[AAACE-NLA] RE: AAACE-NLA Digest, Vol 31, Issue 39 -ARTICLES ABOUT ADULT EDUCATION
ANTHONY GABRIEL
meteach1 at msn.com
Thu Dec 29 18:14:37 EST 2005
Anthony Gabriel
Adult Education Instructor
Advocate and Consultant for ALIVE GROUP
Member Literacy Alliance of Greater New Orleans
All of the comments regarding the NAAL rersults
are well and good but we must take a long look in the mirror and ask
ourselves are we part of the solution or are we part of the problem. How
many of us truely want to hear stories of how adult learners advance
themselves or deal with life's problems. I make these remarks based on my
encounters with many well meaning but unenlighten advocates . Until the
voice of the adult learner is heard not by second hand accounts or "those
masters spin control" but from the actual adult learner themselves, no real
national awareness and progress will consistently be mentioned by the
media .
Below is an article I wrote about adult
learners that should embody the thoughts of all those who call themselves
advocates. I welcome your comments.
LITERACY IN POST KATRINA LOUISIANA
Literacy Opportunities for Rebirth, Reconstruction, and Beyond in
Post Katrina Louisiana by Anthony Gabriel
Ever wonder what would happen if you could design your ideal adult education
or literacy program. What would be the most important aspects of bringing
such a program to life?
Here in Louisiana as well as the rest of the Gulf Coast, meetings and
listserve conversations are being held on how we reconnect as a community of
practitioners and adult learners Post- Katrina. We are faced with a unique
opportunity to truly reinvest our efforts to combat low literacy and
academic skills in such a way as to truly make a significant change in the
atmosphere and psyche of all those involved with adult education in this
region. How then does this metamorphosis take place? Especially in a time of
great change and uncertainty for learners and adult education programs, some
unified plan of action and activism must be put in place. In contemplating
how this great change should happen, I began reviewing my own baptism into
the world of adult literacy learners. As an Americorp worker for the YMCA
here in New Orleans, I became involved with a program called Operation
Mainstream. Operation Mainsteam was an adult literacy program operated out
of various sites around the city. My job was to teach literacy skills to
adults who signed up for classes. Without any prior knowledge of what
teaching literacy was about and equipped with 12 hours of tutor training, I
nervously started my first day on the job. I stumbled and through trial and
error finally started to figure out what I was supposed to be doing for my
students. Secretly, in the back of my mind I said, it must be their own
fault or they were just to lazy to pay attention in school that’s why
they’re here in my class. I didn’t realize how uninformed and undereducated
I had been until I met Andrew.
Andrew was a 62 year old horse and buggy tour driver in the historic French
Quarters of New Orleans. Andrew’s knowledge of the history of New Orleans
and the historic sites around the Quarter would rival that of any city
historian . He could easily be mistaken for a college professor in the way
he presented himself, but there was one problem, Andrew could not read. I
was totally dumbfounded that such an intelligent man was unable to read. I
asked Andrew, why hadn’t he learned to read, he responded simply” I didn’t
have the time to.” “ I was the oldest and had to work to help my mother.”
Andrew memorized all the locations and written history of the French quarter
in order to do his job as a horse and buggy tour driver. Andrew made me
realize that I was not just tutoring people, but that I was a position to
learn more from them than I could ever teach them. This is where we must
restart our 0literacy efforts in hurricane ravaged areas of our country. Our
learners’ knowledge and life experiences are excellent starting points for a
Rebirth.
Late last year, I had an opportunity to hear noted child advocate and author
Jonathan Kozol speak as part of International Literacy Day celebrations here
in New Orleans. Before leaving us that evening, Kozol spoke of what must be
done to improve efforts of reaching more adult learners..
“Whenever I tried to gain the attention of the powers at be from the top
down (politicians, high ranking community leaders etc), my efforts at
advocacy didn’t work very well, but when I decided to attack from the bottom
up(Average Joe, poor people, families, neighborhoods) my advocacy became
more effective.”
“We must attack the problem of low literacy from two fronts, on the one hand
we must advocate and say the right things to those who can affect policy and
monetary decisions around the issue of literacy, but we must never forget to
uplift and bring the message of literacy as a political and liberating
empowerment tool for adult learners” This is where the metamorphosis begins,
giving the Adult Learner power and a real voice in how they receive
educational services.
Rebirth
While Best practices, Sustainable funding resources, and Evidenced based
research are all important, we must be careful not to see our clients as
subjects to be acted upon, but as intelligent beings capable of expressing
what works for them and what doesn’t . Cultural awareness and nontraditional
interactions among students and teachers must spearhead a true Rebirth in
the philosophy of retaining and motivating adult learners. What do I mean by
nontraditional interactions? As an adult educator and workforce specialist
for the past several years , I have practiced and witnessed the power of
developing an emotional connection with your learners. I call it Emotional
Literacy Development. There are a number of schools of thought on this
subject matter, but simply put Emotional Literacy allows the learner as well
as the instructor or facilitator an opportunity to learn from each other in
an environment of community that becomes more than just a classroom but a
home to all those present. Historically, emotional literacy is nothing new.
The work of many pioneers in the fields of emotional intelligence,
transactional analysis and psychiatry have all contributed to what we know
about how emotions effect our development. A working definition I’ve found
useful defines emotional literacy as the ability to recognize, understand
and appropriately express and channel our emotions to help our personal
successes. Many K-12 programs already incorporate a great deal of emotional
development modules in their curriculum, but this type of development often
goes uninvestigated in a large majority adult education programs.
I’ve learned that most times the reason for their lack of success usually
stemmed from some pre-adulthood experience that they were emotionally
scarred from or are still having trouble dealing with in their adult life.
What does this have to do with the Rebirth of literacy and adult education
centers in Post- Katrina ravaged areas of the Gulf South ? Plenty!
The trauma of dealing with and restarting an already troubled life can be so
overwhelming and depressing as to cause some adult learners to give up on
their goals of self improvement and succumb to indifference. The motivation
to continue or discontinue literacy classes or adult education classes hangs
on a fragile thread for individuals in this type of environment.
Just after Hurricane Katrina and New Orleans was cleared for re-occupancy,
I met Robert, an adult education student trying to prepare for his GED.
Robert had been homeless before the storm, but he took great joy in
attending his adult education classes. Robert shared with me several of his
writings regarding his experiences before and after the storm; Below is a
small portion of his writings.
“It seems as if you are all alone out here, yet there are thousands like
you. The thoughts that occupy your mind the most are where the next meal is
coming from and where you are going to rest your head. I often wonder if
everybody out here is as lonely as I am”
“It is said that homeless people have negative attitudes, and that is so
true, but more so among each other than anyone else. The reasons for these
attitudes are hungry stomachs, idle minds, poor self-esteem, all brought
about in a society that regrets the sight of you.
Robert’s comments are indicative of how a large number of adult learners
understand and cope with their challenges. This self- knowledge forms the
basis for motivating as well as organizing adult learners to become active
voices in their community and in their learning experiences. Thus, adult
learners like Robert become emotional and dedicated advocates for change in
their communities if nurtured and supported by those with the grant dollars,
facilities and the connections to put them at the forefront of their own
advocacy and activism. Agencies, schools, and any other entities that
support adult education programs must contribute to a rebirth by more than
just lip service or closed door meetings, but they must actively go into
adult learner communities and recruit as well as provide support mechanisms
for student enrichment and development. By development, I referring to
leadership and mentorship opportunities that spawns adult learners who
become the voices of empowerment for their own learning and environments.
Recently, adult learner programs around the country started letter writing
campaigns to members of Congress to protest impending budget cuts to adult
education. For some adult learners this was the first time they complained
to anyone other than among themselves . These types of activities are
crucial in giving learners confidence in their own voice and power.
Currently , thousands of former adult education students are scattered to
various locations around the country. What then, can we do as advocates,
program directors, and practitioners to help them recapture their voice?
Reconstruction
We must first reconstruct some of our attitudes toward the adult learner. We
can no longer practice the philosophy of “If we build it they will come” or
It’s built, why won’t they come. Issues of budget cuts, professional
development, and an already over worked and underpaid workforce greatly
challenge attempts at new ways of reaching learners, but we must try
different approaches especially in those areas adversely affected by
hurricane damage. Another mechanism of rebuilding must focus on bringing
students into the boardroom as well as funding and decision making bodies
that affect the existence of adult education programs. How would someone
that could not read or didn’t receive a high school diploma function in such
an atmosphere? Not very well if we never give them an opportunity to be
exposed to such conversations or make accommodations for them to participate
in the discussion of these issues. Next steps planning and promoting are
also important factors in building a strong student base that creates its
own self-sustaining momentum .
Strengthening adult learner organizations and learner activism is the final
piece that must be installed to complete our rebuilding process .
I share a unique perspective many educators may not have. My wife was an
adult learner herself. She dropped out of school because of family problems
and decided several years later to return to school and get her Ged. While
in class , she realized there was a void in support for adult learners and
was fortunate to voice her concerns at a meeting she was asked to attend .
Years later she along with several other adult learners founded the ALIVE
group( Adults Initiating Voices for Education) and began their mission of
being a support and advocacy vehicle for adult learners . Her incites along
with those of her fellow members have proved crucial in the work we do here
in Louisiana on behalf of adult learners. Adult Learner groups like VALUE
and ALIVE are ready resources that are sometimes overlooked and brought into
the picture after the fact instead of at the beginning of any conversation
on helping adult learners.
Beyond
The state of adult education in Louisiana prior to the series of natural
disasters that have battered the state was one of caution and optimism .
Demographic changes, maturity levels of new students, and a perceived or
real influx of high stakes testing casualties all contribute to
disagreements among practitioners and state officials about the future of
adult education here in Louisiana .
Baton Rouge Advocate writer, Charles Lussier states that of the 600, 000
working age adults in the state that lack a high school diploma only about 5
percent enroll in adult education classes. Of the 5 percent, only about 1
percent earn a diploma. Could and should more be done ? The answer is an
emphatic YES ! If we are to redress the issues of adult learners in a time
of chaos and dysfunction, we must be keenly sensitive to listening to them
as well as bringing them to the table as equal partners in funding
decisions, program curriculum, and direction. There is much work to be done
in this area, but with the support of the adult education community around
the country we will be successful .
>From: aaace-nla-request at lists.literacytent.org
>Reply-To: aaace-nla at lists.literacytent.org
>To: aaace-nla at lists.literacytent.org
>Subject: AAACE-NLA Digest, Vol 31, Issue 39
>Date: 28 Dec 2005 19:01:05 -0800
>
>Send AAACE-NLA mailing list submissions to
> aaace-nla at lists.literacytent.org
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>
>
>Today's Topics:
>
> 1. Re: NAAL and the Media: The Story We Should Be Telling
> (David Rosen)
> 2. Re: NAAL and the Media: The Story We Should Be Telling
> (AWilder106 at aol.com)
> 3. RE: NAAL and the Media: The Story We Should Be Telling
> (Carl Guerriere)
> 4. RE: NAAL and the Media: The Story We Should Be Telling
> (Debby Lawson)
> 5. Re: NAAL and the Media: The Story We Should Be Telling
> (David Rosen)
>
>
>----------------------------------------------------------------------
>
>Message: 1
>Date: Wed, 28 Dec 2005 12:21:16 -0500
>From: David Rosen <DJRosen at theworld.com>
>Subject: Re: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> Telling
>To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
>Message-ID: <40F41E8D-930E-4FA5-A523-5C051FCA9A71 at theworld.com>
>Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
>
>Thanks, Jaleh. The Rock Hill, SC, Albany Democrat-Herald (Oregon) and
>Chicago Tribune articles are good. We need more like these. Effective
>programs and learners' achievements need to be a major theme. I hope
>every state is working on getting out the message that an investment
>in adult literacy pays off, that we can do something about the low
>literacy scores found on the NALS and now the NAAL.
>
>David J. Rosen
>DJRosen at theworld.com
>
>
>On Dec 28, 2005, at 11:24 AM, Soroui, Jaleh wrote:
>
> > There are a few new articles on LINCS News Flashes on effective
> > programs
> > and learners achievements.
> > See: http://www.nifl.gov/cgi-bin/lincs/news_flashes/news_flashes.cgi
> >
> >
> > Jaleh Behroozi Soroui
> > Education Statistics Services Institute (ESSI)
> > American Institutes for Research
> > 1990 K Street, NW Suite 500
> > Washington, DC 20006
> > Phone: 202/403-6958
> > email: jsoroui at air.org
> >
> > -----Original Message-----
> > From: aaace-nla-bounces at lists.literacytent.org
> > [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of David
> > Rosen
> > Sent: Tuesday, December 27, 2005 7:27 PM
> > To: National List sponsored by AAACE Literacy Advocacy
> > Subject: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> > Telling
> >
> > AAACE-NLA Colleagues,
> >
> > I wonder what you think of the articles you have seen about the NAAL
> > results.
> >
> > I don't like the ones I have seen. Most are hand-wringers. They
> > bemoan the loss of standards in higher education, where according to
> > the NAAL results, relatively few are proficient in literacy. They
> > focus on the 13% of Americans at the "below basic" level. They
> > despair at how immigrants are the problem. (They aren't.) And so
> > far, there has been almost no analysis, no synthesis, not even much
> > hypothesis.
> >
> > In the past two weeks I have seen only one sensible article about
> > adult literacy education, and it's not about the NAAL. It's about
> > our smallest state and how an adult learner and his family have
> > benefited from adult classes. It's about how he made an investment
> > in his education, and how an adult education program made an
> > investment in him, and the return on that investment for him, his
> > family and Rhode Island. It's about a Governor who believes that this
> > kind of investment is essential for the Rhode Island economy. It's
> > about a new state adult education director who is determined to build
> > a system of adult education. And it's about the importance of a
> > public and private investment to make that happen. It's about an
> > immigrant who came to this country with a sixth grade education, who
> > was determined to use adult literacy education classes to get the
> > skills he needed to advance, how he became a worker, a taxpayer, an
> > American citizen, and recently a home buyer. It's about how, through
> > their words and actions, he and his wife show their children how
> > important education is.
> >
> > This is the kind of article that I want to see in every newspaper in
> > the country. We have had enough articles about the funding crisis,
> > enough articles deploring the decline of American literacy. We need
> > articles about how investing -- this appears to be the right word --
> > in adult literacy and English language learning pays off, that it's a
> > good investment. As a colleague recently pointed out to me, this is
> > the investment that makes other social investments (welfare reform,
> > health education, job skills training, early childhood education,
> > children's literacy, and others) succeed.
> >
> > The article, in the Providence Journal, will be found at:
> >
> > http://www.projo.com/education/content/
> > projo_20051227_adulted.da3f44b.html
> >
> > Please let us know when you get an article, editorial, op ed, or
> > letter to the editor -- one that shows how adult learners, adult
> > learner leaders, practitioners and public policy leaders are
> > investing in adult education -- in _your_ local newspaper.
> >
> > David J. Rosen
> > Adult Literacy Advocate
> > DJRosen at theworld.com
> >
> > _______________________________________________
> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
> >
> >
> > _______________________________________________
> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
>
>
>
>------------------------------
>
>Message: 2
>Date: Wed, 28 Dec 2005 12:46:34 EST
>From: AWilder106 at aol.com
>Subject: Re: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> Telling
>To: aaace-nla at lists.literacytent.org
>Message-ID: <8a.34be2d9d.30e4297a at aol.com>
>Content-Type: text/plain; charset="us-ascii"
>
>David,
>
>I've always thought "investment" was a good term, but have been criticized
>on
>this list and the old NLA for using it, I suppose because it suggested
>capitalism. Investment increases capital (one hopes). I still think the
>word is a
>good one and I'm glad you brought it up, so thanks.
>
>Andrea
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>------------------------------
>
>Message: 3
>Date: Wed, 28 Dec 2005 13:03:04 -0500
>From: "Carl Guerriere" <carl.guerriere at po.state.ct.us>
>Subject: RE: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> Telling
>To: "'National Literacy Advocacy List sponsored by AAACE'"
> <aaace-nla at lists.literacytent.org>
>Message-ID: <200512281301846.SM01548 at DeltaConX1.po.state.ct.us>
>Content-Type: text/plain; charset="US-ASCII"
>
>David and others,
>I think most of us would agree that putting a face to those numbers in the
>adult basic education system is important as is providing examples of how
>learners have used their new language skills to become "better workers,
>family members and citizens." However, members of our literacy coalition
>and many others across the nation often do not have the time to collect
>learner data, find learners willing to be in the public eye, write press
>releases and hound the media to produce (hopefully) an accurate piece on
>adult basic education. Nor do local programs have the resources to show
>empirically that spending in adult education is a sound investment.
>
>Our national literacy organizations need to convince national foundations
>that a research is needed. "We" know that literacy skills are essential
>for
>a healthy country. Nationally there are many successful programs some who
>may already have the data to demonstrate the value of their programs. The
>information may only need to be compiled.
>
>National literacy organizations must demonstrate what we already know, that
>investment in adult basic education has the potential for significant
>impact. Organizations operating at local, state and federal levels could
>then use that data to advocate for more funding. It is the only way we
>will
>receive the recognition and subsequently the substantial funding increases
>needed to improve adult basic education systems in a meaningful way.
>
>The story we should be telling is to funders so we can make an unequivocal
>case for adult basic education. In the meantime, we will continue to do
>our
>small part.
>
>Carl Guerriere
>Executive Director/Literacy Advocate
>Greater Hartford Literacy Council
>One Union Place
>Hartford, Connecticut 06103
>
>Phone: (860) 522-7323 (READ)
>Fax: (860)722-2486
>www.greaterhartfordreads.org
>
>
>
>The region's champion and resource for literacy
>
>
>
>-----Original Message-----
>From: aaace-nla-bounces at lists.literacytent.org
>[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of David Rosen
>Sent: Wednesday, December 28, 2005 12:21 PM
>To: National Literacy Advocacy List sponsored by AAACE
>Subject: Re: [AAACE-NLA] NAAL and the Media: The Story We Should Be Telling
>
>Thanks, Jaleh. The Rock Hill, SC, Albany Democrat-Herald (Oregon) and
>Chicago Tribune articles are good. We need more like these. Effective
>programs and learners' achievements need to be a major theme. I hope
>every state is working on getting out the message that an investment
>in adult literacy pays off, that we can do something about the low
>literacy scores found on the NALS and now the NAAL.
>
>David J. Rosen
>DJRosen at theworld.com
>
>
>On Dec 28, 2005, at 11:24 AM, Soroui, Jaleh wrote:
>
> > There are a few new articles on LINCS News Flashes on effective
> > programs
> > and learners achievements.
> > See: http://www.nifl.gov/cgi-bin/lincs/news_flashes/news_flashes.cgi
> >
> >
> > Jaleh Behroozi Soroui
> > Education Statistics Services Institute (ESSI)
> > American Institutes for Research
> > 1990 K Street, NW Suite 500
> > Washington, DC 20006
> > Phone: 202/403-6958
> > email: jsoroui at air.org
> >
> > -----Original Message-----
> > From: aaace-nla-bounces at lists.literacytent.org
> > [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of David
> > Rosen
> > Sent: Tuesday, December 27, 2005 7:27 PM
> > To: National List sponsored by AAACE Literacy Advocacy
> > Subject: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> > Telling
> >
> > AAACE-NLA Colleagues,
> >
> > I wonder what you think of the articles you have seen about the NAAL
> > results.
> >
> > I don't like the ones I have seen. Most are hand-wringers. They
> > bemoan the loss of standards in higher education, where according to
> > the NAAL results, relatively few are proficient in literacy. They
> > focus on the 13% of Americans at the "below basic" level. They
> > despair at how immigrants are the problem. (They aren't.) And so
> > far, there has been almost no analysis, no synthesis, not even much
> > hypothesis.
> >
> > In the past two weeks I have seen only one sensible article about
> > adult literacy education, and it's not about the NAAL. It's about
> > our smallest state and how an adult learner and his family have
> > benefited from adult classes. It's about how he made an investment
> > in his education, and how an adult education program made an
> > investment in him, and the return on that investment for him, his
> > family and Rhode Island. It's about a Governor who believes that this
> > kind of investment is essential for the Rhode Island economy. It's
> > about a new state adult education director who is determined to build
> > a system of adult education. And it's about the importance of a
> > public and private investment to make that happen. It's about an
> > immigrant who came to this country with a sixth grade education, who
> > was determined to use adult literacy education classes to get the
> > skills he needed to advance, how he became a worker, a taxpayer, an
> > American citizen, and recently a home buyer. It's about how, through
> > their words and actions, he and his wife show their children how
> > important education is.
> >
> > This is the kind of article that I want to see in every newspaper in
> > the country. We have had enough articles about the funding crisis,
> > enough articles deploring the decline of American literacy. We need
> > articles about how investing -- this appears to be the right word --
> > in adult literacy and English language learning pays off, that it's a
> > good investment. As a colleague recently pointed out to me, this is
> > the investment that makes other social investments (welfare reform,
> > health education, job skills training, early childhood education,
> > children's literacy, and others) succeed.
> >
> > The article, in the Providence Journal, will be found at:
> >
> > http://www.projo.com/education/content/
> > projo_20051227_adulted.da3f44b.html
> >
> > Please let us know when you get an article, editorial, op ed, or
> > letter to the editor -- one that shows how adult learners, adult
> > learner leaders, practitioners and public policy leaders are
> > investing in adult education -- in _your_ local newspaper.
> >
> > David J. Rosen
> > Adult Literacy Advocate
> > DJRosen at theworld.com
> >
> > _______________________________________________
> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
> >
> >
> > _______________________________________________
> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
>
>_______________________________________________
>AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>http://lists.literacytent.org/mailman/listinfo/aaace-nla
>LiteracyTent: web hosting, news, community and goodies for literacy
>http://literacytent.org
>
>
>
>------------------------------
>
>Message: 4
>Date: Wed, 28 Dec 2005 16:35:38 -0600
>From: "Debby Lawson" <lawsond at mvcaa.net>
>Subject: RE: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> Telling
>To: "National Literacy Advocacy List sponsored by AAACE"
> <aaace-nla at lists.literacytent.org>
>Message-ID:
> <3A57BC24E589CE46A607531C10953B086A8659 at mvcaa_srv_2.mvcaa.local>
>Content-Type: text/plain; charset="us-ascii"
>
>David, Andrea,
>
>I too, think the use of "investment" is appropriate for literacy and
>education. The adult learner also invests - time, energy, sacrifice of
>other activities, etc. I think of the return as "realized potential" of
>the individual. Economic gains are certainly a part of the equation;
>for the individual, their family, employer, and the community; but also
>as role models for their children and others.
>
>Debby Lawson
>
>
>
>-----Original Message-----
>From: aaace-nla-bounces at lists.literacytent.org
>[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of
>AWilder106 at aol.com
>Sent: Wednesday, December 28, 2005 11:47 AM
>To: aaace-nla at lists.literacytent.org
>Subject: Re: [AAACE-NLA] NAAL and the Media: The Story We Should Be
>Telling
>
>David,
>
>I've always thought "investment" was a good term, but have been
>criticized on this list and the old NLA for using it, I suppose because
>it suggested capitalism. Investment increases capital (one hopes). I
>still think the word is a good one and I'm glad you brought it up, so
>thanks.
>
>Andrea
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>------------------------------
>
>Message: 5
>Date: Wed, 28 Dec 2005 18:16:02 -0500
>From: David Rosen <DJRosen at theworld.com>
>Subject: Re: [AAACE-NLA] NAAL and the Media: The Story We Should Be
> Telling
>To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
>Message-ID: <82E58E13-362C-487C-B199-32210F37670E at theworld.com>
>Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
>
>Andrea and others,
>
>Investment is also "an act of devoting time, effort or energy to a
>particular undertaking with the expectation of a worthwhile
>result" (Oxford American Dictionaries). Return on investment usually
>refers to money, but doesn't have to.
>
>David J. Rosen
>Adult Literacy Advocate
>DJRosen at theworld.com
>
>
>
>On Dec 28, 2005, at 12:46 PM, AWilder106 at aol.com wrote:
>
> > David,
> >
> > I've always thought "investment" was a good term, but have been
> > criticized on this list and the old NLA for using it, I suppose
> > because it suggested capitalism. Investment increases capital (one
> > hopes). I still think the word is a good one and I'm glad you
> > brought it up, so thanks.
> >
> > Andrea
> > _______________________________________________
> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
>
>
>
>------------------------------
>
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>
>End of AAACE-NLA Digest, Vol 31, Issue 39
>*****************************************
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