Rural System's

Power Places

P   Not just a fancy name for the same old schools, Power Places is a proposed, being-designed, for-profit enterprise that causes behaviors to change that improve life quality and allow individuals, families, and groups to prosper financially. The end result is to move youths and other people to regular behavior with incomes that allows them to hold and stbilize within bounds a high quality of life (defined by a set of personally-stated objectives).

Not locations, symbolically the power places are in the minds and bodies of world citizens, together.

Power Places is a system designed to give people sufficient power over their environment and social conditions to allow them to reach and then sustain that condition. It is based on individuals or small groups (like families) being profitable. It is as directed toward reducing costs and losses as toward " making money."

It is a profit-making group, with collective income from

Rural public schools, unable to stop their drop-out rates and unable to resolve conflicting social interests and wars in athletics, busses, religion, etc. are ignored and "gone around" to offer a reasonable advanced private educational system to willing individuals. It is dependent upon the Internet and for occasional travel to highly-developed sites and meetings with mentors.

The broad view is that Power Places moves willing people, or those that can be motivated, into an objectives-oriented life system with measured objectives, all with fairly clear financial costs of achieving them ... and with present-discounted monetary profit.

We have inquired about Kumon School (for smart kids to get smarter) and study the model for effective participation. (9-1-2015)

It pays new parents of children to achieve a set of competencies and behaviors in life and accident insurance policies (reducing future costs and heading children into Power Places)

It measures achievement and once there is statistically significant evidence for it, certifies it and moves on with refreshers and attention to new desired behavior

It awards children prizes, trips, and various awards for achieving certain actions (self awareness of abilities and limits of others), physical attainments (weight, health status, etc.) and for core abilities (manners, speed reading, keyboarding, courtesy, speaking, writing, algebra, logic, elementary probability, elementary programming). Education "counts" for students for their near future (and as planned by Power Places for the distant future). Students move at their own pace; time is removed (except as it relates to costs).

High fossil energy costs for school bus transportation are eliminated or reduced. Athletics are emphasized only for lasting health. Competitive spirit is believed innate and developed over life and need not be equal in all. New sports are emphasized.

It provides youths hourly wage employment in healthful outdoor work experiences improving the environment (that primarily of Rural System Enterprise Environments)

It moves high school youth out of failing streams-toward-drop-out, providing alternative certified performance for employers, and reducing social costs. It has the clear objective of moving students into a program of study better than that of the current very-diverse, wasteful-of-time, over-priced, grade-inflated, undergraduate college/university program.

It provides work-study programs, works with the Courts in projects, and develops challenges and adventures. Meaningful, high-content computer games are profitable and beneficial to students and point to similar jobs. It conducts special programs for the stressed youth of broken homes. (It seeks the best current strategies for reducing drug- and alcohol-related influences, likely to be the major deterrent and detractor in this planned Rural System Group activity.)

It conducts distance-learning courses, augmented with small group conferences and demonstrations. It relies heavily on the precept of maximum significant desired behavioral change per unit dollar and teaches this concept by its very use. It employs high-technology education devices and an education space with support system

"Courses" are not the functional concept, only teaching/learning units and these can be selected by students, even with computer aids using their interests, abilities and past performance successes as criteria. There is no concept of highschool "advanced placement courses", only each student's ability to master each unit... and the units are very numerous, unending (e.g., as suggested in preliminary form for faunal resource system management units)

Travel is required to get to select demonstration sites after having achieved distance-learning standards and these travels are planned educational experiences relating to archeology, history, language, arts, medicine, research, and government innovation

Because of government and employer requirements for quick analyses of applicants, certificates of accomplishment in named programs of study will be given. These become the equivalent of curricula and diplomas and may have to be pressed by professional and scientific organizations. Few employers know who they want; most want a change within 2 years. The teaching/learning units allow this rapid learning and preparation for the future tasks... not the long press for a 4-5 year "degree diploma"

A cadre (a "special forces"-like and on call) is selected for special future and yet-unknown tasks.

Educators are identified and recruited for stabilizing educational quality and behavioral-change effectiveness.

Power Places contracts firms to conduct a far-reaching international marketing effort to make each Power Places participant eagerly employed - because each is certified, well-accounted, financially oriented, and existing within a group structure with potential synergism. (Marketing occurs now when universities are under siege for grade inflation, tenure abuses, high costs and taxes, research emphases, occasional fraud, lack of accountability, fossil-energy-caused uncertainties, and unequal performance within and between colleges and universities.)

Universities will be in conflict with Power Places (maybe competition) and part of marketing will be to demand outside reviewers (other than the regional university standards commissions) who visit, study, and even compare a reasonable set of student participants and their abilities, employment, psychological profiles, health, and financial successes after graduation.

The work of Power Places might energize the universities, create a new era in higher education. Rural System and the quality of life for people that is its potential for the future requires something very new. Minor adjustments will not suffice.

See Didactron.

See Computers in Education Paper by Giles

Possible sample or base for a marketing message about a portion: (2012)
As a geospatial professional, you already know how important it is to keep your skills up to date in the constantly evolving field of GIS. And there is no better time than now to get started on continuing your education.
Penn State World Campus, along with Penn State's Department of Geography (in the College of Earth and Mineral Sciences), offers programs that allow you to invest in your geospatial education without
sacrificing your current responsibilities. You can acquire hands-on experience with the latest geospatial tools and techniques to help you boost your credentials and advance your career.
Through Penn State's renowned online postgraduate programs you get the flexibility of online courses studying whenever and wherever you want plus ongoing interactions with expert
educators and your fellow graduate students. You can take courses one at a time as part of your professional development or apply to one of our certificate or master's degree programs.
Become even more valuable to your employer. Add fresh insights. Explore new opportunities. Gain the skills you need to advance your career. Pursue your personal and professional goals by applying to
one of Penn State's online geospatial programs today.
Penn State World Campus
Address The above is suggestive of similar, planned actions.



Active learning is defined and implemented in a variety of ways. Yet how activities are implemented in the classroom may be key to whether student learn. Recognizing the cognitive science underpinning the activity is therefore an important first step to successfully implementation. Unfortunately, there are few easy to use observation tools to assess implementation of active learning. We created our tool/rubric by first reviewing the literature and identifying four key dimensions shown to increase student learning: 1) Ericsson’s “deliberate practice” (1998); 2) encouraging meaningful participation through accountability addresses the need for attention in learning (Bjork 2002) & Chi’s Active-Constructive-Interactive framework (Chi 2009); 3) logic development is an opportunity for students to generate, interpret and elaborate on their understanding (deWinstanley & Bjork 2002) and 4) reducing student apprehension which reinforces Dweck’s mindset work (1999). We deconstructed each dimension into 28 different elements observable in a classroom and used PORTAAL: a Practical Observation Rubric to Assess Active Learning to observe 27 different instructors across two years of introductory Biology. PORTAAL was able to successfully differentiate a wide range of active learning behaviors and future work will correlate student academic performance in class with PORTAAL results.


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Perhaps you will share ideas with me about some of the topic(s) above .

Rural System
Robert H. Giles, Jr.
July 17, 2005