Legislation for Students in Special Education Programs Free Essays

Public jurisprudence 94-142 Part B of the Education of the Handicapped Act ( 1975 ) states that a free and appropriate public instruction must be provided for all kids with disablements in the United States ( those up to 5 old ages old may be excluded in some provinces ) . ( Hardman, A ; Drew, 2008 ) In 1974 amendments to ESEA and EHA were passed ( Public jurisprudence 93-380 ) in order to increase fiscal aid to provinces to supply services to kids with disablements. This jurisprudence besides included linguistic communication that informed school territories that federal assistance for plans for pupils with disablements would be dependent on provinces developing programs for adequate services for kids with disablements. We will write a custom essay sample on Legislation for Students in Special Education Programs or any similar topic only for you Order Now Finally, in 1975, The Landmark Education of All Handicapped Children Act ( EHA ) ; Public Law 94-124 ) was passed. This jurisprudence requires that all pupils have entree to liberate and allow public instruction that is provided in the least restrictive environment. Under Public Law 94-142, schools were required to supply service merely for kids of school age. But In 1986, public jurisprudence 99-457 was passed. This jurisprudence mandated particular instruction services for kids ages 3-5 and provided fiscal inducements to provinces to supply services for kids ages birth to 3. I can merely conceive of the troubles that schools had to face before PublicA jurisprudence 94-142 was passed. But even after 1975 kids with disablements who were non yet in schools ( ages 3-5 ) had no rights that support their educational demands either. It took eleven old ages for the jurisprudence to be revised. Hardman, M, A ; Drew, C. ( 2008 ) . Human exceptionality scool, community and household. Boston: Houghton Mifflin Company The American with Disabilities Act ( ADA ) Persons with disablements education Act ( IDEA ) Agencies for Students in Particular Education II. Students with Learning Disabilities Emotional/behavioral Disorders ( EBD ) Intellectual disablement Communication upsets Physical disablements III. The Individualized Education plan ( IEP ) The intent of IEP Who is involved? Developing the individualised instruction plan Developmentally appropriate pattern is instructional attack that uses course of study and larning environments consistent with the kid ‘s development degree. It uses more child-initiated acquisition by promoting kids to research their involvements through drama. It besides encourages household engagement. Age appropriate arrangement on the other manus is the arrangement of pick for all pupils with or without particular demands that are within chronologically age appropriate regular schoolrooms. Students with disabilities have the same environment as non-handicapped equals of similar age in order to better the quality of interactions in those environments. Inclusive preschool schoolrooms are designed to run into the demands of each kid. Classrooms are staffed by extremely trained professionals in both kid attention and particular instruction. In add-on, the schoolroom physical environment supports all of the users. The kids have all of their day-to-day activities together and th e kids are seen as persons and it is recognized that all kids are on a continuum of development. I believe the â€Å" Best Plan † depends upon the specific demands of the kid. Developmentally appropriate course of study should supply for all countries of a kid ‘s development ; physical, emotional, societal, lingual, and cognitive.The course of study should besides construct upon what kids already know and are able to make to consolidate their acquisition and to further their acquisition of new constructs and accomplishments. Integrated scenes have, in fact, been found to bring forth higher proportions, rates, and degrees of societal, cognitive, and lingual accomplishments in kids with disablements than unintegrated scenes. IV. Teacher ‘s Roles in the Classroom Particular instruction instructors compile, organize and keep good accurate records on each pupil and work straight with the pupil ‘s parents to guarantee that they are familiar with what is being taught. Since the particular instruction instructor needs to cognize whom to depend on for role- specific advice, he or she has the duty to organize the pupil ‘s individualised instruction plan by maintaining the line of communicating unfastened with each squad member. The General instruction instructor ‘s function is critical ; he or she provides support for pupils by repeating or lucubrating on the pupil ‘s verbal parts. The instructor assesses the general course of study and aids in finding appropriate positive behavioural intercessions and schemes for the pupil and provides services and plans alterations. Professionals who collaborate trust one another but coaction and audience will work in a school if, and merely if, the people involved are prepared for the func tions. Understand their specific functions, and know the ends for the procedure Working with Children with Special Needs Intensive instructions Adaptive instructions Inclusive instruction VII. Passage to adult life Passage Servicess are designed to be within a results-oriented procedure, that is focused on bettering the academic and functional accomplishment of the kid with a disablement to ease the kid ‘s motion from school to post-school activities, including post-secondary instruction, vocational instruction, integrated employment ( including supported employment ) , go oning and big instruction, grownup services, independent life, or community engagement. It is based on the single kid ‘s demands, taking into history the kid ‘s strengths, penchants, and involvements. The jurisprudence is really clear in saying that every effort must be made to guarantee that pupils take part meaningfully in their ain passage planning. IDEA ordinances require schools to affect the pupil in the planning procedure to the maximal extent possible, every bit good as to guarantee that the pupil ‘s penchants and involvements are considered in composing the ends and aims. The passage from school to adult life is a complex and dynamic procedure. Passage planning should stop with the transportation of support from the school to an grownup service bureau, entree to postsecondary instruction, or life as an independent grownup. ( Hardman, Drew, A ; Egan, 2008 ) Planing for pupil ‘s future requires the position of multiple people who are vested in the pupil ‘s life. IDEA 2004 requires that the planning squad include the parents ; at least one general instruction instructor ; the particular pedagogue who works with the pupil ; a representative of the school territory ; the school must besides ask for the pupil to go to the IEP/transition squad meeting and help the pupils in making his or her ends. What chances are available for pupils with disablements after they complete secondary school? Teachers, parents, households, and schools should go on to look for available community resources to assist pupils with disablements become more independent and passage from high school to the community. Many times there are authorities funded bureaus that have plans and services available for persons with transitional barriers. One of the bureaus that found to be helpful is The Job Accommodation Network ( JAN ) . It has an international toll-free consulting service that provides information about occupation adjustments and the employability of people with disablements. JAN besides provides information sing the Americans with Disabilities Act ( ADA ) . Another bureau is The National Collaborative on Workforce and Disability for Youth ( NCWD-Y ) . It offers proficient aid plans to assist the work force development community with issues that affect the employment of young person with disableme nts. The NCWD-Y besides seeks the aid of experts in disablement, instruction, employment and work force development issues to guarantee that young person with disablements are provide full entree to high quality services. Institutions of higher acquisition besides have different chances on their campuses for pupils with disablements. Postsecondary academies are one-day conferences-type events for high school juniors and seniors with a broad scope of disablements. Parents, instructors, passage specializers, and other high school staff are besides encouraged to go to. To to the full fix for the passage from school, pupils and parents must be educated about critical constituents of grownup services systems ; Self finding and societal accomplishments besides play a critical function in the successful passage from school to adult life. Students with disablements in the secondary school old ages need entree to societal activities in order to be successful in the community and the workplace. Competence in utilizing societal accomplishments will take to positive perceptual experiences of individuals with disablements in extended community scenes such as postsecondary instruction. How to cite Legislation for Students in Special Education Programs, Essay examples

Cats Cradle Reflection free essay sample

Society makes something up and pretends it’s something it’s not. For instance, religion says it has all the answer, but when it is examined closer, nothing is really there. † Throughout Vonnegut’s book â€Å"Cat’s Cradle,† Jonah exposes many examples of why he does not believe in Christianity or any other religion besides the one religion he established, Bokononism. I personally see where Jonah is coming from, the fact that there are statements in the old testament that we do not follow even though they may be stated more that once. Although, there are a couple of things that I agree on with Jonah and Bokononism; I concur with Liana Price’s Essay on â€Å"Understanding Religion Through Cat’s Cradle. † As stated in Cat’s Cradle earlier in the book; the old testament states expectations for Christians that are not even being considered and people are living around these â€Å"rules. We will write a custom essay sample on Cats Cradle Reflection or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Vonnegut himself is a Humanist; he is not sure of God’s existence but values life above all else. Even though he does state in his latest novel Timequake that people need religion as something to turn on for comfort and support. I agree on this statement, I believe that humans need someone to think about, talk to, and to unconsciously ask favors too. Atheists are people who do not believe in the existence of any divine beings. Even though this is supposed to be their actual belief they still swear to God. Which to me personally sounds like they need someone to blame for. There are many reasons why people don’t â€Å"believe† in any divine beings but unconsciously they somehow do. Newt’s father and brother serve as an example in this novel of the scientific views of religion. Which is surprising being that technically Newt’s father did invent the atomic bomb that killed thousands of people and he is referred as â€Å" so innocent he was practically a Jesus. † How in the world is a man who killed thousands referred to as Jesus when in reality Jesus was killed to save thousands? This is oxymoronic; which is one of the reasons on why I disagree with Cat’s Cradle. Julian who calls himself a Bokononist because he agrees that all religions are lies which is what Bokononism is. He fits as a Bokononist because he recognizes that the need for religion is necessary to make someone feel better whether it is scientific, truthful or not. Ice Nine is a method of being able to freeze all bodies of water which are oceans , lakes, rivers, etc. Ice Nine was invented by Felix Hoenikker and his invention also has effect on humans. As soon as it touches human skin or has contact with the inside of the body all blood turns into ice and the person dies instantaneously. Bokonon gets trapped by the people of San Lorenzo and they tell him what God has done and ask what they should do. Bokonon wanting the easy way out, tells the people that God was surely trying to kill them. Bokonon wanted to give them a simple way out so he told them to touch the Ice Nine and their blood froze and they instantaneously died. Although, Bokonon being a genius himself did not take his own advice, because he knew it was worthless. Overall, Vonnegut is a great writer and can express himself in a very unique way that I admire. Although I do disagree with his book Cat’s Cradle. Bokononism is the religion of the belief that all religions are based on lies and people don’t need God. The people of San Lorenzo were targeted to become Bokononists and practice Bokonon’s beliefs. They ended up losing their lives because they believed that God was trying to kill them. I agree with most of the reflection of Liana Price about Bokononism.

Continuing Crisis in Tertiary Education of Developing and Transition Countries free essay sample

Caste- The unequal treatment for the students that come from the tribe or ethnic groups are very evident. -In Venezuela, the widespread preferential admission for students of University professors and employees is an example of positive discrimination in favor of the children of the already privileged intellectual elite. In India, efforts to reduce barriers that linked to caste but still the representation of students from different tribes and castes are still low. . Language – contribute to social inequality in countries where tertiary education is conducted in a language different from that of primary and secondary education. In Sri Lanka and Tanzania- English is the language of tertiary instruction but French is used in their everyday’s living. 3. Gender- it is also a barrier in the education of tertiary level. Gender differences in tertiary enrollment in some of the countries are very visible as shown in the table: Gender Disparity in Enrollment and Teacher Deployment, Selected Countries, 1997 Region and country| Combined primary- and secondary-level gross enrollment ratio| Tertiary-level students per 1,000 population| Proportion of women in tertiary education (percent)| Share of female teachers (percent)| | female| male| female| male| | Secondary| Tertiary| AfricaBotswanaMadagascarSouth AfricaAsiaCambodiaChinaIndiaIndonesiaKuwaitYemen, Rep. We will write a custom essay sample on Continuing Crisis in Tertiary Education of Developing and Transition Countries or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Latin AmericaBrazilColombiaGuyanaIndustrial CountriesAustriaNew ZealandUnited States| 935140689562796834898710210899| 9051478698818569908785104105100| 5. 51. 614. 60. 33. 34. 88. 125. 91. 111. 718. 28. 928. 249. 958. 4| 6. 41. 915. 91. 76. 17. 915. 219. 37. 310. 117. 110. 231. 340. 148. 2| 4745481636356213535248485656| 4364273637544862555756| 28293717-382831264039| Source: United Nations (2000) Under the gender inequalities, it includes also the lodging or location of nstitutions. Universities are typically located in urban areas limiting access for rural female students since families may be less inclined to permit daughters than sons to live outside the home in mixed-gender environment in urban areas. 4. Family Income- The major determinants of inequality in tertiary education. -In the availability of free tertiary education, still families with high income are the ones who have the higher chance or opportunity for free tertiary education. The children of high and middle income fam ilies who can afford to cost of high quality private secondary schools are usually better prepared to pass the public university entrance examination giving access to free higher education. -Families who can afford private tutoring in secondary level have better chance in competitive entrance examination that will avail their children for free tertiary education. The raised of fees in tertiary level made a noticeable decrease in the enrollment that is being felt not only in the Philippines but in other developing and transition countries. Remedies/Actions made by different countries to achieve equality in tertiary education. * In India despite special provision free tertiary education and reservation of places for students from scheduled castes and tribes, The actual percentage of enrolled students from this groups are still low because of the proportionally small number of minority students who completed primary and secondary education. * In the Philippines the free tertiary education are mostly availed by those students with a families of higher income that afford them of high quality education of private school that made a better chance for entrance examination. In South Africa the affirmative actions are still to be fully accessed whether successful or not, that is the admission of deserving black applicants who have not been given an adequate opportunity to demonstrate their ability to succeed. * Actions were also made in the inequality of the women from men in the tertiary level in Africa: In Ghana and Uganda â €“ they gave bonus points for women in taking admission examination so that more of them pass the cut off points. Evidently from that action enrollment of women in tertiary level increase from 27- 34 %. In Uganda and 21-27% in Ghana. In Tanzania, instead of giving bonus points they give a six- week remedial course for the women to give them a chance to pass the admission examinations . Inequalities in the education of tertiary level is a problem since time immemorial, but countries can do positive actions to eradicate the problem or to decrease if not to completely solve it. Focusing on financial aid such as scholarships, grants, and students Educational loans seem to be more effective form of equity interventions for capable aspirants from minority or under privileged populations. In addition stronger efforts must clearly be made mush earlier in a student’s educational career, particularly at the primary and secondary level, so that all students have equal opportunity to compete for entry to tertiary education. Gina A. Grezula MEM B Problems of Quality and Relevance Although there are exceptions, the quality and relevance of research, teaching, and learning have tended to decline in public tertiary education institutions in developing countries. Many universities operate with overcrowded and deteriorating physical facilities, limited and obsolete library resources, insufficient equipment and instructional materials, outdated curricula, unqualified teaching staff, poorly prepared secondary students, and an absence of academic rigor and systematic evaluation of performance. Similar conditions can be found in many of the new private universities and other tertiary institutions that have emerged in many countries, especially in those that lack a formal system for licensing or accrediting new institutions. In the formerly socialist countries of Eastern Europe and Central Asia, drastic reductions in public funding are jeopardizing the quality and sustainability of existing programs and even the survival of entire institutions. In many countries the poor quality of teacher training programs has detrimental effects on the quality of learning in primary and secondary education. Weak secondary education and scienti? c literacy, in turn, do not arm high school graduates with the necessary skills for successful tertiary-level studies. Most universities in developing nations function at the periphery of the international scienti? c community, unable to participate in the production and adaptation of knowledge necessary to confront their countries’ most important economic and social problems. Although few countries have exhaustive data to document the depth of the problem systematically, in countries where information is available the situation is alarming. For example, in 1995 a task force on higher education in the Philippines concluded, after reviewing information on critical education inputs and the results of professional examinations for the 1,316 existing tertiary education institutions, that only 9 universities and 2 colleges in the country were comparable in quality to international institutions. In India highly regarded programs such as those of the Indian Institutes of Technology exist side by side with scienti? c and technical programs of poor quality and relevance. Even Russia, once a world leader in advanced science and technology fields such as theoretical physics, nuclear technology, and space technologies, has seen a collapse of its Ramp;D sector. As reported in a recent OECD publication, in Russia â€Å"? nancial crises, decaying equipment, unemployment and higher wages in other sectors drove large numbers of researchers . . . away from science and technology† (Cervantes and Malkin 2001). In both public and private institutions the lack of full-time quali? ed teachers is an important contributor to poor quality. In Latin America, for example, the share of professors with doctoral degrees teaching in public universities is less than 6 percent, and the share with a master’s degree is less than 26 percent. More than 60 percent of the teachers in the public sector work part-time; in the private universities the proportion is as high as 86 percent (Garcia Guadilla 1998). In the Philippines only 7 percent of the professors teaching in tertiary education institutions hold Ph. D. s; 26 percent have master’s degrees. Expansion and diversi? ation of tertiary education systems has often led to internal brain drain because low-paid professors at public institutions seek second and third jobs in extramural positions such as teaching at better-paying private institutes and colleges. As colleges, universities, and scienti? c academies in transition countries struggle to adapt to the new realities of a market economy, they are hampered by a fragmented institutional structure, characterized by a large number of small, specialized institutions and a few big universities that have a near-monopoly on teaching at high academic levels. The small institutions are not able to diversify their programs and compete effectively, and the large, most prestigious universities are often too protected by regulations and have no incentives to engage in innovation. Hungary is unique in Eastern Europe; there, a centrally initiated merger plan has reduced the number of public institutions from more than 70 to fewer than 20. In spite of the global trend toward market expansion of tertiary education, governmental and institutional responses are not always favorable to the new tendencies. For example when countries expand tertiary education haphazardly to meet increasing social demand, there is a high risk of graduate unemployment. (To mention just two countries in different regions, in Nigeria graduate unemployment is 22 percent, and in Sri Lanka it is 35 percent. ) In many countries the mismatch between the pro? le of graduates and labor market demands is most apparent among graduates in the social sciences and humanities. The Republic of Yemen, for instance, has an oversupply of liberal arts graduates, and their skills do not meet the needs of the economy. On the faculty side, this can lead to an oversupply of teachers of nonscienti? c subjects. Tertiary education institutions often lack adequate labor market information to guide prospective students, parents, and employers. In many countries of Africa the toll of HIV/AIDS is changing tertiary education institutions in tragic ways. At the University of Nairobi, an estimated 20 to 30 percent of the 20,000 students are HIV positive (Bollag 2001; Kelly 2001), and in South Africa infection rates for undergraduate students have reportedly reached 33 percent (ACU 2001). Not only have students been directly affected by the pandemic, whether suffering from the disease themselves or caring for someone at home; so too have the faculty and administration. In some instances HIV/AIDS has robbed colleges and universities of their instructors and other personnel, crippling the institutions and further reducing the countries’ development opportunities, let alone their capacity to produce local leaders, civil servants, and trained intellectuals. Zambia’s Copperbelt University is said to have lost approximately 20 staff members in 2001, and Kenyatta University in Nairobi estimates that it lost 1 staff member or student per month during the same period. Problems of quality and relevance are not con? ned to traditional universities. Even in countries that have diversi? ed the structure of tertiary education, relevance can become a serious issue in the absence of close linkages between tertiary education institutions and the labor market. Jordan, for instance, has actively encouraged the development of public and rivate community colleges. Nevertheless, the status, quality, and relevance of these institutions have become so problematic that the country experienced a decline in community college enrollment from 41,000 in 1990–91 to 23,000 in 1995–96. Lack of access to the global knowledge pool and the international academic environment is a growing issue. In many countries poor command of foreign languages am ong staff and students complicates access to textbooks and the Internet, especially at the graduate level. In countries such as Malaysia and Sri Lanka that had opted for the use of the national language in tertiary education, officials are now considering reversing this policy to improve the quality of tertiary education, especially in the basic and applied sciences. Many countries that experienced a doubling or tripling of tertiary enrollments and increased participation rates for young people in recent decades have seen the negative effects of rapid expansion on quality. Issues of quality assurance and quality enhancement have become a major focus of attention (El-Khawas, DePietro-Jurand, and HolmNielsen 1998). Many governments, whatever the size and stage of development of their tertiary education sectors, have decided that traditional academic controls are inadequate for dealing with today’s challenges and that more explicit quality assurance systems are needed. Countries differ in their approaches to quality promotion. Some have taken steps to strengthen quality by introducing new reporting requirements or other mechanisms of management control. In Argentina the authorities have introduced quality assurance mechanisms that depend on an enhanced information and evaluation system and new rules for funding public universities. About 20 transition and developing countries have developed accreditation systems, while others have established evaluation committees or agencies that carry out external reviews. In many cases independent bodies have been established. While the most common setup is a single national agency, in some countries, such as Colombia and Mexico, separate agencies are responsible for different institutions, regions, purposes, and types of academic program. Such variation in the approaches to quality assurance bodies re? cts political and cultural preferences within each country, differences in government leadership, and the varying stages of development of tertiary education sectors. The scope of responsibilities given to quality assurance systems has varied widely. Scotland and England, for example, have procedures for monitoring teaching effectiveness, while Hong Kong (China) is focusing on high-quality management processes. Some countries, such as Chile, have established systems for licen sing new institutions and certifying educational credentials. Others have directed their efforts toward rewarding research productivity, either of individual scholars (as in Mexico) or of entire academic departments (as in the United Kingdom). There is also wide variation in the extent to which quality assurance agencies have managed to address issues related to student transfer and to study abroad. Countries and agencies also differ in their concerns arising from the expansion of new modes of educational delivery, including video-based education, interactive transmission to remote sites, and, most recently, Internet-based learning. MARIFE F. GAN MEM B Change-Resistant Governance Structures and Rigid Management Practices In many countries, the governance structure and management traditions of public tertiary institutions are characterized by rigidities and a total lack of flexibility which inhibits any type of reform or innovation. In the name of academic freedom, institutions (and their individual constituents, faculty, administrators and students) frequently operate with limited accountability for their use of public resources or for the quality of their outputs (e. . , graduates, research). Ingrained institutional cultures, together with poor management practices and lack of accountability, explain some of the inefficiency dimensions identified earlier. The time-honored committee approach to management in universities suffers from lengthy, sometimes politically- laden, consensus-based decision making. It often lacks the agility for effective interaction with a surrounding corporate culture. The ownership of t ertiary institutions has often shifted from clients, e. g. society and students, to staff. The reason d’etre for some institutions has become providing employment and benefits for staff rather than being educational establishments geared towards the needs of the students. Such systems are rigorously guarded by cadres of academic leaders represented in academic councils who operate within a framework of institutional autonomy that is almost exclusively accountable to staff and academics. Academic leaders such as rectors, deans and heads of departments are not trained in management of large complex institutions. In many public universities in Latin America and Eastern Europe, reform-oriented rectors stand little chances of getting elected because they are perceived as a threat to established practices. When there is a change of rector, the entire management team is changed with the ensuing loss of institutional continuity. Often the institutional support systems do not provide guidance in terms of 12 monitoring and evaluation of the institutions’ own performance. Few institutions have a governance structure allowing for the participation of representatives of employers and civil society. Universities in countries as diverse as Russia, Bangladesh and Bolivia have no Boards of Trustees that would constitute an explicit external accountability channel. Reliance on performance indicators as management and planning tools is not a common practice in most countries. At the national level a stalemate often exists between academically powerful rectors conferences or councils and governments that continue to negotiate line item budgets seldom linked to institutional performance or national strategies, but generally reflect the needs of regional constituencies. This leads to a political rather than a professional system of management and governance. The consequence is a deficient governance system lacking flexibility and innovative capacity because programs are developed to serve the needs of existing staff rather than the country’s development goals, and lack of programmatic accountability because academic autonomy is not paired with financial and legal responsibility. In Brazil, the Law of Isonomy establishes uniform salaries for all federal jobs including those in the federal universities. Prolonged procedures at the level of the ministries of finance and education often cause delays in transfer of funds to tertiary education institutions. The purchase of laboratory equipment is also affected by such inefficiencies; by the time the equipment arrives it is often less up to date than originally intended and institutions end up receiving equipment supplies after the courses have taken place. In many countries and institutions, administrative procedures are also rigid when it comes to making changes in academic structure, programs or mode of operation. In Uruguay, for instance, it is only when confronted in the id-1990s with competition from emerging private universities that the venerable University of the Republicwhich had exercised a monopoly over higher education in the country for 150 years started a strategic planning process and considered establishing post-graduate programs for the first time. Another example of institutional inflexibility occurred in Venezuela, wh ere IESA, a dynamic private institute of business administration, had to wait several years to receive the official approval from the Council of Rectors for a new MBA program designed and delivered jointly with the top-rated Harvard Business School. Japan has also experienced severe institutional management rigidities. In response, the Ministry of Education recently decided to grant national universities corporate status and legal personality with the assurance that the independence of universities would be respected. The aim of this significant gesture was to provide national universities with more flexibility for managing the resources provided them through government grants. This represented a structural adjustment introducing market mechanism and accountability thereby obviates the need for institutions to seek government approval for their management decisions. In Nicaragua, the recently established University of Mobile from the US state of Alabama has been denied a license to operate by the Council of Rectors keen on protecting the Nicaraguan public universities from foreign competition. In Romania, CODECS, the first distance education institution in that country created in the early 1990s, initially faced difficulty getting recognition of its degrees by the national higher education authorities and opted instead for an alliance with the UK Open University an institution with degrees recognized by the same Romanian authorities. At a recent meeting of the US-based International Association of Management Education (April 2000), leaders of business schools expressed alarm at the slow and bureaucratic response of their institutions to technological advances and labor market changes. Eastern Europe and Central Asia also suffer from many similar constraints, but with a different historical context and dynamic. Following the collapse of the state socialist regimes, universities and other tertiary education institutions reclaimed their autonomy from state control. In some cases, protection from government intervention has been included in the newly revised constitutions. However, this autonomy has rarely been accompanied by corresponding financial authority or improvement in the institutions’ management and strategic planning capabilities. Even university and college leaders have tried to resist the newly gained autonomy for fear of reduced public funding. Further, line- item budgeting and limited control over revenues and savings do not provide incentives to encourage medium- term development strategies. A particular rigidity problem inherited from the Soviet system is the institutional separation of research and teaching, the former being administered and conducted principally in scientific academies. In countries with a binary system, academic doctoral training is assigned to universities whereas technical and applied (technical and teacher training) programs are assigned to colleges with very limited or no possibilities of partnership or transfer. Such a lack of integration of education and research as well as the lack of articulation between different forms of institution within national systems can seriously compromise the quality and competitiveness of tertiary education in these countries. Finally, tertiary education systems in many countries are not designed to deal with civil constituents. In some countries students can often muster sufficient political power to block entire systems from functioning over prolonged periods of time. One example of such overwhelming control occurred in 1999 in Mexico where UNAM, the country’s largest university (270,000 students), was forced to closed down for almost an entire year. The cause: a student strike in response to a proposed tuition fee increase from a few dollars to 120 dollars a year. Other countries have seen an alarming increase in campus violence which can be politically motivated (Colombia) or even the result of criminal activities (Bangladesh). In some countries of Africa, particularly West Africa (Ghana, Nigeria, Senegal), strong academic staff unions have regularly interrupted the academic calendar for a year or more in strike actions designed to win them higher salaries. Such disruptions can severely damage the functioning of the institutions. Another element of distortion is cheating, which seems to have become more widespread in many settings throughout the world. According to the rector of the Georgian Institute of Foreign Affairs, for instance, â€Å"†¦ corruption has become practically a total form of existence [in the former republics of the Soviet Union]. Recent allegations of corruption in Chinese college admissions have tainted the objective process of selection of students. In Kenya in February 2002 authorities there claim to have broken up a ring within the Ministry of Education that had been producing and selling bogus university diplomas, polytechnic certificates, exam results, academic transcripts, an d even counterfeit identification documents such as passports. Finally, student democracy sometimes works against the academic interests of the very students it is intended to protect. In some systems extended campaigning and election periods for student or rector office can detract from teaching and learning and lead to inefficiencies rather than to better opportunities and improved education for the students. One example of the potential negative effects of student democracy can be seen in Nepal where classes are regularly suspended for at least a month during student elections time. In many countries, the growing dissatisfaction with interruptions from student politics at public universities has fueled the expansion of private tertiary education. While the growth in the number of private institutions can often be explained by increased demand for tertiary education, in many instances it is a reaction to the disenchantment with public universities which are perceived to be less attractive because of political agitation and resulting poor academic quality. References: * http://www. usp. ac. fj/worldbank2009/frame/Documents/Publications_global/Challenges_for_higher_ed_systemsEn01. pdf * www. ruforum. org/system/files/WorldBankEducationReport. pdf * http://www. mext. go. jp/english/topics/21plan/010301. htm

Diana Ross Essays - Spanish West Indies, Age Of Discovery

Diana Ross Columbus Columbus. Christopher Columbus of Spain went to the king and queen to ask authorization for an expedition. He wanted to venture to the India. The New World, he believed, could be found by sailing west across the ocean. No one had ever sailed west before. The reason no one had done this before was because everyone believed that the world was flat. Columbus, on the other hand, believed that it was round. The movie 1492: Conquest of Paradise brings out the handout Privileges and Prerogatives Granted to Christopher Columbus. According to the handout, Columbus was to have complete control over whatever land he discovered. After his death, his heirs would inherit the land and take over control. Spain wanted to ensure that they would have power over whatever he discovered, and this was the way to do it. This was so in the movie as well. Columbus was to take gold back to Spain and to spread the word of God in the discovered land. In August of 1492, Columbus and his adventurers set out to fin d the New World with three ships, the Nina, the Pinta and the Santa Maria. They reached their destination in October of 1492. The island that they found was full of native people dressed in loincloths and caring speared sticks. They were very friendly for the time Columbus and his crew were there. The island was great, but what Columbus really wanted was to find the mainland of India. At any rate, they stayed for a while and when a man got sick, Columbus headed home. He took with him some gold from the New World. After a short stay in his homeland, Columbus returned to the New World. Upon reaching the island again, Columbus found something awful. The crew that he had left behind was dead. Columbus did not want to take revenge, but some of the crew did. He managed to hold them off for a while. The explorers built up the land on the island, adding a ringing bell and some buildings. Soon a battle broke out over the deaths of the crew left behind from the first voyage. Spain took contro l of the island away from Columbus. Of course, he was very upset because he had worked his whole life for this opportunity. Spain had broken their agreement with Columbus. They promised him all sorts of titles and the same for his heirs. He was supposed to become a Don and he was supposed to be able to choose whomever he wanted to run the island. When he chose his brothers, Spain had a problem with his decision. He discovered this New World and got no reward for it. In the movie, it did not seem like a waste for him because his memory of what happened and telling the story to his family reminded him of a happy time in his life. Sure, it would have been great to get what was promised to him by Spain, but the experience of it all was enough for him. Bibliography microsoft encarta Internet misc

How Collaborative Decision Making Transforms Schools

How Collaborative Decision Making Transforms Schools Schools should continuously be striving to improve.  Every school should have this as a central theme in their mission statement. Schools that are either stagnant or complacent are doing the students and communities that they serve a major disservice. If you are not progressing, you will ultimately fall behind and fail. Education, in general, is very progressive and trendy, sometimes to a fault, but you must always be seeking out something bigger and better. School leaders who regularly include their constituents in the decision-making process find it advantageous in many different ways. They understand that involving stakeholders in the decision-making process can ultimately transform a school. Progressive transformation is continuous and ongoing. It must become a mindset and regular way of making decisions to maximize effectiveness.  School leaders must actively invest in the opinions of others, understanding that they do not have all the answers themselves. Varying Perspectives One of the most beneficial aspects of bringing different people to the discussion is that you get several different perspectives or points of view.  Every stakeholder is going to have a distinctly different point of view based on their individual affiliation with the school. It is important that school leaders bring together a varying range of constituents with their hands in different parts of the cookie jar so that perspective is maximized. This is naturally beneficial as someone else may see a potential road block or benefit that someone else may not have thought of. Having multiple perspectives can only boost any decision-making effort and lead to healthy discussions that morph into growth and improvement.  Ã‚   Better Buy In When decisions are made through a process that is genuinely inclusive and transparent people tend to buy in and support those decisions even when they are not directly involved.  There will likely be some that still disagree with the decisions, but they typically respect them because they understand the process and know that the decision was not made lightly or by a single person. Buy in is extremely important for a school because of all the moving parts. A school operates more efficiently when all the parts on the same page. This often translates to success which benefits everyone. Less Resistance Resistance is not necessarily a bad thing and offers some benefits. However, it can also totally destroy a school if it morphs into a resistance movement.  By bringing varying perspectives to the table, you naturally negate much of the resistance. This is especially true when collaborative decision making becomes the norm and part of the expected culture of the school. People will trust a decision-making process that is inclusive, transparent, and holistic in nature. Resistance can be annoying, and it can definitely impede improvement referendum. As stated before this is not always a bad thing as some resistance minimally serves as a natural system of checks and balances. Not Top Heavy School leaders are ultimately responsible for their school’s successes and failures.  When they make critical decisions by themselves, they shoulder 100% of the blame when things run amiss. Furthermore, many people question top heavy decision making and never fully buy in. Any time a single person makes a key decision without consulting others they are setting themselves up for ridicule and eventual failure. Even if that decision is the correct and best choice, it serves school leaders well to consult with others and seek their advice before the final say. When school leaders make too many individual decisions they eventually distance themselves from other stakeholders which is unhealthy at best. Holistic, Inclusive Decisions Collaborative decisions are typically well thought out, inclusive, and holistic. When a representative from each stakeholder group is brought to the table, it gives validity to the decision. For example, parents feel they have a voice in a decision because there were other parents representing them in the decision-making group.  This is especially true when those on a collaborative decision-making committee go out into the community and seek further feedback from like stakeholders. Furthermore, these decisions are holistic in nature meaning that research has been done, and both sides have been carefully examined.   Better Decisions Collaborative decisions often lead to better decision making. When a group comes together with a common goal, they are able to explore all the options more in-depth.  They can take their time, bounce ideas off one another, research the pros and cons of each option thoroughly, and ultimately make a decision that will produce the greatest outcomes with the least resistance.  Better decisions yield better results. In a school environment, this is extremely important. A top priority for every school is to maximize student potential. You do this in part by making the correct, calculated decisions time and time again.   Shared Responsibility One of the greatest aspects of collaborative decision making is that no single person can take the credit or the blame. The final decision lies with the majority on the committee. Though a school leader will likely take the lead in the process, the decision is not solely theirs. This also ensures that they are not doing all of the work. Instead, each member of the committee plays a critical role in the process that often extends beyond simple decision making into implementation and follow through.  Shared responsibility helps reduce the pressure of making a big decision. Those on the committee provide a natural support system because they truly understand the commitment and dedication to making the correct decisions.

Journal Essay Example | Topics and Well Written Essays - 500 words - 23

Journal - Essay Example The members of the group try to help each other. If one person cannot do something, another person will try to do it. In return, the first person should try to find a way to do the second person’s task when he or she is available. This type is a 5.5 in Blake and Mouton’s Conflict Grid. We are able to maintain the peace among the group. However, our progress is very slow because each person needs to adjust to the schedule of the other person. So, a task is only finished when someone is free to do it. 4. My style of conflict management depends on the conflict. Sometimes I use collaboration. Other times I use competing and other times I use accommodating. I think one style of conflict management is not perfect in all types of conflict. The style I choose will depend on the people in the conflict and the goal to meet. I think sometimes I have to be firm and decide alone. In other situations, I have to get consider suggestions from my subordinates. In other situations, I have to adjust something while my subordinate also adjusts something so we can meet in the middle. 5. For our group, these factors helped the most: people will accept changes that have a part in planning and changes will be more readily accepted when people are involved in gathering the facts that indicate the need for change. These factors helped because the opinions of all the members were considered. 6. The most helpful of the Ten Commandments of Implementing Changes is Number 9: Communicate, involve people, and be honest. If everyone in the group knows about any changes, they can prepare for it. The least helpful is Number 6: Line up political sponsorship. I think this is not important in making changes. Also, political sponsorship cannot help if many people do not want change. 7. All the persons in my group are Early Majority. They do not accept change easily. I think it is because each person is busy with personal activities. They do not like tasks from

Airline industry and leadership Essay Example | Topics and Well Written Essays - 2250 words

Airline industry and leadership - Essay Example The airlines industry is one which constantly faced with considerable global challenges and competition. Constantly turbulence in their business conditions leaves the fortunes of these companies in the hands of global conditions and conditions of the economy. The co-evolutionary process of industry development and leadership is evident in many of the airlines companies across the world. Leaders have played the dynamic role of developing new business models with the aim to revitalize and rebuild the industry. Some of the greatest airlines in the world, such as the South West Airlines and British Airways have been successful in overcoming hard times and driven towards success by the initiative, zeal and enthusiasm of their leadership teams. It would explain the general theories of leadership providing evidence from another industry (Gilbert, 2009). Section 1 Effective leadership has been particularly responsible for bringing about dramatic organizational transformations. However, the leadership styles and types have differed between organizations. The most important ones which are worth mentioning in the context of bringing out organizational changes or transformation of organizations are situational leadership and contingency theory. According to Bass (1990), situational leadership takes into consideration the leaders and the followers as well as the situation. This is complemented with the elaboration of the circumstances, time and place as well (Martin, 2006, p.45).The fundamental underpinning of situational leadership theory is that it does not consider any single or best style of leadership. It is rather relevant to the task to be performed and the most success successful of all leaders is those who can adapt their leadership styles to the needs of the situation.