Delivering Instruction to the Distance Learner

Author(s):  
Lawrence A. Tomei

During the 1960s and 1970s, a number of alternatives to traditional higher education developed in the United States as a direct result of numerous social upheavals. National trends that included the rapidly rising costs of traditional education, curiosity with informal and nontraditional education, increasingly mobile populations, growth of career-oriented predilection, the quickening pace of new technologies (and, therefore, the need for learning new skills), and general public dissatisfaction with educational institutions brought about a mounting interest in distance learning.

Daedalus ◽  
2012 ◽  
Vol 141 (1) ◽  
pp. 89-100
Author(s):  
Linda K. Kerber

The old law of domestic relations and the system known as coverture have shaped marriage practices in the United States and have limited women's membership in the constitutional community. This system of law predates the Revolution, but it lingers in U.S. legal tradition even today. After describing coverture and the old law of domestic relations, this essay considers how the received narrative of women's place in U.S. history often obscures the story of women's and men's efforts to overthrow this oppressive regime, and also the story of the continuing efforts of men and some women to stabilize and protect it. The essay also questions the paradoxes built into American law: for example, how do we reconcile the strictures of coverture with the founders' care in defining rights-holders as “persons” rather than “men”? Citing a number of court cases from the early days of the republic to the present, the essay describes the 1960s and 1970s shift in legal interpretation of women's rights and obligations. However, recent developments – in abortion laws, for example – invite inquiry as to how full the change is that we have accomplished. The history of coverture and the way it affects legal, political, and cultural practice today is another American narrative that needs to be better understood.


2020 ◽  
pp. 63-66
Author(s):  
Marina Anatolevna Sinovats

Teaching a foreign language includes two main components: to impart and to receive information. In practice, the teacher tries his best to convey the knowledge that he has. The use of innovative methods in educational institutions expands the rights and opportunities of both students and teachers. Innovative technologies contribute to the development of the country's human potential. With a number of educational opportunities available to students of the modern generation, new trends that have completely changed the face of the traditional education system have emerged. Recent trends in the methodology reflect the vitally important role of the education sector as a whole, with its internalization of the educational process, emphasis on quality, and increased use of new technologies. Theory and methods are constantly being developed in the field of ELT. The article presents well-known trends in ELT that have been practically used all over the world recently. New trends in foreign language teaching are becoming known as GTM, a communicative method.


Author(s):  
Mike Nellis

Since its operational beginnings in the United States in 1982—where its prototypes were first experimented with in the 1960s and 1970s—the electronic monitoring (EM) of offenders has spread to approximately 40 countries around the world, ostensibly—but not often effectively—to reduce the use of imprisonment by making bail, community supervision, and release from prison more controlling than they have hitherto been. No single authority monitors the development of EM around the world, and it is difficult to gain fully comprehensive accounts of what is happening outside the Western and Anglophone users of it. Some countries are secretive. Standpoints in writing on EM are varied and partisan. Although it still tends to be the pacesetter of technical innovation, the United States remains a relatively lower user of EM, in part because the exceptional punitiveness of its penal culture has inhibited its expansion, even when it has itself been developed in various punitive ways. Interprofessional and intergovernmental processes of “policy transfer” have contributed to EMs spreading around the world, but the commercial bodies that manufacture and market EM equipment have been of at least equal importance. In Europe, the Confederation of European Probation (CEP), a transnational probation advocacy organization, took an early interest in EM, and its regular conferences became a touchstone of international debate. As it developed globally, the United Nations reluctantly accepted that it may be of some value even in developing countries and set out standards for its use. Continuing innovations in EM technology will create new possibilities for offender supervision, both more and less punitive, but it is always culture, commerce, and politics in particular jurisdictions which shape the scale, pace, and form of its development.


Author(s):  
Dominic Standish

Rodney Marsh is a British footballer who found his sporting success in his home country and the United States in the 1960s and 1970s. This chapter frames Marsh as a maverick, as a result of his drinking, womanizing, gambling, but also his blatant disregard for the rules of the game and society. Largely based on Marsh’s own words, from interviews and his autobiography, the chapter examines the ways Marsh was understood as a maverick in the sport of football.


Author(s):  
Pamela E. Pennock

As we approach the third decade of the twenty-first century, the United States continues to wrestle with defining its role in Middle East conflicts and fully accepting and fairly treating Arab and Muslim Americans. In this contentious and often ill-informed climate, it is crucial to appreciate the struggles, priorities, and accomplishments of Arab Americans over the past several decades, both what has set them apart and what has integrated them into the politics and culture of the United States. Arab American organizing in the environment of minority rights movements in the 1960s and 1970s fostered a heightened consciousness of and pride in Arab American identity....


2021 ◽  
pp. 3-21
Author(s):  
Jessica DuLong

This chapter provides a background of the waterborne evacuation that happened after the events of 9/11. New York harbor was, and is, a busy place — the third largest container port in the United States and a vital connection between New York City and the rest of the world. Manhattan is an island, and the realities of island real estate are what ushered the port's industries off Manhattan's shores and over to Brooklyn, Staten Island, and New Jersey in the 1960s and 1970s. By late 2001, maritime infrastructure had been replaced with ornamental fencing. On September 11, 2001, as the cascade of catastrophe unfolded, people found their fates altered by the absence of that infrastructure and discovered themselves dependent upon the creative problem solving of New York harbor's maritime community — waterfront workers who had been thrust beyond their usual occupations and into the role of first responders. Long before the U.S. Coast Guard's call for “all available boats” crackled out over marine radios, scores of ferries, tugs, dinner boats, sailing yachts, and other vessels had begun converging along Manhattan's shores. Hundreds of mariners shared their skills and equipment to conduct a massive, unplanned rescue. Within hours, nearly half a million people had been delivered from Manhattan by boat.


2019 ◽  
pp. 174165901988011 ◽  
Author(s):  
Vanessa Lynn

This article investigates autobiographical public narratives of people who are, and were, incarcerated during different regimes of injustices in the United States—from the civil rights era to the current era of mass incarceration. People make sense of their experiences with race and racism through time, from a present standpoint of incarceration or freedom, in retrospect via proximate and distant memories of injustices, and toward a vision of the future. I juxtapose mainstream autobiographies from Malcolm X to Shaka Senghor with public blog posts from individuals incarcerated who provide autobiographical accounts to the world. I find that generations of incarcerated people who came of age during the height of the War on Drugs of the 1980s and 1990s project a narrative of a neoliberal subject who has a more individualistic and de-racialized idea of transforming their moral self and community. This contradicts with the way they portray prison as being a conduit for creating communities of racial solidarity and racial consciousness. Highly influenced and inspired by other narratives of radical prisoners of conscience of the 1960s and 1970s who were prone to view their liberation, and of the Black community, through vanquishing White supremacy, the new generation speaks to the color-blind narratives that pervade mainstream society and possible in narrative interventions correctional program.


2019 ◽  
Vol 53 (2) ◽  
pp. 556-563
Author(s):  
JAY GARCIA

Recalling his work as cofounder and contributor toUniversities and Left Review, or the ULR group, in the lead-up to the founding of cultural studies during the 1950s, Stuart Hall noted that much of that work had to do with the United States. “In geopolitical terms we were of course neutralists, hostile to the politics emanating from the State Department in Washington,” Hall wrote, “but culturally we were nonetheless attracted by the vitality of American popular life, indeed to the domain of mass culture itself.” If the ULR group and similar collectives shared an “anxiety about the stupendous power of the booming consumer capitalism of post-war America,” they were also united by an appreciation for the ways the “vitality and raucousness of American culture certainly loosened England's tight-lipped, hierarchical class cultures and carried inside it possibilities – or the collective dream? – for a better future, which we felt was a serious political loss to deny.” Not unrelatedly, by the 1960s and 1970s, cultural studies and certain quarters of American intellectual life were proceeding along comparable tracks. Many American scholars and at least some working in cultural studies moved toward social history that emphasized the “hidden experiences of subordinated groups and classes.” Undertaken in concert with the new social movements of the 1960s and 1970s, this version of social history would ramify widely, furnishing the very questions and analytic habits of many fields, not least American studies.


Sign in / Sign up

Export Citation Format

Share Document