Abstract
This paper discusses issues surrounding tenure, a system of professional employment whereby an employee achieves permanent status pursuant to which continued employment is guaranteed, largely without regard to critical evaluation. The paper points out that, historically, the purpose of tenured academic faculty was to ensure the academic freedom to teach material and promote critical insight that could otherwise expose educators to reprisals and intellectual coercion for teaching or promoting views that were controversial or that contradicted the philosophical, religious, or political positions of the government or academic institutions. In principle, the paper adds that academic tenure was designed to promote lifelong devotion to teaching. The paper explains that of the institution of academic tenure is criticized because, in reality, it promotes an initial period of intense career focus and achievement intended more to achieve tenured status than anything else, followed by professional mediocrity for the duration of an educator's professional career. Ultimately, the paper suggests that educational tenure should instead provide appropriate rewards and privileges in conjunction with standards that promote continued performance.

Outline:
Background and History
Conflicting Issues and Criticism of Academic Tenure
Re-evaluating Educational Tenure in Contemporary Society
Conclusion

From the Paper
"In academic institutions, professors are initially hired as associate professors or adjunct professors and only considered for tenured professorships after a term of employment in that capacity; generally, academic tenure is awarded after 5 - 7 years of employment as an associate or adjunct professor. The evaluation for academic tenure usually includes a formal review of an educator's performance, as measured by published research and academic writings, as well as a review of feedback solicited anonymously from a candidate's current and former students (Hohm & Shore, 1998)."

Tags:professor, academics, evaluation, teacher

Abstract
The aper explains the advantages and disadvantages of tenure in this uncertain climate for education funding at a time when there is also a great deal of public pressure for higher education to be more accountable. The author asks if tenure outdated in an academic world striving for more user-friendly departments and universities that are also trying to cut costs? Does tenure create or exacerbate complacency, thereby producing unproductive and unaccountable tenured professors? Or is tenure one of the fundamental tenets of academia and intellectual freedom? This paper suggests some feasible alternatives to faculty tenure and concludes by making some recommendations on the basis of these findings.

Abstract
The paper explores the research on the positive implications that post-tenure review might bear on the effectiveness, accountability and consistency of educators, as well as the negative implications which this could bear on educators' job security, educational freedom and academic integrity. The paper finds that the post-tenure review is inherently negative because it ties performance review to the threat to tenure, and, accountability can instead be sought through training programs and positive incentives. The paper concludes that the threat of negative repercussions for those educators who have already engaged the rigors necessary to achieve tenure is damaging to the personal and professional aspects of education and simultaneously deters institutional focus on broader challenges to the quality and consistency of education.

Outline:
Introduction
Purpose of Research
Methodology
Literature Review
Conclusion and Recommendations

From the Paper
"In addition to the negative impact which it is likely to have on the psyche and security of teachers, the streamlining of post-tenure review in higher education institutions also seems ill-suited and arbitrarily selected as a way to address institutional shortcomings and disappointments in the experience of the student. Indeed, Allen (2000) notes that "despite attempts by some critics of higher education to use tenure as a scapegoat for a plethora of institutional shortcomings, there is no persuasive evidence that tenured faculty aren't doing their jobs." (Allen 2000; p. 95) Rather, there is cause to argue that administrators have simply found in teachers the most immediate point of action where lagging student performances, shortfalls amongst schools in achieving academic aims and a rising higher education expense which has to an extent artificially empowered the student as a consumer rather than a pupil. In taking the approach that improvement in these areas can be achieved by establishing some form of post-tenure review, institutions are sending the signal that the blame for school-wide failures falls upon the teachers. A failure on the part of the institution to take this responsibility and the eroding of its confidence in its teachers promotes a deeply unhealthy context for academic freedom or creativity."

Tags:teachers, faculty, job, security, accountability

Abstract
In this paper the author describes the reasons why she had to resign from her university post. She considers herself a Native American, despite her being Jewish. The author goes on to tell her story, why she was made to resign from her post in the Native American studies department. She also recommends, for all academics who are trying to get tenure, to ask a few pertinent questions of their departments before even applying. For example, she suggests that a prospect should inquire among his prospective faculty colleagues if they think that the decolonization of Native peoples is a significant issue today. The author carries on discussing her bitter experiences, emphasizing that because she is not the classic Native American, she was discriminated against. She concludes that it is better to work with your colleagues and find a common understanding, than to try and fight them.

From the Paper
"Cornel Pewewardy calls for all of us to have a firm grounding in the discourse of the deconstruction of racial categories. He states that guilt and fear prevent too many from fully addressing the discourse and its ramifications "most of us are in denial about 'race' and 'hegemony' and do little committed thinking about race matters." Genocide and colonization are of course at the root of the guilt and fear; these historical processes will continue to erode every aspect of Native life until they are addressed both by dominant society and Native societies. Along with other Native academics and grassroots people, Pewewardy points to the need to "reach deep into the spiritual wells of our different religious traditions in order to draw strength and grace with which to address the challenges of healing and nation building." Implying that some of the current leadership may not be inclined or in position to do what he and others have called for, he also states that "Along with fresh leaders, a new leadership ethos grounded in tradition must be put in place, one that promotes accountability to the peoples through the revival of traditional decision-making procedures." My tenure experience, in addition to my experience of several reservations convinces me that too few of the people with power to influence the course of Native communities act from a Native ethos that is deeply concerned with reproducing Native values into the future."

Tags:phenotype, principals, dossier, program, chair, religious, ethos, cultureal, community

From the Paper
"TENURE
Tenure for university faculty is increasingly coming under attack. Proponents of tenure argue that it provides academic freedom and represents a trade-off to low salaries paid to faculty; opponents argue that there are other ways to protect academic freedom and that tenure merely protects incompetent and lazy individuals. Like most other institutions, tenure's moment to be evaluated in the glaring public spotlight has arrived.
Academe's tenure system came into existence in 1915 when the American Association of University Professors issued "its first manifesto linking academic freedom and job security" (Lederman & Mooney, 1995, p. A17). The principles were restated in 1940 and included this definition of academic freedom: ?Freedom in research is fundamental to the advancement of truth. Academic freedom in its teach.."

Abstract
This paper discusses how the explanatory style is a cognitive personality variable that reflects the habitual manner in which people explain the causes of bad events that befall them. According to the paper, researchers believe that attributional style can help provide a better understanding of behaviors and consequences that affect one's performance and actions. The paper further discusses how tests of this relationship have spanned a wide variety of achievement settings including academic, health, athletic, and work settings, and how some of the problems and stresses affect performance, focusing primarily on academics.

Contents:
Chapter One
Performance
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Hypothesis
Scope and Limitation of the Study
Definition of Terms
Overview of the Study
Chapter Two
Review of Related Literature
Chapter Three
Methodology
Identification of Subjects
Implementing the Study
Gathering and Analyzing Data
Chapter Four
Data Analysis
Chapter Five
Summary, Recommendations, and Conclusions

From the Paper
"For African Americans, ethnic identity and cultural racism significantly predict life satisfaction (Utsey et al, 2002). The study conducted by Utsey et al (2002) dealt with how African Americans felt about the culture and ethnicity that they belonged to, whether they felt they had been the victims of racism during their lifetimes, and also looked at how satisfied they were with their lives. Those that were less comfortable with their ethnicity and those that had been victimized by racism had lower quality of life scores than those that were comfortable and did not feel as though they had been victims. The higher the victimization score, the lower the quality of life score for these individuals.
Phinney, Cantu, and Kurtz (1997) state that having a poorly developed racial identity can lead to depression, a lack of comfort with oneself, and many other emotional problems that can be avoided when racial identity development theory is more clearly understood. On the other hand, having a racial identity that is well developed and that one is very comfortable with produces the opposite effects. While this is not an overly surprising insight, it is important that the correlation be noticed and recognized as something that should be studied and understood more clearly. This understanding of the link between racial identity and well-being has its roots in counseling psychology. By understanding the process of the development of racial identity, counselors felt they could begin to better understand pathology among black patients. Similarly, in investigating life satisfaction among African Americans, researchers (Utsey et al, 2002; Phinney et al, 1997) theorized that they must be attuned to cultural differences. There are significant potential dangers when researchers are unable to incorporate culture as a variable. Without a good understanding of cultural differences, it is possible for behavior to be misunderstood and even pathologized."

Tags:satisfaction, education, GPA, scores, discrimination, racism, classmates, schooling, prejudice, heritage, academic, women, education

Abstract
The paper discusses the concepts explored in the required texts, and establishes and communicates a vision that conveys an intentional and complementary link between moral, civic and academic learning.

From the Paper
"The following presents the topic of Establishing A Vision: The Integration of Moral and Civic Learning with Academic Learning. The concepts explored in the required texts are discussed. This paper establishes and communicates a vision that conveys an intentional and complementary link between moral, civic and academic learning. This is followed by a summary and conclusions.
"Education has many goals and among them is the goal of integration of moral and civic learning within academic learning."

Tags:Integration of Moral, Civic, and Academic Learning

Abstract
The paper focuses on the increase in academic cheating, particularly on those involving plagiarism. The paper examines how the Internet has made cheating easier.

From the Paper
"According to an article by Kimberly Embleton and Doris published in the magazine "Searcher", there have always been students who have found ways to cheat on exams or writing assignments, including term papers. In the past, academic cheaters have purchased papers from companies advertising in college newspapers or on college bulletin boards. However, the Internet has made academic dishonesty easier and faster. Using the Internet, it is easier than ever before for students to purchase academic term papers and pass them off as their own. College professors..."

Tags:Academic Cheating, Dishonesty, College, Tolerance Policies, Psychological Impact, Internet, Term Papers, Testing

Abstract
This paper provides a summary and interpretation of data collected in a case study of a middle school student showing aggressive behavior and academic problems in the areas of reading and writing. The paper shows how the aggressive behavior is not yet at a critical point, so the reading and writing issues will be addressed first.

From the Paper
"The Keystone and Hypotheses Problems and Keystone Joe has two problems poor language arts skills in the area of reading and writing possibly due to a disability requiring special education services and low-level aggressive behavior toward both peers and property. Both of these behaviors have been evidenced since grade school. The keystone problem is the reading/ writing behavior. This problem is selected because while certainly undesirable the aggressive behavior does not show the severity levels that would indicate a..."

Tags:case study, psychological consultation, behavior, academic, school, student

Abstract
This paper presents an overview of memory and the different types of memory and then takes a look at the relationship between memory and academic achievement. The paper also describes tests used to measure memory and learning.

From the Paper
"This literature review, concerning the topic of the relationship between memory and academic achievement, addresses the following areas relevant to this study: history and overview of memory, different types of memory, memory and academic achievement, tests to measure memory and learning and a conclusion. Baddeley reported that whether memory needs to be regarded as a single system or two or more subsystems was a major controversy during the..."

Tags:memory, and, academic, achievement