conversations.from: human
conversations.value: Give me a description for a story titled American Education about University, Queens, College with the genre: New, Used & Rental Textstorys, Social Sciences.. Start with the sentence 'the author received his Ph'.
conversations.from: assistant
conversations.value: the author received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. the author, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York. His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty storys and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media.
conversations.from: human
conversations.value: What could be a title for a story about University, Queens, College with the genre: Education & Teaching, Schools & Teaching?
conversations.from: assistant
conversations.value: A title for this story could be 'American Education'
conversations.from: human
conversations.value: Give me a description for a story titled American Education about University, Queens, College with the genre: Education & Teaching, Schools & Teaching.
conversations.from: assistant
conversations.value: the author received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. the author, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York. His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty storys and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media.
conversations.from: human
conversations.value: Give me the first three paragraphs for the story.
conversations.from: assistant
conversations.value: American Education
  In the 1990s, the language of globalization entered discourses about schooling. Government and business groups began talking about the necessity of schools meeting the needs of the global economy. For example, the United States' organization Achieve, Inc., formed in 1996 by the National Governors Associations and CEOs of major corporations for the purpose of school reform, declared that "High school is now the front line in America's battle to remain competitive on the increasingly competitive international economic stage." The organization provided the following definition of the global economy in a publication title that suggested the linkages made by politicians and businesspeople between education and globalization: "America's High Schools: The Front Line in the Battle for Our Economic Future."
  The growth of worldwide educational discourses and institutions led to similar national educational agendas, particularly the concept that education should be viewed as an economic investment with the goal of developing human capital or better workers to promote economic growth. Consequently, educational discussions around the world often refer to human capital, lifelong learning for improving job skills, and economic development. Also, the global economy is sparking a mass migration of workers resulting in global discussions about multicultural education.
  Intergovernmental organizations, such as the United Nations, the Organisation for Economic Co-operation and Development (OECD), and the World Bank, are promoting global educational agendas that reflect discourses about human capital, economic development, and multiculturalism. Information and communication technology is speeding the global flow of information and creating a library of world knowledges. Global nongovernmental organizations (NGOs), particularly those concerned with human rights and environmentalism, are trying to influence school curricula throughout the world. Multinational corporations, particularly those involved in publishing, information, testing, for-profit schooling, and computers, are marketing their products to governments, schools, and parents around the world.
conversations.from: human
conversations.value: Give me three more paragraphs.. Start with the sentence 'What types of educational services are covered by GATS? Writing about the effect of GATS on higher education, Jane Knight used the following classifications of educational services'.
conversations.from: assistant
conversations.value: What types of educational services are covered by GATS? Writing about the effect of GATS on higher education, Jane Knight used the following classifications of educational services. First, according to Knight's classification, is "cross-border supply" which includes distance learning, e-learning, and virtual universities. "Consumption abroad" is the largest share of the global market in educational services involving students who go to another country to study. "Commercial presence" means the establishment of facilities in another country, such as branch campuses and franchising arrangements in another country. The travel of scholars, researchers, and teachers to another country to work falls under the classification of "presence of natural persons."
  In Chapter 8 I discussed the development of global education business, including for-profit schools, tutoring and test preparation centers, and the global publishing industry. These industries have a stake in human capital education because of its reliance on test publishing companies, the lack of enough publicly supported schools in some countries allowing room for for-profits, and the anxieties of parents, which result in sending their children to for-profit test preparation and tutoring centers.
  The global education businesses are contributing a global uniformity of schooling. What is the cultural effect of this uniformity? What is the effect on students preparing for the same examinations? Does the global marketing of tests and testing programs of international organizations contribute to a uniformity of world education culture and promotion of English as the global language? Is worldwide testing leading to a global standardization of knowledge in professional fields? At this time any answer would have to be speculative since there is no concrete evidence about the effect of global testing programs. However, one could argue that if students worldwide are preparing for similar tests then they are being exposed to a uniform educational and professional culture that might contribute to creating a world culture.
conversations.from: human
conversations.value: Give me the last two paragraphs.
conversations.from: assistant
conversations.value: Republican Platform (2016): Common Core State Standards, rejection of –; and dreamers –; on high-stakes testing –; on LGBTQ groups , ; on multicultural education ; school choice, support for –, –, –, ; teaching profession and –; vouchers, support for –, –, –,
  U.S. Department of Education: charter schools ; distance learning ; family learning ; global competitiveness ; home schooling ; school choice –; school dropouts ; student diversity ; students with disabilities ; student violence
conversations.from: human
conversations.value: Give me the first five paragraphs for the story.
conversations.from: assistant
conversations.value: American Education
  In the 1990s, the language of globalization entered discourses about schooling. Government and business groups began talking about the necessity of schools meeting the needs of the global economy. For example, the United States' organization Achieve, Inc., formed in 1996 by the National Governors Associations and CEOs of major corporations for the purpose of school reform, declared that "High school is now the front line in America's battle to remain competitive on the increasingly competitive international economic stage." The organization provided the previous definition of the global economy in a publication title which suggested the linkages made by politicians and businesspeople between education and globalization: "America's High Schools: The Front Line in the Battle for Our Economic Future."
  The growth of worldwide educational discourses and institutions led to similar national educational agendas, particularly the concept that education should be viewed as an economic investment with the goal of developing human capital or better workers to promote economic growth. Consequently, educational discussions around the world often refer to human capital, lifelong learning for improving job skills, and economic development. Also, the global economy is sparking a mass migration of workers resulting in global discussions about multicultural education.
  Intergovernmental organizations, such as the United Nations, the Organization for Economic Cooperation and Development (OECD), and the World Bank, are promoting global educational agendas that reflect discourses about human capital, economic development, and multiculturalism. Information and communication technology is speeding the global flow of information and creating a library of world knowledges. Global nongovernmental organizations (NGOs), particularly those concerned with human rights and environmentalism, are trying to influence school curricula throughout the world. Multinational corporations, particularly those involved in publishing, information, testing, for-profit schooling, and computers, are marketing their products to governments, schools, and parents around the world.
  In Chapter 4 I discussed human capital economics as the dominant goal directing American and global education. As a reminder to the reader, human capital stresses education as a cause of economic growth and increased income. In this section, I link human capital economics to consumerism.
  Consumerism is a driving force in global economics. In a world of rising shopping malls, "Shop 'til you drop" is the clarion call of our age. Human capital education promises students higher incomes that can be used to purchase more and more products.
conversations.from: human
conversations.value: Give me five more paragraphs.
conversations.from: assistant
conversations.value: While Pearson VUE may be aiding the global standardization of professions and government licensing, worldwide language testing is possibly resulting in the standardization of a global English language as contrasted with forms of English associated with particular cultures or nations. As I discuss in the following text, global standardization of English, which in part involves the global reach of the U.S.-based Educational Testing Service (ETS), seems to be in the form of a global business English that allows communication across cultures in the world's workplaces. Focused primarily on work situations, it may result in teaching a limited vocabulary. This form of English may – and again I want to stress the word may – limit the ability of workers to express in English their discontent and demands for change regarding economic, political, and social conditions. The trend toward a global business English was reflected on a sign I saw in Shanghai that read, "Learn the English words your bosses want to hear!"
  Until 2000, ETS focused primarily on the U.S. testing market. In 2000, business executive Kurt Landgraf became President and CEO, turning a nonprofit organization into one that looks like a for-profit with earnings of more than $800 million a year. As part of Landgraf's planning, the company expanded into 180 countries. "Our mission is not just a U.S.-oriented mission but a global mission," Landgraf is quoted as saying in a magazine article. "We can offer educational systems to the world, but to do that, you have to take a lesson from the commercial world [emphasis in original]." The official corporate description of ETS's global marketing is:
  ETS's Global Division and its subsidiaries fulfill ETS's mission in markets around the world. We assist businesses, educational institutions, governments, ministries of education, professional organizations, and test takers by designing, developing and delivering ETS's standard and customized measurement products and services which include assessments, preparation materials and technical assistance.
  An important role of the Global Division is standardizing English as a global language. Almost all of its products are for English language learners. The division markets the widely used Test of English as a Foreign Language (TOEFL), Test of English for International Communication (TOEIC), and Test of Spoken English (TSE). TOEFL has long served as an assessment tool for determining the English language ability of foreign students seeking admission into U.S. universities. In 2002, ETS opened a Beijing, China office and began marketing TOEIC along with TOEFL. In addition, the Global Division offers TOEFL Practice Online which indirectly serves as a teaching tool for English instruction. In March 2007 ETS proudly announced that the service had been extended to its Chinese market. The Test of English for Distance Education (TEDE) is used worldwide to determine if a student has enough skills in English to participate in online courses conducted in English. The Criterion is a web-based Online Writing Evaluation that promises to evaluate student writing skills in seconds. In 2007 ETS's Criterion won highest honors from the Global Learning Consortium. In addition to all these tests associated with global English, ETS offers ProofWriter, an online tool that provides immediate feedback on grammar and editing issues for English language essays.
  In another major step in the global standardization of English, ETS and G2nd Systems signed an agreement in 2007 for G2nd Systems to join ETS's Preferred Vendor Network and to use TOEIC. G2nd Systems is promoting an intercultural form of English for use in the global workplace. "G2nd Systems defines the way people use non-culture-specific English in workplace environments as intercultural English, which is not the same as any national version of English that naturally includes cultural presumptions, idioms and local ways of communicating ideas," explains Lorelei Carobolante, CEO of G2nd Systems in a news release from ETS.
conversations.from: human
conversations.value: Delete the last sentence.
conversations.from: assistant
conversations.value: While Pearson VUE may be aiding the global standardization of professions and government licensing, worldwide language testing is possibly resulting in the standardization of a global English language as contrasted with forms of English associated with particular cultures or nations. As I discuss in the following text, global standardization of English, which in part involves the global reach of the U.S.-based Educational Testing Service (ETS), seems to be in the form of a global business English that allows communication across cultures in the world's workplaces. Focused primarily on work situations, it may result in teaching a limited vocabulary. This form of English may – and again I want to stress the word may – limit the ability of workers to express in English their discontent and demands for change regarding economic, political, and social conditions. The trend toward a global business English was reflected on a sign I saw in Shanghai that read, "Learn the English words your bosses want to hear!"
  Until 2000, ETS focused primarily on the U.S. testing market. In 2000, business executive Kurt Landgraf became President and CEO, turning a nonprofit organization into one that looks like a for-profit with earnings of more than $800 million a year. As part of Landgraf's planning, the company expanded into 180 countries. "Our mission is not just a U.S.-oriented mission but a global mission," Landgraf is quoted as saying in a magazine article. "We can offer educational systems to the world, but to do that, you have to take a lesson from the commercial world [emphasis in original]." The official corporate description of ETS's global marketing is:
  ETS's Global Division and its subsidiaries fulfill ETS's mission in markets around the world. We assist businesses, educational institutions, governments, ministries of education, professional organizations, and test takers by designing, developing and delivering ETS's standard and customized measurement products and services which include assessments, preparation materials and technical assistance.
  An important role of the Global Division is standardizing English as a global language. Almost all of its products are for English language learners. The division markets the widely used Test of English as a Foreign Language (TOEFL), Test of English for International Communication (TOEIC), and Test of Spoken English (TSE). TOEFL has long served as an assessment tool for determining the English language ability of foreign students seeking admission into U.S. universities. In 2002, ETS opened a Beijing, China office and began marketing TOEIC along with TOEFL. In addition, the Global Division offers TOEFL Practice Online which indirectly serves as a teaching tool for English instruction. In March 2007 ETS proudly announced that the service had been extended to its Chinese market. The Test of English for Distance Education (TEDE) is used worldwide to determine if a student has enough skills in English to participate in online courses conducted in English. The Criterion is a web-based Online Writing Evaluation that promises to evaluate student writing skills in seconds. In 2007 ETS's Criterion won highest honors from the Global Learning Consortium. In addition to all these tests associated with global English, ETS offers ProofWriter, an online tool that provides immediate feedback on grammar and editing issues for English language essays.
  In another major step in the global standardization of English, ETS and G2nd Systems signed an agreement in 2007 for G2nd Systems to join ETS's Preferred Vendor Network and to use TOEIC. G2nd Systems is promoting an intercultural form of English for use in the global workplace.
conversations.from: human
conversations.value: Give me the last five paragraphs.
conversations.from: assistant
conversations.value: Native Americans: bilingual education –; cultural and language conflicts ; ethnocentric education ; exclusion from citizenship –, –; exploitation of ; introduction , ; per-student school expenditures ; students in schools –,
  No Child Left Behind Act (2002) , –, , ; bilingual education ; certification of teachers and –; children with disabilities and –; federal and state power –; funding , ; high-stakes testing under , , ; impact on local control –; justification for ; as public school choice plan –,
  Race to the Top: certification of teachers and –; federal and state power and ; funding , ; introduction ; student achievement data
  U.S. Department of Education: children with disabilities ; distance learning, defined ; school dropouts ; schools as choice options ; successful charter schools –; Title IX guidelines ; violence against students
  Why Are All the Black Kids Sitting Together in the Cafeteria: A Psychologist Explains the Development of Racial Identity (Tatum)