Category Archives: Education

Review of Reinventing Education, Hope, and the American Dream

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    Reinventing Education, Hope, and the American Dream, by Mel Hawkins

A Review, by Ron Flickinger

I just finished reading the current draft of Mr. Mel Hawkins book, Reinventing Education, Hope, and the American Dream: The Challenge for 21st Century America, and have decided that it is something, particularly Part I, that should be read by a wide variety of audiences. In general, on a scale of one to ten, I would consider American Education (not Public Education as Mr. Hawkins identifies it) to be no more than a two. If totally implemented, Mr. Hawkins recommendations would move it up to at least an “Eight”. . . . his well-researched suggestions would advance our culture by light years.

Chapter 6 entitled, “The Role of Culture” was one of the best, well-written/easily read overviews of the impact of the culture wars on the preparation of our young I have ever read. Not sure that there is anything new in this, but it is so comprehensive, yet so concise that the words literally jumped off the page at me.

This is the first author I think I have ever read who finally attacked the evil of compulsory education. His rationale for moving compulsory education to the age of 14 would, I think, be justification enough to get rid of it completely and put the choice of providing state-sponsored education fully in the hands of parents when their children reach whichever arbitrary age seems most appropriate. Compulsory education is a complete contradiction and it’s about time someone attacked it. We value the things we choose, not the things fostered upon us in an arbitrary and hap-hazard manner. Hats off to this author for so clearly bringing this out.

Every school staff should read chapter 1 and 2 and use them to evaluate their programs and attitudes toward young people and learning.

The other tremendous positive is Mr. Hawkins point-blank, simple attack on the ridiculous system of placing young people in grade levels based upon age. In my entire professional life, I have never found any study which supports this. Every learning theorist I ever read gives a wide variance in brain/social/background readiness for every academic objective in every grade level. If learning were the true goal of schools, common sense would tell us to evaluate current status and build from there. This book is extremely clear on this point and the very fact that few places do this, public or private, shows the resistance to reality American educators embrace.

I share this author’s vision that all work is honorable and all humans are uniquely designed to function in ways that benefit the entire society. The student who likes to tinker with machines and is not at all interested in literature should not be held in less esteem at school than the lit student. The larger social system will value some skills more than others and will obviously pay more for those skills, but the culture has to find a way to communicate to its young that the guy that gets your plumbing right enhances the quality of your life just as much as the mayor of your city.

Educators continue to embrace the elitist notion that academic success is the end-all, do-all for financial, social, and emotional success. Any reform of American education must include respect for all God’s children, not the 20 percent who happen to intuitively respond to academic activities.

Ron Flickinger
Career & Technical Education Consultant
Fort Wayne, IN

Consequences of our Action: No One to Blame but Ourselves

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Imagine that you are an employer and economic conditions have required you to cut back wherever possible. Some of you reading this won’t have to try very hard to imagine such a scenario.

Imagine how your employees would feel if your response to the need for belt-tightening was to freeze wage rates or possibly even cut wages and benefits. On the benefit side, imagine that you dropped health insurance coverage for your employees and their families and that you suspended all travel and training programs, much of which had been offered to help your employees qualify for opportunities for advancement within you company.

It is reasonable to expect that your employees would be disappointed, at the very least, and we can be certain that some would be angry and resentful. During hard times, however, people understand that sacrifices must be made and the majority of your people would not lose their trust and respect for their employer or for you and your leadership.

Now, let us add a new variable to the equation. Let us assume that the members of the management team have not been asked to make corresponding sacrifices, even in this difficult economy. Imagine, in fact, that your management team is still eligible for the same salary increases and bonuses that were common when times were good. Imagine also, that the management team got to keep their executive health package and that they routinely attend training programs, seminars, and conferences in many locations around the U.S. and the world.
How would these factors affect the morale of your employees not to mention their loyalty to their company and its leadership team? Would they still be willing to endure the sacrifices they have been asked to make? Would they still be committed to the long-term best interests of your organization?

We all know, at least at an intellectual level, that such decisions on the part of management would have huge consequences with respect to their ongoing relationship with their people. No doubt many would begin looking for new opportunities.

Now, let us take a step back and think about the current reality about the way the federal government, particularly Congress and the executive branch, treat the American people at the low end of the economic continuum.

Whether these Americans are minimally employed, unemployed, on welfare or disability, depend on Medicaid or Medicare, or are on a fixed retirement income that depends almost totally on Social Security; every time the government feels the need to reduce spending it is the people in this group that are asked to take the hit. How do you think these people feel when Congress refuses to even consider asking the wealthy to pay a little more in taxes.

These Americans cannot get decent healthcare for their families, ObamaCare not with-standing, while they read about the extravagant health plan that Congress creates for themselves and their families. They also read that virtually every other developed nation on the planet considers healthcare to be a right of citizenship and provides comprehensive healthcare and prescription drugs for their people.
In the interim the poor, the unemployed, and the underemployed citizens of what is considered to be the richest and most powerful nation in the history of the world are asked to believe in an American dream that is little more than illusion to them.

These people are told to take advantage of the opportunities of this great nation and that an education is the ticket to the American dream. What these American know to be true is that getting a good education is a myth when they are asked to send their kids off to public schools that have embarrassing failure rates and that seem to chew their children up and spit them out.

As a result, these Americans no longer believe in the American dream and they no longer teach their children that the dream exists. Neither do they teach their children that getting an education is important and something for which they should work hard and make sacrifices. Not surprisingly, the children of these Americans arrive at their first day of school with precious little motivation to learn and are poorly prepared to succeed. Rather than accept responsibility as a partner with their children’s teachers and principals for the educational success of their children, these mothers and fathers look at school as a form of free day care that keeps the kids out of the house for eight hours a day, five days a week.

They see an educational process that is focused on failure. When their children struggle to understand their lessons, rather than take extra time to make sure their kids understand, they see their children pushed prematurely from one lesson to the next by teachers who do not seem to care. The result is that their children fall further and further behind until they are so hopelessly lost that they give up on themselves. They begin to lose all hope that they can catch up with their classmates and they learn quickly that the surest way not to suffer the humiliation of failure is to avoid participation. The rest of us sit back in indignation, clueless to the dynamics of this reality.

The parents of these children understand what their children are feeling because it is the very same thing they felt when they were still in school. As a result they refuse to cooperate with their children’s teachers because they view those teachers as adversaries and as tellers of lies; as so-called professionals who simply cannot be trusted to do what is best for their children.

As this cycle of failure repeats itself semester after semester and year after year, why do we seem surprised that these children grow up and give birth to a whole new generation of children who are reared in an atmosphere of hopelessness and powerlessness.

Other Americans become frustrated with these people because they rarely exercise their right to vote and seem unwilling to accept the responsibilities of citizenship. We cannot quite comprehend that these Americans feel this way because they have absolutely no faith that their voices make a difference. As a result these men and women are effectively disenfranchised. They feel hopeless and powerless to control the outcomes in their own lives and in the lives of their children.

The rest of us point the finger at these Americans, never fully comprehending that the reality in which these Americans live and endure is one that exists solely as a consequence of our own actions; of the decisions and policies of people who view themselves as leaders of the free world.

As we have pointed out in earlier posts, we are fast approaching a tipping point in which mainstream Americans can no longer bear the weight of the poor, the uneducated, the hopeless, the powerless, and the disenfranchised. As we sit by in our blissful ignorance and self-righteousness, that tipping point is rushing at us at the speed of desperation.

America: A Leadership Crisis of Great Urgency!

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During the recent crisis with Syria, the Russian government as stepped up to offer a solution. What was most interesting was that Vladimir Putin, the Russian President, chided the U.S., in response to a statement by President Obama, noting that “It is extremely dangerous to encourage people to see themselves as exceptional, whatever the motivation.”

However much we might resent Putin’s audacity to say such a thing, maybe we need to stop and think about the possibility that he could be correct.

Any illusions we might have had regarding the invulnerability of the United States as the richest and most powerful nation in the world were surely shattered in the wake of Standard and Poor’s decision to downgrade our nation’s credit rating in 2011. Our inability to dictate our political and military will in the Middle East and the blatant hatred demonstrated by the people who have attacked our Embassies are examples of a recurring theme that challenges our nation’s belief in itself as somehow special.

Maybe it is time for the American people to step back and take stock of who we are and how rate when compared to other developed and developing nations in the world.

The U.S. national debt is measured in trillions of dollars, with China, the single greatest challenge to our economic supremacy, our largest creditor. Our ability to compete in the world marketplace over the next half-century is dependent on the quality of the American workforce, which, itself, is powered by the American educational system. According to The Programme for International Student Assessment (PISA), the U.S. ranks 25th in math, 17th in science, and 14th in reading out of the 34 Organization for Economic Cooperation and Development (OECD) countries.[1] That China ranks first in all three areas should strike fear, if not outright panic, in every American heart.

We are in the midst of a crisis of historic proportions in which our way of life as a people is in jeopardy. It is a crisis that cries out for positive leadership and yet our elected leaders in Washington stomp around like spoiled and stubborn children who have yet to learn how to work and play with others.

The challenges facing our nation and its people are immense. Whether our burdensome debt; an economy that is only a shadow of its former self; a natural environment that seems to be stumbling under the weight of a burgeoning population that fouls the very air that we breathe and the water we drink; a system of public education that is laden with failure; a health care system that fails to meet the needs of nearly a full third of its citizens, we place our future in jeopardy unless we meet these challenges.

We use oil, a diminishing natural resource, to fuel our demand for energy even though the future will belong to the first nation to develop reliable, alternate sources of energy whether solar, hydrogen, or nuclear fusion. Worse, we are dependent on foreign suppliers of oil that are friendly to us only as long as we are able to pay.

We are a people who have forgotten that the historical strength of our democracy has always been our rich diversity as a people living together, in harmony, under the rule of law. Today we govern ourselves with a two-party system in which loyal opposition has given way to enmity and distrust to such an extent that each side feels the other is out to destroy America.

We must understand that the problems of the Twenty-first Century are of such magnitude that the politics of the past are no longer adequate to meet our needs. We must find fresh solutions that satisfy the needs of the masses on the one hand and that foster a strong economy on the other. We need the kind of leadership that will demand that its people replace a rampant entitlement mentality with an abundance mentality centered on the belief that there is enough for everyone as long as each citizen is willing to give one hundred percent of themselves through hard work and participatory citizenship.

We need leadership that understands that we cannot preserve our nation’s status as the richest and most powerful nation in the world just because we think it is our right and privilege.

We are like a baseball or football team that has been in first place for so long we have forgotten what it took to rise to the top and we have become complacent. Right now, people of other nations, with China and Russia leading the way, are working hard to challenge our nation’s status. Just as importantly, the children of China and other nations are working hard to gain what they believe is an educational advantage that will seal the deal for their people and economy in the Twenty-first Century and beyond. That they are outperforming American children by a wide margin is simply unacceptable and we must answer the bell.

It is unreasonable to think that one nation will be able to dominate the future the way America has dominated the past but if we want a place at the head table, we have to elevate our game. To do so, we must reunite as a people and demand the best from ourselves, from our fellow Americans, from our children, and from our political leadership. We can ill afford to waste a minute let alone a generation.

Stand up, toe the mark, and get moving while we can still see the coat tails of our competitors. We need positive leadership and it must start with each and every one of us. That means me and it means you!

Disenfranchisement and Hopelessness

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What does it mean to be disenfranchised? What does disenfranchisement have to do with Hopelessness?

The most common use of the term disenfranchised has been associated with the right to vote. People who are disenfranchised are not permitted to participate in their own governance. More generally, it could refer to the loss or denial of any of the civil liberties to which a free people are entitled, under the law. Typically, when we say that someone is disenfranchised we are talking about people from whom something has been taken away.

We have chosen to expand the term to include people who have essentially disenfranchised themselves. These are individuals who no longer believe that what they do, think, or say matters to their community, their nation, or society. In this case, disenfranchisement is a voluntary abdication of one’s responsibility to participate in one’s own governance. This type of disenfranchisement flows from hopelessness.

Human beings experience hopelessness when they no longer believe they have control over their own destiny or over the outcomes in their lives. Literally tens of millions of people, in this great nation of ours, have lost hope. They no longer believe that the American people, as a whole, care about them. They no longer believe that anyone is interested in listening to their complaints of woe let alone take action to address those complaints. They no longer believe in the “American Dream.”

It is easy for the rest of us to shout out in pious righteousness that these people need to do something for themselves but, literally, these people do not see anything they can do. That’s what it means to be powerless. Hopelessness and powerlessness are so closely intertwined that it is almost impossible to distinguish one from the other.

We tell them to get a job, but there are no jobs for them that will enable them to support their families. They can work somewhere for minimum wage but no employer is going to give them a sufficient number of hours per week that would obligate the employer to offer benefits. They can make a better living on Welfare. The argument that Welfare offers no advancement opportunities is meaningless to people who cannot envision something better. We must be able to envision if we are to believe.

When faced with serious injury or illness of a family member, the disenfranchised know that the American people are prepared to let them suffer. They know that every other developed nation in the world, apart from “the land of the free and the brave,” has addressed this issue of access to healthcare. Americans, however, steadfastly refuse to provide healthcare to all Americans. Even when the President of the United States has pushed through healthcare reform legislation in the form of the Patient Protection and Affordable Care Act (PPACA), however imperfect, the opposition attacks it relentlessly. The message that the disenfranchised hear, loudly and clearly, is that the majority of Americans “do not want us to have quality medical care for our families nor are they willing to pay for that care.”

Mainstream Americans are frustrated that so many people have become dependent on the government for welfare, food stamps, and Medicaid. We cry out, “What more do you want?” We do not understand why these people express resentment rather than gratitude.

When, in the face of our staggering national debt, all the disenfranchised hear from those in power are proposals to cut food stamps, welfare benefits, or other entitlement programs; why would they feel anything other than resentment?

What Americans need to wake up to is the idea that this reality with which we are confronted is a consequence of decisions we have made over the last seventy years. We created this monster called welfare. It was intended to make sure that poor mothers could care for their children but the reality is that it succeeded only in trapping huge populations of Americans in a reality that is little more than second-class citizenship.

It used to be that even the poorest of the poor would see an education as a ticket out of poverty and as a stepping stone to the American Dream. In most urban communities, the disenfranchised no longer believe in education as a ticket to anywhere other than free day care. What they know is that huge percentages of their children are failing in a school system that is also second class. When we offer voucher programs to help families put their children in better schools we are sending a subtle but powerful message that America has given up on urban public schools.

The fact is that the only parents that take advantage of vouchers are people who still cling to hope and some vestige of the American Dream. The other significant fact is that unless the parents who opt to take advantage of vouchers are also willing to accept responsibility as partners in the education of their children and ferociously encourage their sons and daughters to work hard at school these kids will be no more successful in their new schools than they were in their old ones. Many “charter schools” and other schools that admit “voucher children” to their classrooms are finding this out as they see their school’s declining scores on state competency exams.

So, let’s think about this for a moment. We have an expanding population of poor Americans who:
• Are third- or fourth-generation beneficiaries of welfare
• Cannot gain access to anything more than the minimal level of healthcare for their children and little or no healthcare for themselves,
• Who cannot find jobs that pay better than minimum wage and that offers enough hours to qualify for benefits,
• Who see their children fall so far behind in school that “failure” seems inevitable, and
• Who hear elected officials and policy makers demand that we cut entitlement programs rather than increase taxes paid by the wealthy and the middle class.

Why in the world would we expect these men and women to believe in an American Dream that is nothing more than an illusion for them and an empty promise for their children?

Welfare and other programs that teach people to be dependent rather than independent and interdependent are a cancer that is eating away the heart and soul of our nation.

We must acknowledge, as we move further into the Twenty-first Century, that the policies that got us into this mess are incapable of getting us out. We desperately need new ideas and new solutions. We need to think exponentially and challenge all of our assumptions about the way our society provides for the poor, takes care of the sick, and educates our children.

How much longer can we expect working men and women of our nation to continue to carry the burden of a burgeoning population of poor and disenfranchised people on one end of the productivity continuum, and population of retirees that is growing at an unprecedented rate on the other? What happens to our status as the leader of the free world when our economy buckles under the oppressive weight of the retired and the dispossessed?

In a few weeks, I will be introducing my latest book entitled, Re-inventing Education, Hope, and the American Dream: The Challenge of the Twenty-First Century. It is a book that offers a strategic action plan to address major components of the dilemma in which we find ourselves. In this book, I suggest that our systems of education, both public and private, offer the best hope for attacking the problems we face as a society and for bringing the disenfranchised back into a game in which their contributions are desperately needed.

My book Radical Surgery: Reconstructing the American Health Care System, published in 2002, already offers a solution for providing universal healthcare and prescription drugs at a price that we can afford; and, in a way that relies on free market forces, not government, to drive quality, cost, and accountability.

Many people have branded Radical Surgery, sight unseen, as just another proposal for socialized medicine. If they would set aside their prejudices and open the book they would learn that Radical Surgery rejects socialized medicine and offers another alternative. It is an alternative, however, that requires that we open our minds to a whole new way of thinking about healthcare.

Implementation of the very specific strategies offered in these two books, Re-Inventing Education, Hope, and the American Dream and Radical Surgery, will provide a realistic opportunity to re-engage the disengaged members of our community. The consequence of seeing this population continue to grow will be nothing short of apocalyptic, which is what my novel, Light and Transient Causes, has been written to illustrate.

Should not our Schools Be Set Up On the Basis of How Children Learn?

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One of the principles of Positive Leadership is to challenge people to re-think their underlying assumptions about why we do what we do. Education in America provides a perfect example of a system that demands a complete re-examination.
Think about the way children learn to walk or ride a bike. Children learn these things very much the same way as they learn almost everything else. We provide lots of encouragement and many of opportunities to practice whatever it is they are striving to learn. We understand that some children learn more quickly than others and when we are teaching them to walk or ride a bike we do not push them to learn any more quickly than they are able. We know that the only thing that matters is the fact that they do learn. When children make a mistake while learning to walk or ride a bike, they fall down. When that happens, we pick them up, give them give them a hug or a kiss, dust them off, and we encourage them to try again.
What we do not do is tally the number of times they fall nor do we diminish the degree to which we celebrate their ultimate success based on the number of mistakes they made along the way. We also do not push them ahead before they are ready. If we are helping two children learn how to walk, simultaneously for example, and one child catches on quickly, we do not stop working with the child who is struggling. Neither do we begin teaching both children, ready or not, how to run. Riding the bike is the same way. When the first child to learn takes off on her own, we do not push the second child to take off in pursuit and we certainly do not start teaching them both to develop more advanced skills. Rather, we give each the attention they need appropriate to their progress.
We continue to work with the child who struggles and we do so patiently, providing lots of support and encouragement. Once both children are walking or riding proficiently, we do not remind the latter child that their counterpart learned more quickly and we do not celebrate the quicker child’s success more lavishly. The reality is that, once both have learned, one walks or rides every bit as good as the other. It no longer matters, in the least, that one took longer to learn than the other.
Now, think about the way we teach children in the overwhelming majority of our schools. We present a lesson to the entire class and we encourage them to practice, both at school and at home. We call it homework, not practice. The next day, we gather up all the homework and we grade it and spend some time going over the most common mistakes that students make in an effort to help them learn from their mistakes.
Then we do three things that are pretty incomprehensible when you think about it. The first is that we do not devote extra time the students who made the most mistakes.
Secondly, we record either the grades each child earned on their practice and factor those scores into their final grade at the end of the grading period, semester, or school year; or, we give them credit for completion of the homework and this also is factored in to the grade the child is given at the end of the grading period.
The third unfathomable thing we do is to move the entire class on to the next lesson in our textbooks or syllabus, ready or not.
The fact that one or more of our students is poorly prepared for the next lesson might trouble us, but the expectation of the entire American educational system is that we have to move everyone along to make sure we cover all of the material identified by the educational standards that drive our curricula and our competency testing process. We also label the students who learned more quickly and successfully as “A” or “B” students or “honor” students and, we label the slower kids as “C”, “D”, or even “F” students. We may or may not feel some sense of concern that these labels may follow our students well into the future but that’s the way it is done and so we shove our reticence aside and plunge ahead.
If we look closely and carefully, we will probably be able to tell that the kids we have labeled as “A” or “B” students seem to be having more fun and demonstrate more enthusiasm for learning than the “C, D, or F” students. In fact, it does not take long before it is pretty obvious that the latter group of children is having no fun at all and are demonstrating a diminished enthusiasm for learning. Oh, well, as the saying goes, “it is what it is!”
We observe this even though each and every one of us understands that it is as much fun to learn successfully and as it is demoralizing to fail repeatedly. How often do we refuse to play a game at which we habitually lose?
If we were to examine this practice from a positive leadership perspective, what an educator, school principal, school superintendent, or educational policy maker would do would be to step back and begin to question what we are doing and why. These positive leaders would begin to challenge some of their assumptions about why we do what we do, the way we do it.
The truth is that every time we push a child on to a next lesson before they are ready we are setting him or her up for failure. It is this practice, as much as anything else we do, that leads to an unhealthy focus on failure throughout our entire systems of education.
If you are reading this post, you are challenged to begin asking some serious questions of our professional educators and policy makers.

A Call To Action!

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As a result of decisions we have made as a society, since the end of World War II, a society of second class citizens has emerged. These Americans are not full participants in American enterprise. It would be accurate to say that they withdraw far more value than they contribute. Many of these men and women have effectively
disenfranchised themselves and why should we be surprised by this. These are Americans who receive a lousy education from a system of public education that is unable to meet their needs; have little or no access to healthcare to attend to their own medical needs as well as the needs of their families; and, if they are employed at all, they have low paying jobs with no eligibility for benefits and no opportunities for advancement.

This population is like a cancer growing in our body, sapping away our strength and vitality. There is a tipping point at which our nation will begin an irrevocable and unalterable decline.

That there is an equally large and growing population of retirees who are checking out of the game at an age from which they are likely to live another quarter of a century, adds greatly to this burden. It does not matter that these retiring men and women have worked hard for their entire lives to earn their Social Security, Medicare and pensions. These facts do not change the economic dynamics that make this population a burden to the Americans in the middle who must work harder to pay the bills. Fortunately, many of these men and women have invested well and their money is working for us even if they are not. The majority of these Americans, however, are dependent on Social Security and Medicare for their survival.

While both of these populations, on opposite ends of the age/productivity continuum create special challenges it is the first group of Americans about which we must be most immediately concerned.

We can neither continue to support this dependent population nor can we continue to enable their dependency and entitlement mentality. Neither can we ignore them; pretend they will disappear; deport them; or, otherwise rid ourselves of them.

The only answer, therefore, is to bring them back into the game as full functioning and productive members of our team, of American Society. Yes, I understand that this will not be an easy challenge to meet or goal to accomplish. The truth, however, is that if we do not find a way to shrink this population and pull them back into the game as contributing members, they will destroy us. The bottom line, then, is that we have no choice but to find a way to win them over to our side.

We can do this by:
1. Reinventing and re-selling the American Dream, and
2. Giving these Americans men and women realistic hopes that the dream can be real for them or, at least for their children.

We accomplish the first by using our unsurpassed talent for marketing and selling products and services. Only this time, we will be selling an idea in which people can believe and to which they can subscribe.
To achieve the second objective, we must re-invent our systems of education in such a way that we not only offer pertinent subject matter but also teach children how to succeed. We are not talking, here, about incremental reforms rather we are talking about a transformation. We must also transform our healthcare system to one that provides high quality, comprehensive healthcare and prescription drugs to all Americans at a price that we can not only afford but that will save trillions of dollars over the next decade.

Impossible, you say?

Accomplishing these things is not only possible it is imminently doable if only we use our imaginations to think exponentially and open our minds to the reality that anything we can imagine, we can do.

Given the extent to which China, Europe, Japan, India, and other developing nations are challenging our supremacy in the international marketplace, we have not a nanosecond to spare. This is clearly the categorical imperative of our time. We cannot continue to trudge down the dry and dusty paths of political dogma, conventional wisdom, or business as usual. We must demand that our elected representatives cease their paralyzing bickering and begin working together in what is a conflict of historical proportions in which the very survival of our nation and way of life is at risk. Never has our very survival as a nation been at greater risk.

You are urged to take this threat seriously and to make a commitment to change the direction our nation is taking. This blog, THE LEADerThinking Exponentially: Leadership, Education, and the American Dream, is here to serve as a catalyst to get people like you involved and to overcome the inertia that keeps people from doing what they know is right. This blog can support you but it is your leadership that will make a difference.

We will also offer articles on healthcare and education both of which, because of the minimal access to the former and the low quality of the latter, contribute significantly to the disenfranchisement of those whom we describe as virtual second-class citizens. Improving the quality of education and the quality, access, and cost of healthcare provide the best point of attack in bringing back this population of men and women who have lost their faith in the American Dream. We cannot invite them back on the basis of empty promises. We must give them real and demonstrable changes.

My book, Radical Surgery: Reconstructing the American Health Care System, published in 2002, addresses the challenges of healthcare and offers an achievable solution that is the antithesis of socialized medicine and that can save the American people trillions of dollars over the next decade.

My book, The Difference Is You: Power Through Positive Leadership will show the reader how every man and woman can be apply the power of positive leadership to bring about changes in the world in which they live and interact.

My book, Re-Inventing Education, Hope, and the American Dream, scheduled for release in a few weeks, recommends a very specific plan of action to re-invent education and to increase the level of commitment of parents to become partners in the education of their children. Changing these things will bring about dramatic changes in the motivation of our children to learn as much as they are able, as quickly as they can, according to each child’s innate abilities and interests.

My novel, Light and Transient Causes, is a story of just one possibility of what could happen in the U.S. if we are unable to address these issues effectively.

Please join me in this campaign by:
-Subscribing to this Blogs RSS feed.
-Following me on Twitter and LinkedIN,
-Encouraging your family, friends and associates to join you in this effort, and
-By applying the principles of positive leadership to help bring about a transformation of American society.

Remember the words of Jane Goodall:
“The most important thing you can do for the future of the world is to realize that what you do matters.”