.com/Article.aspx/world/latinamerica/APNews/LatinAmerica/20100120/U_CB-Haiti-Earthquake?pageid=1

A New Decade

Pamela Ellis — Thu, 14 Jan 2010 08:35:00 GMT

My Ship is Coming in…2010?

Because I have asked for him from the Lord (1 Samuel 1: 20).

Hannah must have known the sweet ecstasy of deliverance.

What have you asked the Lord for? What are you in anguish about?

I am naming what I want…justice…and I’m taking the right actions to claim what is

rightfully…mine…deliverance and peace.

I would have been in anguish but I’ve…

Picked up the gauntlet…the Sword of the Spirit…

Cast out the net…Dear Jesus…laboring all night long…

I am in "no ways" tired…Fanny Lou Hamer.

Scripture Meditation - December 2009

Pamela Ellis — Sun, 06 Dec 2009 21:35:00 GMT

"...He stooped down and wrote on the ground." (John 8:8)

In 2009, A line is drawn in the sand.

While some of us focus our efforts on being crafted as God's instruments of love and mercy, there are others who expend the energy of their life on being instruments of hatred and vengeance. Vengeance is defined as, "infliction of injury, harm, humiliation, or the like, on a person by another who has been harmed by that person."1 It is further described as a phrase:

"with a vengeance",
a. with force or violence.
b. greatly; extremely.
c. to an unreasonable, excessive, or surprising degree1

We know the message of "salvation and healing" found in The New Testament is "all about" forgiveness and reconciliation. Who has Barack Obama injured, harmed, or humiliated by seeking and obtaining the presidency of the United States?

Let those with self-perceived justifications for hatred and vengeance toward the American President or others, who are self-professed Christians, remember that Scripture teaches, "Vengeance is Mine, I will repay." (Hebrews 10:30). We are commanded by Scripture to pray "for everyone--for kings and all those in authority, that we may live peaceful and quiet lives in all godliness and holiness. This is good, and pleases God our Savior, who wants all men to be saved and to come to a knowledge of the truth" (1Tim. 2:1-4). As believers in Christ, we must obey this and all other of "His commands."

God allows leaders in authority who will sometimes choose good or bad actions, and for such they will be judged in accordance with the election process and by the legal system here on earth before the final judgment. Our prayers for American Presidents have always been for their safety and that they would heed the voice of God in their decision-making. The good that we have desired for their family, we have desired for all families around the world. Why would the American Christian community want something different for Barack Obama and his family?

Due to my belief in the assurances of God's words, "Vengeance is Mine, I will repay," I don't, and the genuine Christians that I know don't, spend a minute of our lives on "a plan to injure, harm, or humiliate any human being on the planet." This does not mean that we don't utilize our legitimate power to remove people from leadership positions "when warranted" who we believe don't serve the very best interests of the common good "with civility."

Those who are, now, gleefully throwing "vengeance stones" at President Obama, his family, and for that matter, you and I, in the "Name of Jesus the Christ and Lord" are becoming known to all of us. On which side of "the line of decision" are you on?

In Expectation of His Second Coming,

Pamela Sanders Ellis, Ph.D.
President/Co-Founder/Author
Harambee Conference, LLC.
www.harambeeconference.com
www.thepathoflifeguidebook.com

1American Psychological Association (APA):
vengeance. (n.d.). Dictionary.com Unabridged. Retrieved December 06, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/vengeance

Shared Leadership and Spiritual Direction

Pamela Ellis — Wed, 02 Sep 2009 22:48:00 GMT

        Pamela Sanders Ellis, Ph.D.

        From the beginning, we were engaged with blessings to be fruitful, as well as to multiply, filling and subduing the earth while exercising our dominion “over every living thing that moves on the earth.” Does this general directive apply to a select few, or to every living human on the planet? In the image of God, we are created, “…male and female He created them.” (Genesis 1:26-27)

        Those with Biblically-based faith understand God as possessing intelligence, emotions, and a will to exercise power, or creative change, in our environment. As people, we all, also, possess these attributes. According to the tenets of jus naturale, the law of nature, the law of reason, “power is conceded” by the decision of individual persons. If this is so, where then does concepts of low self-esteem and subsequent social systems of degradation originate? Without question, leadership reforms are needed throughout all areas of education in civic and religious society for this reason.

        There are various leadership models in operation that affect our daily life. Transactional leadership, autocratic or command-and-control leadership, as well as the exceptional, servant leadership are all types of leadership styles among others. Additionally, there are charismatic and transformational leaders. Leadership styles can be either benevolent or malevolent. Good leaders rationally demonstrate to others how their knowledge, skills, and abilities will benefit identified shared outcomes within an organization. Poor leaders assume that people have no choice or other alternative than to blindly follow, check their conscience at the door, and not “give voice” to oppressive social, educational, work, and environmental conditions due to fear of adverse reprisals.

        To what extent are we good or poor leaders, and to what extent are we followers within our homes, workplaces, civic, and religious social structures and world systems? Isn’t it so much easier to capitulate our God-given leadership responsibility to someone else? To be sure, we do have “positional” leaders who, ideally, serve the rhema voice of God speaking to us, individually and collectively, as a people in our various organizations and institutions. In reality, positional leaders are also prone to errors in judgment from which, we should guard ourselves from being unnecessary victims.

        Interestingly, a model for leadership espoused by Goucher College in Baltimore, MD for all undergraduate students is the model that I believe many would find agreement in that it affirms holistic principles of human dignity for everyone regardless of “position” in an organization. In highlighting their student leadership program a reference states,

        We believe that all persons have leadership potential and that their particular gifts, talents, and skills can be enhanced through education, training, and development. Furthermore, we believe that leadership is a process, not a position. (Goucher, 2009)

        Leadership learning outcomes at Goucher College include:

the development of critical thinking skills
understanding change processes and obstacles of change
knowledge of diverse cultures, cross-culture communication, and the dynamics
of privilege and oppression
understanding how ethics, morals, and values relate to their leadership dilemmas
being able to integrate their lived experiences into their leadership development
process (Goucher, 2009)

       More importantly to this discussion, would people possessing these leadership attributes be accepted in each of our social institutions of culture, business, and worship? Are they warmly welcomed or would they be “targeted”, viewed with suspicion, and labeled as trouble-makers? Most likely, if they are strict adherents to ideal principles, it seems that they may be “weeded out” during the interview process. How many of the institutions that you, personally, are affiliated with actually utilize or teach shared, participatory leadership principles? If your answer is none, or a low number, then you see the problem.

       Agents of change, often, don’t directly reap the benefits that they garner for others and may end up at low levels in “valueless” institutions. It is so much easier to be rewarded transactionally based on whatever is established in an “unstated” manner within a particular institution. A “worldly payoff” or “rise to the top” may be attained by those who “go along to get along” within what very often may be an unscrupulous system. This is not to say that every “positional” leadership person or institution will lack integrity. I hope that we will support those who most closely represent our values as positional leaders when warranted by taking ambiguities into consideration.

        In summary, good leadership is shared and involves sacrifice with an accompaniment of variously possible rewards. Acting as agents of change under the direction of rhema principles, we will fulfill our leadership responsibilities locally, nationally, and throughout the world community.

Goucher College (2009). Undergraduate-student leadership program. Retrieved on August 24, 2009, from http://www.goucher.edu/x30489.xml

Dispossessed and K-16 Education Funding

Pamela Ellis — Sun, 14 Jun 2009 23:07:00 GMT

         Political administrations in the U.S., since the 1980s, have, in effect, closed the door to higher education for many individuals from low to moderately-low income families. Federal and state public financing for higher education shifted over this period from student aid in the form of need-based grants to, primarily, loan-based funding paradigms. Although minority participation rates in higher education have increased over the past two decades, the graduation rates particularly from community colleges, the least expensive alternative for those seeking higher education, remains significantly lower for black students than those for white students (NCES, 2003). Black students attending public and private four year institutions have, in comparison, higher graduation rates, however the rising costs of attending these institutions results in prohibitive entry due to inadequate public funding of federal and state grant programs. Projected increases in minority participation in higher education without accompanying adequate funding strategies can result in a loss of revenue, programs, and even institutions that have, within the American tradition, provided great benefit to individual citizens and to society, in general.
         Reductions in grant-based student aid in higher education has required the shouldering of enormous debt burdens by families that cannot reasonably be met by those earning moderate-level incomes. The debt-burden of American families, in general, is also evidenced by the decline in U. S. savings rates, which is shown to be the lowest among industrial nations.
         American Black family income is $29,982/year, 36% lower than White median family incomes of $47,194/year (U. S. Census, 2002). While black and white students who enter community colleges possess similar expectations of associate degree completion, 44.3% and 50.7% respectively, black students’ associate and bachelor degree attainment rates after enrollment in community colleges are 7.7% and 3.1% respectively. In comparison, white students entering community colleges have associate degree attainment rates of 16.8% and bachelor degree rates of 12.0% (NCES, 2003).
         Higher education leaders must craft cogent arguments for increases in funding initiatives for students and for higher education institutions, in general. The Nobel laureate economist, Milton Friedman, argued that government support of education is justified in order to sustain democracy. Consensus-building is required to adequately define for the 21st century the term ‘minimum schooling’ to include the public funding of K-16 education for those students with unmet financial need at American higher education institutions.
         For example, the Institute for Higher Education Policy may be in a strategic position to work with student, parent and community organizations to mobilize policy-based interest groups on K-16 financing in higher education. Their mission is to “increase access and success in postsecondary education around the world through unique research and innovative programs that inform key decision makers who shape public policy and support economic and social development” (IHEP, 2009, p.1). Dispossessed lower-income interest groups of all races within our nation, as well as those who are more economically fortunate with a “social conscience” must act to ensure that acceptable public funding paradigms for American K-16 education is restored.

Institute for Higher Education Policy (2009). Retrieved on June 14, 2009, from http://www.ihep.org/
National Center for Education Statistics (2003). Community College Students: Goals, Academic Preparation, and Outcomes.
        Postsecondary Education Descriptive Analysis Reports. Retrieved on June 14, 2009,
        from http://nces.ed.gov/pubs2003/2003164.pdf">http://nces.ed.gov/pubs2003/2003164.pdf
National Center for Education Statistics (2003). Table 7a. Percentage distribution of 1995–96 beginning postsecondary students first
        enrolled in public 2-year institutions according to highest degree attained through 2001, by various student characteristics.
        Retrieved on June 14, 2009, from /%3Ca%20href=">http://nces.ed.gov/pubs2003/2003164.pdf
U. S. Census (2002). Income 2002. Retrieved on October 23, 2004 from
        http://www.census.gov/hhes/income/income02/3yr_avg_race.html
U. S. Department of Education (2001). Access Denied: Restoring the Nation’s Commitment to Equal Educational Opportunity. A
        Report of the Advisory Committee on Student Financial Assistance. Retrieved on June 14, 2009, from
        http://www.ed.gov/about/bdscomm/list/acsfa/access_denied.pdf

Blog rebuts WSJ’s misclaims on Putnam and diversity

Pamela Ellis — Sat, 18 Aug 2007 22:18:42 GMT

socialcapital.wordpress.com

This blog chronicles Daniel Henninger’s mis-use of Robert Putnam’s diversity research and rebuts his misassertions in his 8/16/07 Op-Ed in the Wall Street Journal.

And this ABC News piece (People ‘Hunker Down Like Turtles’ in Diverse Communities, 8/15/07) describes how the conservatives more generally are distorting Putnam’s findings.

Other posts about this Putnam diversity research on this blog here, here, here, here, here, and here.

How our brain says “I feel your pain”

Pamela Ellis — Fri, 17 Aug 2007 13:39:31 GMT

socialcapital.wordpress.com:

Intresting Wall Street Journal piece Friday 8/17/07 on the neurological science of empathy.

A mirror system in the “brain’s motor cortex, which orchestrates movement and muscle control, the cells fire when we perform an action and also when we watch someone else do the same thing. When someone smiles or wrinkles her nose in distaste, motor cells in your own brain associated with those expressions resonate in response like a tuning fork, triggering a hint of the feeling itself.”

It has relevance for social capital as well as autism (scientists are not sure whether autistic individuals lack this important mirror system or whether the mirror system cells receive faulty data). Studies have also shown that our levels of empathy are higher to those who share our ethnic identity.

Article “How Your Brain Allows You to Walk In Another’s Shoes” (WSJ, Robert Lee Hotz, p. B1, 8/17/07) is avilable here. And the book Mirroring People is due out next year by Dr. Marco Iacoboni at UCLA.

Amazing photo: Japanese not “Swimming Alone”?

Pamela Ellis — Thu, 16 Aug 2007 07:14:27 GMT

socialcapital.wordpress.com:

Americans may be Bowling Alone, but the Japanese (at least in this photo) are clearly not Swimming Alone. For an amazing photo and video of the Summerland wave pool in Tokyo, click here (Kilian Nakamura).

Time Banks and Social Capital

Pamela Ellis — Tue, 14 Aug 2007 06:10:50 GMT

socialcapital.wordpress.com:

A Boston Globe reporter was asking me for my view about time banks and whether they build social capital. My response was that any approach that increases social interaction in a neighborhood and people doing things for others is a clear positive for the community.

But that said, the ultimate goal should be getting people to do things for others without having to be explicit about logging who owes whom what. In a neighborhood with strong social connections and trust, the trust serves to ensure that favors are repaid rather than needing time bank accounts that show that Jane owes two hours and Enrique has a three hour credit.

I analogized to trying to instill a sense of obligations in our children. We want our children to take out the trash or mow the yard, not because we’re paying them for this, but because it is part of being a good citizen and doing things for others. Even if we decide initially to have those chores be tied to an allowance, the clear hope is that as these children grow up, they will not forever insist that they be paid for these chores. As Marion Wright Edelman said: “service is the rent we pay for living.”

In that sense, time banks to me seem like social capital with training wheels. They get lots of useful things done, in the same way as a bike (even with training wheels) can take you much further than walking. And time banks are a good tool for exercising residents’ fledgling social capital and developing greater interaction and exchange, but it should be an interim step, not the desired final outcome. Societies will be far better off down the road if people start doing these acts of kindness and reciprocity without needing to bank these hours, but just out of a sense of mutual obligation and reciprocity.

Christian Discipleship: Towards A New Paradigm

Pamela Ellis — Thu, 09 Aug 2007 16:27:00 GMT

A disciple in the Christian church can best be defined as a disciplined, obedient follower of the Lord Jesus Christ. Scriptural reference reveals that Jesus the Christ chose twelve disciples, or followers of His teachings, to share with the world the good news of the salvation of God through Him. Luke 6:12-13 indicates that among the group of Christ’s disciples, Jesus only gave a designation of “apostle” to twelve men. Matthias and Paul were later chosen as apostles in the church.

At Christ’s resurrection, Mary Magdalene was chosen, first, by God to talk with Jesus. Some Christian scholars point to this event as evidence of Christ’s approval of women in leadership positions in the church. Mary Magdalene was empowered with the work of the ministry by Christ when he said to her, “Go, instead, to my brothers and tell them, ‘I am returning to my Father and your Father, to my God and your God” (John 20:17). Imagine the level of intimacy Mary Magdalene must have felt with the Lord to be entrusted with such an important mission, which still reverberates throughout all eternity. Prior to this moment, women were never so intellectually affirmed in all of human history except in the case of Mary, the Mother of Jesus, who, also, spiritually and intellectually assented to the will of the Father in the dispensation of God’s New Covenant. Moses was the messenger of the old covenant. Instead of a man, God chose a woman, Mary Magdalene, as the first messenger of the new covenant acquired by Jesus, the Christ, in His victory over eternal death. Praise unto Him who makes all things new!

The question arises among Christian scholars as to what are the distinctions of position, title, and responsibility that characterize disciples in the local and international church. The church is defined as a spiritual dwelling in which God Himself lives by His Spirit (Ephesians 2:19-22). The foundation of the House of God is the faith and teachings passed down to us through the apostles and prophets, with “Christ Jesus Himself as the chief cornerstone”(Ephesians 2:20). The offices of the Church are placed in the hearts of church members by Christ Himself who fills the whole universe (Ephesians 4:10-16). In this scriptural passage, we find that Christ gave some to be:

1. Apostles

2. Prophets

3. Evangelists

4. Pastors

5. Teachers

“that the Body of Christ may be built up until we all reach unity in the faith and in the knowledge of the Son of God and become mature, attaining to the whole measure of the fullness of Christ” (Ephesians 4:13). Furthermore, a delineation of specific church offices are:

1. The gifts of administrations and
the diversities of gifts of operations

2. The word of wisdom

3. The word of knowledge

4. The gift of faith

5. The gifts of healing

6. The gift of helps

7. The working of miracles

8. The gift of prophecy

9. The discerning of spirits

10. The gift of divers kinds of tongues

11. The interpretation of tongues (1 Cor. 12:4-10, 28).

Moreover, according to I Cor. 12: 18, “God has arranged the parts in the body, every one of them, just as he wanted them to be.” Leaders in the church may be exalting themselves “above the knowledge of God” when they seek, or accept, special treatment in the Body of Christ because, “God has combined the members of the body and has given greater honor to the parts that lacked it, so that there should be no division in the body, but its parts should have equal concern for each other” (1 Cor. 12:25).

In many churches across America today, special treatment is lavished, only, upon one person, the Pastor. If interpreting the previously stated Biblical verses, one should well consider if this is acceptable. The Apostle Paul was a tent maker, the Apostle Peter was a fisherman. Both men had occupations outside of the church not to be charged with greed among unbelievers. Perhaps, this is still a good model for church leadership and growth. Many Christian charitable organizations report utilizing approximately 10 percent of receipts for administration and the remaining 90 percent for missionary and/or charitable goals stated by the organization. Imagine the possible benefits if more churches organized in similar manner. Church financial structures are of paramount importance to members and non-members alike and should always be made publicly accessible to enhance the level of confidence among those in the community.

Whether we are comfortable with the demands of the gospel, or not, our agreement with Biblical principles will ultimately determine our destinies in relation to obtaining a “good testimony” as Christian disciples (Hebrews 11:1-2).

High Stakes: Implications of Student Assessment for Higher Education

Pamela Ellis — Tue, 22 May 2007 17:55:00 GMT

During the middle of the twentieth century, education and training beyond high school was only one of several routes to a middle class lifestyle. Alternative socioeconomic routes existed for the majority of Americans. Since then, with continuing weakening of labor unions, new jobs have paid minimum wages or require advanced education or technical training (Cohen, 1998).

Patrick Callan, President of the National Center for Public Policy and Higher Education, argues, “Nations, states, and communities now require a college-educated populace in order to compete in the global marketplace—realities grounded not in the pronouncements of educators or government policymakers or researchers, but in labor markets” (NCPPHE, 2002, p. 15). In effect, according to Koretz (2002), “what happened [in the 1980s] was another periodic wave of concern about the American educational system that was sparked by two things. One was some international comparisons that did not look wonderful, and the other, larger one was the perception that performance in the American school system was deteriorating” (p. 2).

A minimum competency movement began in various states throughout the 1970s (Koretz, 2002). Since then an increased level of public scrutiny has developed and standardized testing results has become synonymous with the quest for high quality public accountability in education (ECS, n.d.). According to the National Center for Public Policy and Higher Education, an independent, nonprofit, nonpartisan organization, “International comparisons confirm that other nations have emulated, pursued, and, in some instances, surpassed the United States. Despite some improvements in the past decade, our country is not the world leader in providing college access or in college degree attainment. Other nations are responding more rapidly and more effectively to the need to raise the education and skill levels of their populations through college-level education and training” (NCPPHE, 2002, p. 16).

Summary

Although, educational policy analysts have identified areas that need improvement in the current system, how to best address the issue is the question of paramount importance to the American populace. High-stakes testing along with the No Child Left Behind Act has evolved into the public policy answer. It is dubious that the fact that many within the educational community do not agree with the premises or tenets of these policies will result in much change from the current federal and state-led policy direction. Adjustments will have to be made by educational administrators, teachers, and students.

The American Educational Research Association (AERA) position is that, “Certain uses of achievement test results are termed “high stakes” if they carry serious consequences for students or for educators. Schools may be judged according to the school-wide average scores of their students. High school-wide scores may bring public praise or financial rewards; low scores may bring public embarrassment or heavy sanctions. For individual students, high scores may bring a special diploma attesting to exceptional academic accomplishment; low scores may result in students being held back in grade or denied a high school diploma” (p. 1). The setting of high standards of educational achievement by policy makers is intended to improve the education received by all students within the current educational system.

Analysis

On Jan. 8, 2002, federal legislation known as the No Child Left Behind Act, the newly reauthorized Elementary and Secondary Education Act (ESEA), was signed by President Bush into law. The four basic principles of ESEA include: (a) stronger accountability for achievement results, (b) increased funding flexibility and local control, (c) expanded option for parents, and (d) emphasizing those educational strategies that are proven through scientific research to work (USDE, n.d.).

The Education Commission of the States (n.d.) reports that ESEA “reflects and reinforces a major shift in thinking about the roles and responsibilities of school board members, district superintendents and principals. More and more, school and district leaders are being held responsible for bringing about change and improvement. They are under growing pressure to increase achievement across the board, narrow the test-score gap between disadvantaged and advantaged students and make sure all teachers are of high quality” (p.1).

The substantial challenges facing school and district leaders include:

1. Success Mandate: tough accountability measures to obtain.

2. Technical skills: deep understanding of educational assessment instruments and systems.

3. Curriculum: Maintenance of comprehensive curriculum instead of “test prep” strategies.

4. Leadership: school districts must explicitly define leadership expectations.

5. Provide professional development and merit-based performance systems.

There are huge disparities in the quality of public education received by children in the American system. The Brookings Institution (n.d.) reports, “on tests administered by the federally funded National Assessment of Educational Progress…63 percent of 4th grade students in nonurban schools across the nation reach the basic level in reading as compared to 43 percent of students in urban schools. In high-poverty schools in urban districts, only 23 percent of 4th graders meet that minimal standard” (p. 2). Moreover, 43 percent of minority students are enrolled in urban schools. In comparison, 76 percent of the general population of American public school students are enrolled in nonurban schools.

Of further concern is the documented disparity in high school completion rates for Hispanics, African Americans, and White Americans of 63, 81, and 90 percent respectively as well as the college preparedness of underrepresented minority societal groups (Stringfield, 2002). Poor and minority students are, obviously, more likely to be adversely affected by high-stakes standards testing so the suspicion associated with any such reforms is that these programs are discriminatory and, solely, a new tactic in the anti-affirmative action arsenal.

The offering of remediation courses in higher educational systems is also being challenged and considered due to poor student preparation for college, teacher professional development needs, weak student motivation, low academic standards, and poor communication and articulation within secondary and post-secondary systems. Conditions fraught with adversity often change societal behavior. The stakes could not be higher for students, educators, and American society in losses of national prestige, institutional funding, and career choice opportunity (Mazzeo, 2002).

The Education Commission on the States (2001) cites Maryland as, “a pioneer state in developing academic standards and assessments that measure student progress toward the standards. Students in grades 3, 5 and 8 take the criterion-referenced Maryland School Performance Assessment Program (MSPAP) in reading, writing, language usage, mathematics, science and social studies. The test is designed to provide information to improve instruction and measure school improvement, not individual student performance” (p. 3).

The MSPAP scores for 1999 reported by ECS (2001) are as follows:

Statewide, 43.8% of students are scoring at the satisfactory level (up 12 percentage points since 1993), when scores are averaged across the various tests.

In 77 (of 1,357) schools, at least 70% of students scored at the satisfactory level, up from 11 schools in 1993 (p. 3).

Conclusions

In addition to the state and district role in improving the educational success of all students, other factors that must be brought to bear on the gravity of the mandate are early childhood development initiatives, school organization and climate issues, curriculum assessments, family support, and community involvement. Particularly, new relationships forged between established providers of education and grass root organizations, such as, The National Council of Negro Women, who recently partnered with The U.S. Department of Education to close the achievement gap, may be the answer.

          The U. S. Dept. of Education publicly considers education a national priority and seeks to partner with local organizations through competitive grants for funding of innovative research-based strategies. Higher education institutions are uniquely qualified to provide the leadership necessary to meet the demands of the new high-stakes policy environment with innovative community outreach programs.

References

American Education Research Association (2000). AERA position statement concerning high-stakes
          testing in PreK-12 education. Retrieved November 1, 2004,  from
          http://www.aera.net/about/policy/stakes.htm

Cohen, A. (1998). The shaping of American higher education: emergence and growth of
the contemporary system. San Francisco, CA: Jossey-Bass.

Education Commission on the States. (n.d.) No child left behind policy brief: School and district
leadership. Retrieved October 17, 2002 from
http://www.ecs.org/clearinghouse/34/62/3462.pdf

Education Commission on the States. (2001) Setting the standard: Will higher expectations
            improve student achievement? The Progress of Education Reform 1999-2001. 1 (5),
            Retrieved October 17, 2002, from http://www.ecs.org/clearinghouse/16/50/1650.htm

Harvard Graduate School of Education. (2002, March 21). High-stakes testing Where we've been
            and where we are: An Interview with Professor Daniel Koretz. Ed.magazine. Harvard
            Graduate School of Education News.  Retrieved November 10, 2004, from
            http://gseweb.harvard.edu/news/features/koretz03212002.html

Mazzeo, C. (2002). Stakes for students: Agenda-setting and remedial education. The Review
of Higher Education, 26 (1), 19-39.

National Center for Public Policy and Higher Education. (2002) Measuring up: The state-by-state
report card for higher education, Retrieved December18, 2004 from
http://measuringup.highereducation.org/2000/reporthome.htm

Stringfield, S., & Land, D. (2002). Educating at risk students. Chicago, IL: The University of
Chicago Press.

The U. S. Department of Education. (n.d.). Introduction: No Child Left Behind. Retrieved October
17, 2002, from http://www.nochildleftbehind.gov/next/overview/index.html

Social and Political Action

Pamela Ellis — Sun, 08 Apr 2007 00:34:00 GMT

Wars What Are They Good For?

Byron A. Ellis

     Wars by nature are illogical and often fought in the name of god, of course, not in the name of the true God. Warring countries and non-state actors wantonly kill civilians. It is estimated that in 1945 about 140,000 civilians died in Hiroshima and 75,000 in Nagasaki as a result of the nuclear holocaust. Fifteen mass gravesites have been identified as a result of the 1989 invasion of Panama, but an official account of civilian deaths has never been released. In Iraq over 3,200 American soldiers have died and officially over 24,000 wounded; the unofficial count of wounded, however, is much higher. And, countless numbers of Iraqis have died, wounded and displaced; here too, there is no official count of civilians. In the Lebanon-Israel conflict civilian casualties were between 700 and 1,000; most of the casualties were Lebanese civilians.

     Many in the United States see present day conflicts from a religious or even biblical perspective. And, they tend to frame conflicts, particularly in the Middle East, from Judeo-Christians perspective. Some even believe that they are anointed by God to rearrange the Middle East and the world. Moreover, they haughtily refuse to talk to those they profess to be adversaries, failing to recognize that they should make friends quickly with their adversaries (Matt. 5:25). They also fail to understand that the philosophy of an eye for an eye and a tooth for a tooth is unchristian (Matt. 5: 38-42).

     We have also seen the self-righteous praying for themselves and their own country, failing to grasp what Christ tells us in Matt. 5:44-45 to love our enemies, and pray for those who persecute us in order that we may be the sons of our Father who is in heaven.

     Christ expects his followers to fulfill the great commission. He commands us (Matt. 28:18-20), to make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, teaching them to observe all things that He commanded to us. However, it is impossible to make disciples of all nations by the barrel of the gun, rather we do so by adhering to second greatest commandment to love our neighbor as we love ourselves (Matt. 22:39).

     So, beware of those that advocate hating our neighbors. And, often they do so with Bible in hand and constantly talking about praying.

Social and Political Action

Pamela Ellis — Sun, 18 Mar 2007 02:27:00 GMT

Middle East Instability Drives Crude Oil Prices

Byron A. Ellis

The availability of relatively cheap crude oil is an important variable in the growth of developed and developing economies. As a result, the US Department of Energy indicated that crude oil is the lifeblood of the US economy. The price of crude oil, however, has increased significantly from $35.00 in 2000 to more than $72.00 in 2006. Prices began to increase around the fourth quarter of 2003, subsequent to the preemptive strike on Iraq. Higher prices mean that consumers use more of their disposable income to pay for products and services derived from crude oil. Therefore, higher prices are akin to a tax on consumers.

Many politicians and pundits attribute higher prices to increased demand, shortages, or supply manipulations by energy companies. Demand, however, has not increased significantly and crude oil is plentiful. British Petroleum (BP) Statistical Review of World Energy June 2005, documented that in 2000 worldwide crude oil production was 74,950 million barrels per day and increased to 80,260 million barrels per day in 2004, or a 7 percent increase in 5 years. According to the Energy Information Administration (March 2006, International Petroleum Monthly), average total world demand in 2005 was 83.62 million barrels per day and average total world supply was 84.08 million barrels per day. The Economist (Aug. 13, 2005) also indicated that crude is plentiful, and this is expected due to the lure of higher prices. Furthermore, supply manipulation by refiners would have significantly curtailed refinery output. However, the Annual Energy Review 2004 documented increases in refinery output, in spite of industry consolidation.

The three leading world petroleum consumers are the United States, Japan, and China. US’ consumption in 1990 was about 18 million barrels per day and rose to about 21 million barrels per day in 2005; Japan's consumption in 1990 was 5.2 million barrels per day and was approximately 5.4 million barrels per day in 2004. China’s consumption in 1990 was approximately 2.5 million barrels per day and about 7 million barrels per day in 2005. US and Japan’s consumption remained almost constant between 1990 and 2004, at about 5 and 20 million barrels per day, respectively.

So, what is driving up the price of crude oil? The main reason for the increase is instability in the Middle East. Instability causes traders to bid up future prices and provides refiners with the opportunity to charge as much as the market can bear. And, hints of preemptive strikes on Iran create further market instability and heighten the belief of future crude oil shortages. Perceived future shortages means that the future price of a barrel of crude oil will continue to increase.

Under perceived market instability, the ability to increase margins (raise prices) does not require output reduction (shortage), higher demand, or supply manipulation; it merely requires consumers to believe that a shortage, or pent up demand, exist. Additionally, industry consolidation from 319 operable refineries in 1980 to 149 in 2004 facilitates the psychological perception of shortages and hence margin increases.

The ability of refiners to increase margins is reflected in industry press releases. For example, ExxonMobil’s Chairman Rex Tillerson noted in their April 27, 2006 release of their first quarter results, “Higher crude oil and natural gas realizations and improved marketing margins were partly offset by lower chemical margins.” And, Chevron’s CEO, Dave O’Reilly, in their first quarter (2006) news release noted “Prices for crude oil and natural gas were strong during the period...” In the refiners’ lingo, higher crude oils and gas realizations (Exxon’s) and strong prices (Chevron’s) imply that they were able to raise prices to obtain higher profits margins. These signals and significantly higher energy companies’ profit margin lead consumer to believe that price gouging is occurring.

Higher crude oil prices will, more likely than not, lead to a worldwide economic slump. Economic studies (Hamilton, 1983) have shown secular, as well as a cyclical, correlation between energy and output. For instance, Hamilton noted that OPEC’s increases in 1974:1 caused output reduction in 1975:1; gasoline shortages and price increases due to the Iranian revolution in 1979:2 preceded the business cycle peak of 1980:1; and increases due to the Iran-Iraq war 1980:4-1981:1 caused the business cycle peak of 1981:3. Thus, crude oil price increases due to the Iraq invasion are likely to adversely affect the world economy.

How can the administration mitigate crude oil price increases? In the absence of alternate sources of energy, the administration should remedy the root cause of the increases, which is the war in Iraq and Middle East tensions. In the long run, however, the US must invest in research to create alternate clean energy sources and establish robust energy conservation goals. The cost of the Iraq adventure could have been invested in energy research, education and health care. Finally, politicians should understanding that choice wars often have unintended consequences.

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Travel and Entertainment

Pamela Ellis — Sat, 17 Mar 2007 16:30:00 GMT

Travel and Entertainment

Community Health

Pamela Ellis — Sat, 17 Mar 2007 16:27:00 GMT

Community Health