Terrorism as Economic Warfare: America\u27s Risky Business

Terrorism is a form of asymmetrical warfare. Terrorists employ a variety of tactics to threaten and intimidate a group or society. Technology is an important force multiplier which may allow them engage in cost-effective actions frequently directed at economic targets. As a means of economic warfare, terrorism can disrupt, demoralize and severely diminish the ability of a group to counter the threat of a terrorist group. It is America\u27s risky business

The Sociology of Shaming

Shaming is a form of social control found in every society.It is an informal mechanism that is found in traditional societies or small, personal groups. The power of shaming is related to a person\u27s sense of self as reflected by his or her interpretation of the acts of others. Today, in the emerging environment of the global village, shaming has evolved from an expanded from a personal to a collective mechanism of influence and social control. In fact, what was once a mechanism of social control has become a potential for social change

Terrorism and General Aviation

Terrorism is an increasingly significant threat to society. It has evolved as technology has become a significant force multiplier in terms of its impact on society. Almost since the dawn of aviation, the potential threat to and from aviation has increased as it has become an intrinsic element within the transportation system of our nation. Since the middle of the 20th century, commercial aviation has been the primary arena of transportation terrorism. However, with the increased attention and development of effective counterterrorism capabilities, terrorists are seeking alternative targets. America’s General Aviation community is a system at risk. From a tactical perspective, General Aviation provides relatively easy access to planes as a tool for terrorism. Likewise, the threat of terrorism also may be a significant economic and symbolic weapon that may ultimately impact the field of transportation security within the United States

Global Technology (Clayton)

This Grants Collection for Global Technology was created under a Round Ten ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1018/thumbnail.jp

Supervision in the Workplace (Clayton)

This Grants Collection for Supervision in the Workplace was created under a Round Ten ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1019/thumbnail.jp

Ethics for Administrative and Technical Managers

This Grants Collection for Ethics for Administrative and Technical Managers was created under a Round Ten ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1017/thumbnail.jp

Applied Economics (Clayton)

This Grants Collection for Applied Economics was created under a Round Ten ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/compsci-collections/1016/thumbnail.jp

College and Career Academies in Georgia: A pathway to Improved Educational Success in Fayette County?

Since the 1980s, the concept of charter schools has emerged as an alternative to traditional public education. In 2000, President Bush breathed new life into this concept by advocating charter schools as part of his long-term strategy to improve education nation-wide. Simultaneously, state policy agendas began emerging with similar strategies. Georgia, striving to improve its standing among state educational agencies, has utilized the charter school concept to augment its current educational policies. Recently, Georgia voters have had the opportunity to express their interest in expanding this program throughout the state. While several different forms of charter schools have been developed over time, one specific version has witnessed a recent upswing in the state of Georgia: career/technical education schools at the secondary level, often referred to as College and Career Academies. Currently, nearly thirty such schools are either operating in Georgia or have been recently chartered. Among them, one specific school –the Georgia Central Education Center in Coweta County (CEC) – claims to be highly successful and as a result, is being touted as a model for other academies to replicate. The basis for the CEC’s claim of success is represented by two significant criteria: 1) improving student academic achievement, and 2) preparing students for entry into the workforce. While each of these criteria provides a strong measure of success, differing demographics, community needs and employer needs could dictate that current CEC accomplishment, and thus its model may not be entirely appropriate at every location or transferable from school to school. Amid this landscape, a “grass roots” campaign has begun in Fayette County, Georgia to introduce a Central Education Center-type College and Career Academy within the county’s borders. The objective of this research is to assess the potential impact of, and barriers to, implementing a College and Career Academy – similar to the CEC - in Fayette County, GA, within the next several years.Chapter I: INTRODUCTION......1 | Introduction......1 | Charter Schools: Defined.........2 | Trends and Background of Charter Schools in America.4 | Trends and Background of Charter Schools in the State of Georgia...5 | College and Career Academies............7 | Alternate Approaches: Apprenticeships and CTAE in Georgia......8 | College and Career Academy Model: Central Education Center?........10 | Fayette County: A CCA Opportunity?.........13 | Project Contents.15 | Chapter II: LITERATURE REVIEW...18 | Evolution of School Reform in America...18 | Early History of Reform ...........18 | Modern Reform.........20 | Key Reform Programs and Initiatives22 | Charter School Origins..25 | Charter School Foundations..26 | National Career Academy Movement...30 | High School Education in America and Post-secondary Labor Skills..35 | Genesis of Vocational Education..35 | Labor Market Realities..37 | Charter and Career Academies as a Workforce Catalyst..39 | Charter Schools in Georgia ....40 | Career Technical Education......41 | Georgia’s College and Career Academy Movement....44 | Summary of Scholarly Work....46 | Policy Proposal/Dissertation Objective.....47 | Chapter III: METHODOLOGY...50 | Method Overview.50 | Data Description..... 51 | Data Limitations54 | Data Analysis .. 55 | Chapter IV: RESULTS....62 | Introduction..62 | Findings: Hypothesis #1...63 | Findings: Hypothesis #2...74 | Findings: Hypothesis #3...81 | Findings: Hypothesis #4...86 | Chapter V: DISCUSSION...95 | Overview of Significant Findings96 | Discussion Summary...103 | Policy Implications..108 | Limitations of the Study..111 | Recommendations for Further Research.112 | Conclusion and Recommendation...113 | REFERENCES............................................................................................................116 | APPENDIX A: Fayette Visioning Initiative Survey Demographics...125 | APPENDIX B: Institutional Review Board Exemption..127 |   | LIST OF FIGURES | Figure 1: Nationwide Expansion of Charter Schools...25 | Figure 2: Charter School Growth in Georgia...41 | Figure 3: Future Employment Needs in Fayette County – by Sector.......64 | Figure 4: Minimum Educational Needs....65 | Figure 5: Educational Attainment in Fayette County...67 | Figure 6: Parental Desire for Educational Expansion Opportunities....78 | Figure 7: Per Student Cost Trends....85 | Figure 8: SAT Score Trends.89 | Figure 9: Graduation Rate Trends....92 | |Merwin, GerwaldWright, Diane CollinsBanerjee, NeenaBates, RodgerRichards, Connie L.D.P.A.Public Administratio