This book is about three things; 1. It's about the human condition and the devastating effects one experiences or may experience as a result of unemployment, and coping strategies that enable one to maintain some stability while being unemployed. 2. The book offers several different approaches to seeking and obtaining employment for public and private sector jobs. 3. The book shows people how to save money now and in the future on cell phone cost, household expenses, and energy cost, pharmaceutical expences. The book was written by a person, who has experienced much adversity in his personal life, including being unemployed for thirteen months. This book is the result of personal experiences, seeking higher learning, attending college, job training, seeking employment, and the experiences of many others from various social and economic backgrounds experiencing unemployment and triumphantly landing a job. Controlling spending and saving money were key elements in the process. The author teaches and cares for many people, in the health care setting as a Registered Nurse.

A volume in Research on African American Education Series Editors: Carol Camp Yeakey, Washington University in St. Louis and Ronald D. Henderson, National Education Association The book aims to develop a clearer understanding of the influence of social dynamics on the educational opportunities of high school students of color in the urban setting of California's Los Angeles area. Specifically, we examine how students' backgrounds, high school experiences and own agency shape their college preparation processes and postsecondary aspirations. While some research has been done on high school students' college-choice process, this book is unique in its broad and comparative approach. It examines the experiences of students across 10 schools, identifying broad themes that are illustrated through specific case studies. This approach allows readers to understand the broader issues that face students from underserved backgrounds as they pursue college, while illuminating how these issues uniquely manifest themselves in individual school contexts.

The American public has increasingly heard that teacher unions and quality education are contradictory terms and that unions are responsible for the ???failure??? of public schools. Many critics of the unions would cheerfully channel public funds to largely nonunion private and parochial schools as ???free market??? alternatives.

The present volume, edited by friends of the teacher unions and featuring contributions by prominent education scholars as well as union activists, has a far more positive perspective on the achievements and value of teacher unions and our public education system. The collection does not avoid critical examination of the teacher unions, however. Moreover, taken as a whole, it speaks to the need for continuing reform and renovation within the unions themselves, and it affirms a need for innovation and competition within public education as a way of enhancing its quality.

Toward those ends, the volume first reviews the substantial contributions that teachers and their unions have made to the well being of their members and the education of students over more than a hundred years. It then explores collective bargaining as it affects reform and educational quality. It continues by examining the real-world outcomes of education in unionized environments; taking an inside look at a turn toward bipartisanship in the NEA??'s political and lobbying activities; and analyzing the unions??? recent record in shaping education legislation and policy. The book also examines teacher union activities in higher education; the innovative work of local ???reform??? unions; union support for education research and development; and the shape of a teacher unionismspecifically organized to promote educational quality. The volume concludes by tracing the development and current activities of international education associations as defenders???in both the developed and developing countries???of the teaching profession and of the rights of all children to a quality education.

This book is no mere reverie on a heroic union past. It is instead an exploration of past and present as prologues to the manifold possibilities for enhancing the unions??? contributions to quality public education.

This book is about three things; 1. It's about the human condition and the devastating effects one experiences or may experience as a result of unemployment, and coping strategies that enable one to maintain some stability while being unemployed. 2. The book offers several different approaches to seeking and obtaining employment for public and private sector jobs. 3. The book shows people how to save money now and in the future on cell phone cost, household expenses, and energy cost, pharmaceutical expences. The book was written by a person, who has experienced much adversity in his personal life, including being unemployed for thirteen months. This book is the result of personal experiences, seeking higher learning, attending college, job training, seeking employment, and the experiences of many others from various social and economic backgrounds experiencing unemployment and triumphantly landing a job. Controlling spending and saving money were key elements in the process. The author teaches and cares for many people, in the health care setting as a Registered Nurse.

A volume in Research on African American Education Series Editors: Carol Camp Yeakey, Washington University in St. Louis and Ronald D. Henderson, National Education Association The book aims to develop a clearer understanding of the influence of social dynamics on the educational opportunities of high school students of color in the urban setting of California's Los Angeles area. Specifically, we examine how students' backgrounds, high school experiences and own agency shape their college preparation processes and postsecondary aspirations. While some research has been done on high school students' college-choice process, this book is unique in its broad and comparative approach. It examines the experiences of students across 10 schools, identifying broad themes that are illustrated through specific case studies. This approach allows readers to understand the broader issues that face students from underserved backgrounds as they pursue college, while illuminating how these issues uniquely manifest themselves in individual school contexts.

Our new series will provide an annual volume that examines some of the critical issues impacting upon the education and schooling of African American youth, from pre- through post-secondary education. Our challenge will be, not only, the scholarly production of knowledge, but the transmission of that knowledge to wider audiences. In so doing, we intend to question traditional assumptions and to analyze some of the intended and unintended consequences of those assumptions. This series will not rely upon a single paradigm or discipline to render new understandings. A multi-disciplinary approach will be utilized. Thus, research written in the tradition of law, political science, history, sociology, education, economics, public health, and psychology, among others, will be a regular feature of this series. To be sure, internal factors, that is, what goes on inside the institutional frame called schools are of signal importance to the education of African Americans. However, so too are external factors, contributing variables that originate outside of the institutional frame, that serve to impede or advance African American schooling. In this series, we will stress the centrality of race and schooling and to comprehend from both analytic and policy perspectives, the situations that increase and decrease the life chances and opportunities for African American youth.

Our new series will provide an annual volume that examines some of the critical issues impacting upon the education and schooling of African American youth, from pre- through post-secondary education. Our challenge will be, not only, the scholarly production of knowledge, but the transmission of that knowledge to wider audiences. In so doing, we intend to question traditional assumptions and to analyze some of the intended and unintended consequences of those assumptions. This series will not rely upon a single paradigm or discipline to render new understandings. A multi-disciplinary approach will be utilized. Thus, research written in the tradition of law, political science, history, sociology, education, economics, public health, and psychology, among others, will be a regular feature of this series. To be sure, internal factors, that is, what goes on inside the institutional frame called schools are of signal importance to the education of African Americans. However, so too are external factors, contributing variables that originate outside of the institutional frame, that serve to impede or advance African American schooling. In this series, we will stress the centrality of race and schooling and to comprehend from both analytic and policy perspectives, the situations that increase and decrease the life chances and opportunities for African American youth.