No Child Left Behind (NCLB) was a major US education reform law that aimed to improve student outcomes through increased accountability, flexibility, and choice. Key aspects of NCLB included annual student testing in reading and math, accountability for student achievement at the school level, requirements for highly qualified teachers, and increased local control and flexibility over federal funding. The law also focused on ensuring safe schools and increasing parent participation in their child's education.
This document discusses the importance of aligning instructional materials, including textbooks and open educational resources (OERs), with state learning standards to ensure student preparedness. While most states have processes for approving copyrighted textbooks, few have defined or established policies for OERs. The document recommends that state boards of education create definitions for OERs, investigate alignment of existing materials, convene experts to review materials, and work with legislatures to update policies in order to improve the selection and use of high-quality, standards-aligned instructional materials.
Carnegie units should_go-robert_rothman-1998-2pgs-eduRareBooksnRecords
The document discusses a report by a national panel of state education board members that calls for major reforms to the American education system. Specifically, it recommends scrapping the traditional Carnegie unit system of measuring learning based on time spent in classes. Instead, the report proposes implementing standards that require students to meet defined performance levels in six core subject areas. It argues that the current system of course requirements hinders effective teaching and learning. The report also recommends changes to instructional practices, textbooks, testing, and school schedules and operations to better develop students' higher-order thinking skills. If these sweeping reforms are not made, the report warns, many students will be unprepared for work or higher education and democracy could be threatened.
The american no child left behind act implications for the nigerian school sy...Alexander Decker
The document summarizes research on the implications of the No Child Left Behind Act (NCLB) for American and Nigerian school systems. Key points include:
- NCLB expanded standardized testing in the US and held schools accountable for student progress. However, some argue it reduced teacher autonomy and led to "teaching to the test."
- Implementation has been difficult for schools with disadvantaged student populations, like those in high-poverty areas, with English learners, or in rural settings. It has negatively impacted special education services.
- Nigeria established Universal Basic Education to provide free, compulsory education for all, but implementation challenges include inadequate teacher training and recruitment to ensure instructional quality.
Hemmer, lynn a cross case state analysis ijobe v2 n1 2014William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
This document discusses the importance of aligning instructional materials, including textbooks and open educational resources (OERs), with state learning standards to ensure student preparedness. While most states have processes for approving copyrighted textbooks, few have defined or established policies for OERs. The document recommends that state boards of education create definitions for OERs, investigate alignment of existing materials, convene experts to review materials, and work with legislatures to update policies in order to improve the selection and use of high-quality, standards-aligned instructional materials.
Carnegie units should_go-robert_rothman-1998-2pgs-eduRareBooksnRecords
The document discusses a report by a national panel of state education board members that calls for major reforms to the American education system. Specifically, it recommends scrapping the traditional Carnegie unit system of measuring learning based on time spent in classes. Instead, the report proposes implementing standards that require students to meet defined performance levels in six core subject areas. It argues that the current system of course requirements hinders effective teaching and learning. The report also recommends changes to instructional practices, textbooks, testing, and school schedules and operations to better develop students' higher-order thinking skills. If these sweeping reforms are not made, the report warns, many students will be unprepared for work or higher education and democracy could be threatened.
The american no child left behind act implications for the nigerian school sy...Alexander Decker
The document summarizes research on the implications of the No Child Left Behind Act (NCLB) for American and Nigerian school systems. Key points include:
- NCLB expanded standardized testing in the US and held schools accountable for student progress. However, some argue it reduced teacher autonomy and led to "teaching to the test."
- Implementation has been difficult for schools with disadvantaged student populations, like those in high-poverty areas, with English learners, or in rural settings. It has negatively impacted special education services.
- Nigeria established Universal Basic Education to provide free, compulsory education for all, but implementation challenges include inadequate teacher training and recruitment to ensure instructional quality.
Hemmer, lynn a cross case state analysis ijobe v2 n1 2014William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
SPE/514 Amanda Cosey - Learner's Rights and Teacher Responsibilitieswardlowcoseya
The document discusses the rights of learners with disabilities and teacher responsibilities under special education law. It covers the rights to a free and appropriate public education, education in the least restrictive environment according to an individualized education program. It defines key terms in special education like IEP, FAPE, LRE. It also discusses laws that guarantee these rights like the IDEA, professional standards and ethics for special educators.
The Common Core State Standards Initiative establishes a single set of K-12 standards in English language arts and mathematics that states can voluntarily adopt. The standards define the knowledge and skills students need to succeed in college and careers, including skills such as analytical thinking. While the standards provide consistent learning goals, they do not dictate curriculum or teaching methods, which remain under local control. South Carolina adopted the Common Core standards in 2012 and is transitioning to full implementation by 2014-15, including replacing existing state tests with Common Core-aligned assessments.
comparative education; meaining, defiation, aim, purpose, (TASNEEMKHOKHAR1280...Tasneem Ahmad
Comparative education involves examining education systems between countries to describe, understand, and evaluate them. It aims to explain differences in educational outcomes, processes, and systems; help develop education; highlight relationships between education and society; and form generalizations about education. Factors like culture, religion, and ideology influence education systems. Comparative education is used for description, understanding education systems, evaluation, planning, innovation, and addressing problems through ideas from other countries. It facilitates assessment and establishing standards between countries.
Status of Elementary Art Education: 1997-2004Maira Jaffri
This document summarizes the status of elementary art education in the United States between 1997-2004 based on trends in state policies and survey data. It finds that while most states had art education standards, only a minority clearly mandated art instruction. Teacher preparation requirements for art were minimal, with many teachers lacking a major or minor in art. Few states implemented statewide art assessments, and NCLB's focus on reading, math, and science scores reduced emphasis on other subjects like art.
Syllabus, ADMPS 3343 Comparative Education, Spring 2012Che-Wei Lee
This document outlines the syllabus for a comparative education course taught in spring 2012. It provides information on course objectives, assignments including country case studies, group projects, and term papers. Readings are assigned for each of 16 weekly classes covering major conceptual issues in comparative and international education. Student participation through presentations, discussions, and a final paper are required. The course is taught by Professors James Jacob and David Che-Wei Lee and aims to introduce students to the broad field of comparative education.
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
The Content and Method of Comparative EducationChe-Wei Lee
The document summarizes Kandell's 1955 article "The Content and Method of Comparative Education". It discusses key topics in comparative education including the historical context, aims and scope, importance of cultural and political forces, and challenges in establishing national education systems. The article also emphasizes that comparative education involves analyzing both similarities and differences between countries, as well as effective and ineffective cases, to better understand factors shaping different systems.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
This document provides an overview of Response to Intervention (RTI) and Illinois' RTI plan. It defines RTI as a general education initiative that uses data to provide targeted instruction to students based on their needs. The key components of RTI are a three-tier model of intervention, a problem-solving model for decision making, and an integrated data system. Illinois requires all districts to have an RTI plan and provides guidelines for funding and evaluating the process. The goals of RTI include identifying struggling students early and improving student outcomes through collaborative, data-driven decision making.
Outcome-based education aims to shift the focus of education from inputs like course credits to outputs or results demonstrated by students. It seeks to have students master higher-order skills and integrate knowledge across subjects. Supporters believe it promotes high expectations and prepares students for modern life and work, while critics worry it relies too much on subjective evaluations over objective measurements and could undermine local control of education. There is debate around terminology and how outcomes are developed and implemented at different levels of the education system.
Authors: Anders Olofsgård, Jean-Benoit Falisse and Marieke Huysentruyt
Using a randomized field experiment in South Kivu, we study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students on student achievement. Students in the treatment schools scored 0.26σ higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and those who passed the test obtained higher scores. The largest positive impact was found in schools with lower teaching-efficacy and for lower-ability students. Our results demonstrate that incentives-only programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement.
This article examines representations of teacher quality, quantity, and diversity reported by awardees of a national mathematics and science program. It identifies seven common interventions implemented across the program to influence teacher quality and the teacher population. Three key themes emerged: 1) awardees' knowledge and use of research-based professional development; 2) a shift to include specialized subject knowledge preparation for elementary teachers in addition to middle/high school teachers; and 3) involvement of STEM faculty and teacher leaders in collaborative activities at all levels and in both math and science. Efforts to influence teacher quantity and diversity were limited in scope and in initial stages. The findings provide insight into the program's impact on teacher quality, quantity, and diversity.
This document discusses the implementation of Common Core standards in Mississippi public schools. It reviews literature on the challenges of Common Core implementation and the use of professional development to help teachers adapt. The document then analyzes test score data from 2014-2016 to see if Common Core improved student performance on standardized tests like PARCC, MCT2, MAP, and SATP2. The data shows initial struggles but eventual growth in test scores and graduation rates over time. Implementing Common Core was difficult for teachers but professional development training helped them embrace the new standards, leading students to perform at the level of their peers in other states.
This document analyzes policies for implementing K-12 computer science curricula in Ontario. It summarizes lessons from jurisdictions like British Columbia, Israel, and the US that have implemented CS education. Key lessons include mandating CS as a core subject, clarifying teacher training processes, and including researchers and industry in curriculum development. The document also discusses benefits of CS education for Ontario like reducing the ICT labor shortage and increasing gender diversity in STEM fields. Implementation concerns around infrastructure and resources are also addressed. It recommends evaluation criteria like comparing labor and GDP data pre- and post-implementation.
Comparative education involves the step-by-step study of different educational systems to understand their similarities and differences. It covers components like structure, aims, curriculum, administration, financing and teacher education across geographical areas from individual countries to global systems. Ideological comparisons examine systems based on political, social and economic ideologies, while thematic comparisons focus on specific issues. The historical scope analyzes the discipline's development from early travelers' accounts to modern social science. The purposes of comparative education are to describe systems, assist development, highlight education-society links, and make generalized statements valid across countries.
This document summarizes a presentation about two Title 1 charter schools that have achieved academic success with high-poverty students. The presentation aims to provide research on effective practices and allow discussion between secure care school staff. It describes the background of poverty's impact on education and the schools' demographics. The findings address the research questions about the schools' success factors, such as tutoring programs, high expectations, smaller class sizes, and preparing students for college while in high school.
COVID-19 and Disruption in Management and Education Academics: Bibliometric M...faisalpiliang1
COVID-19, What to do now? This issue has had devastating effects in all domains of society
worldwide. Lockdowns, the lack of freedom and social distancing meant the closure of a country’s
entire activity. Having effects at all levels, beside incalculable ones in health, it is argued that scientific
activity in education, business, economics and management suffered some of the most drastic impacts
of this pandemic. This study aims to map the scientific literature in these areas in the context of
COVID-19 and analyze its content through bibliometrics, which made it possible to highlight the
scarcity of studies on the topic, namely empirical studies on the effects of this pandemic on scientific
research and teaching/education. The results show there is a lack of peer-reviewed publications on
this topic, with the studies covered (93) via the threads used revealing only 28 articles coming within
the proposed objective. The bibliometrics corroborates that shortage. Finally, the contributions and
implications for theory and practice are presented, followed by the limitations and suggestions for
future research.
Scientific Management Theory focuses on finding the optimal way to accomplish tasks using minimal resources. Frederick Taylor is considered the father of modern management for introducing this theory. Modernism focuses on finding universal truths to optimize resource utilization, while Postmodernism rejects the idea of a single set of principles and advocates using diverse management tools in different organizational areas. Organizational culture can be viewed as the glue that holds an organization together or as a compass that provides direction. Taylorism and Fordism both emphasized scientific approaches to mass production and consumption. Ford applied Taylor's principles using assembly lines and machines to reduce labor and increase efficiency.
This document discusses trends in leadership over time. It begins by looking at past models of leadership from the 20th century focused on situational and trait-based theories. More recent models in the past few decades have focused on transformational and instructional leadership. The document then examines current trends showing leadership as more distributed and collaborative. It discusses how future leadership will require adaptability, creativity, and drawing on personal values rather than following set rules. Leaders will need to motivate teams by connecting work to common goals and fostering responsibility. The conclusion discusses developing leadership over time through self-reflection and experiences that challenge one's self-concept.
This document contains questions and answers on various topics related to information systems and technology. It discusses three approaches to systems security risk assessment, four international business strategies in the digital world, the role of knowledge workers in today's business environment, reviews of four technology news websites, the differences between primary and secondary storage, four common network services, three benefits of using extranets, and five typical e-commerce revenue models. The document provides concise explanations and lists for each question.
SPE/514 Amanda Cosey - Learner's Rights and Teacher Responsibilitieswardlowcoseya
The document discusses the rights of learners with disabilities and teacher responsibilities under special education law. It covers the rights to a free and appropriate public education, education in the least restrictive environment according to an individualized education program. It defines key terms in special education like IEP, FAPE, LRE. It also discusses laws that guarantee these rights like the IDEA, professional standards and ethics for special educators.
The Common Core State Standards Initiative establishes a single set of K-12 standards in English language arts and mathematics that states can voluntarily adopt. The standards define the knowledge and skills students need to succeed in college and careers, including skills such as analytical thinking. While the standards provide consistent learning goals, they do not dictate curriculum or teaching methods, which remain under local control. South Carolina adopted the Common Core standards in 2012 and is transitioning to full implementation by 2014-15, including replacing existing state tests with Common Core-aligned assessments.
comparative education; meaining, defiation, aim, purpose, (TASNEEMKHOKHAR1280...Tasneem Ahmad
Comparative education involves examining education systems between countries to describe, understand, and evaluate them. It aims to explain differences in educational outcomes, processes, and systems; help develop education; highlight relationships between education and society; and form generalizations about education. Factors like culture, religion, and ideology influence education systems. Comparative education is used for description, understanding education systems, evaluation, planning, innovation, and addressing problems through ideas from other countries. It facilitates assessment and establishing standards between countries.
Status of Elementary Art Education: 1997-2004Maira Jaffri
This document summarizes the status of elementary art education in the United States between 1997-2004 based on trends in state policies and survey data. It finds that while most states had art education standards, only a minority clearly mandated art instruction. Teacher preparation requirements for art were minimal, with many teachers lacking a major or minor in art. Few states implemented statewide art assessments, and NCLB's focus on reading, math, and science scores reduced emphasis on other subjects like art.
Syllabus, ADMPS 3343 Comparative Education, Spring 2012Che-Wei Lee
This document outlines the syllabus for a comparative education course taught in spring 2012. It provides information on course objectives, assignments including country case studies, group projects, and term papers. Readings are assigned for each of 16 weekly classes covering major conceptual issues in comparative and international education. Student participation through presentations, discussions, and a final paper are required. The course is taught by Professors James Jacob and David Che-Wei Lee and aims to introduce students to the broad field of comparative education.
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
The Content and Method of Comparative EducationChe-Wei Lee
The document summarizes Kandell's 1955 article "The Content and Method of Comparative Education". It discusses key topics in comparative education including the historical context, aims and scope, importance of cultural and political forces, and challenges in establishing national education systems. The article also emphasizes that comparative education involves analyzing both similarities and differences between countries, as well as effective and ineffective cases, to better understand factors shaping different systems.
Academic performence and factors affecting it full 1PRASAN168
1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
This document provides an overview of Response to Intervention (RTI) and Illinois' RTI plan. It defines RTI as a general education initiative that uses data to provide targeted instruction to students based on their needs. The key components of RTI are a three-tier model of intervention, a problem-solving model for decision making, and an integrated data system. Illinois requires all districts to have an RTI plan and provides guidelines for funding and evaluating the process. The goals of RTI include identifying struggling students early and improving student outcomes through collaborative, data-driven decision making.
Outcome-based education aims to shift the focus of education from inputs like course credits to outputs or results demonstrated by students. It seeks to have students master higher-order skills and integrate knowledge across subjects. Supporters believe it promotes high expectations and prepares students for modern life and work, while critics worry it relies too much on subjective evaluations over objective measurements and could undermine local control of education. There is debate around terminology and how outcomes are developed and implemented at different levels of the education system.
Authors: Anders Olofsgård, Jean-Benoit Falisse and Marieke Huysentruyt
Using a randomized field experiment in South Kivu, we study the impact of a simple “textbooks for self-study” incentive scheme targeting primary school students on student achievement. Students in the treatment schools scored 0.26σ higher in French but did no better in math. They were more likely to take the high-stakes end-of-6th-grade national exam and those who passed the test obtained higher scores. The largest positive impact was found in schools with lower teaching-efficacy and for lower-ability students. Our results demonstrate that incentives-only programs designed to intensify and diversify students’ use of existing school resources can sharply improve student achievement.
This article examines representations of teacher quality, quantity, and diversity reported by awardees of a national mathematics and science program. It identifies seven common interventions implemented across the program to influence teacher quality and the teacher population. Three key themes emerged: 1) awardees' knowledge and use of research-based professional development; 2) a shift to include specialized subject knowledge preparation for elementary teachers in addition to middle/high school teachers; and 3) involvement of STEM faculty and teacher leaders in collaborative activities at all levels and in both math and science. Efforts to influence teacher quantity and diversity were limited in scope and in initial stages. The findings provide insight into the program's impact on teacher quality, quantity, and diversity.
This document discusses the implementation of Common Core standards in Mississippi public schools. It reviews literature on the challenges of Common Core implementation and the use of professional development to help teachers adapt. The document then analyzes test score data from 2014-2016 to see if Common Core improved student performance on standardized tests like PARCC, MCT2, MAP, and SATP2. The data shows initial struggles but eventual growth in test scores and graduation rates over time. Implementing Common Core was difficult for teachers but professional development training helped them embrace the new standards, leading students to perform at the level of their peers in other states.
This document analyzes policies for implementing K-12 computer science curricula in Ontario. It summarizes lessons from jurisdictions like British Columbia, Israel, and the US that have implemented CS education. Key lessons include mandating CS as a core subject, clarifying teacher training processes, and including researchers and industry in curriculum development. The document also discusses benefits of CS education for Ontario like reducing the ICT labor shortage and increasing gender diversity in STEM fields. Implementation concerns around infrastructure and resources are also addressed. It recommends evaluation criteria like comparing labor and GDP data pre- and post-implementation.
Comparative education involves the step-by-step study of different educational systems to understand their similarities and differences. It covers components like structure, aims, curriculum, administration, financing and teacher education across geographical areas from individual countries to global systems. Ideological comparisons examine systems based on political, social and economic ideologies, while thematic comparisons focus on specific issues. The historical scope analyzes the discipline's development from early travelers' accounts to modern social science. The purposes of comparative education are to describe systems, assist development, highlight education-society links, and make generalized statements valid across countries.
This document summarizes a presentation about two Title 1 charter schools that have achieved academic success with high-poverty students. The presentation aims to provide research on effective practices and allow discussion between secure care school staff. It describes the background of poverty's impact on education and the schools' demographics. The findings address the research questions about the schools' success factors, such as tutoring programs, high expectations, smaller class sizes, and preparing students for college while in high school.
COVID-19 and Disruption in Management and Education Academics: Bibliometric M...faisalpiliang1
COVID-19, What to do now? This issue has had devastating effects in all domains of society
worldwide. Lockdowns, the lack of freedom and social distancing meant the closure of a country’s
entire activity. Having effects at all levels, beside incalculable ones in health, it is argued that scientific
activity in education, business, economics and management suffered some of the most drastic impacts
of this pandemic. This study aims to map the scientific literature in these areas in the context of
COVID-19 and analyze its content through bibliometrics, which made it possible to highlight the
scarcity of studies on the topic, namely empirical studies on the effects of this pandemic on scientific
research and teaching/education. The results show there is a lack of peer-reviewed publications on
this topic, with the studies covered (93) via the threads used revealing only 28 articles coming within
the proposed objective. The bibliometrics corroborates that shortage. Finally, the contributions and
implications for theory and practice are presented, followed by the limitations and suggestions for
future research.
Scientific Management Theory focuses on finding the optimal way to accomplish tasks using minimal resources. Frederick Taylor is considered the father of modern management for introducing this theory. Modernism focuses on finding universal truths to optimize resource utilization, while Postmodernism rejects the idea of a single set of principles and advocates using diverse management tools in different organizational areas. Organizational culture can be viewed as the glue that holds an organization together or as a compass that provides direction. Taylorism and Fordism both emphasized scientific approaches to mass production and consumption. Ford applied Taylor's principles using assembly lines and machines to reduce labor and increase efficiency.
This document discusses trends in leadership over time. It begins by looking at past models of leadership from the 20th century focused on situational and trait-based theories. More recent models in the past few decades have focused on transformational and instructional leadership. The document then examines current trends showing leadership as more distributed and collaborative. It discusses how future leadership will require adaptability, creativity, and drawing on personal values rather than following set rules. Leaders will need to motivate teams by connecting work to common goals and fostering responsibility. The conclusion discusses developing leadership over time through self-reflection and experiences that challenge one's self-concept.
This document contains questions and answers on various topics related to information systems and technology. It discusses three approaches to systems security risk assessment, four international business strategies in the digital world, the role of knowledge workers in today's business environment, reviews of four technology news websites, the differences between primary and secondary storage, four common network services, three benefits of using extranets, and five typical e-commerce revenue models. The document provides concise explanations and lists for each question.
1. Scientific Management Theory developed by Frederick Taylor focuses on finding the optimal way to structure tasks and allocate resources to maximize output.
2. Modernism views management as seeking universal truths to optimize resource utilization, while Postmodernism rejects the idea of universal principles and advocates diverse management approaches for different organizations and contexts.
3. Taylorism and Fordism both applied scientific principles to mass production, with Henry Ford innovating assembly lines and machine automation to reduce labor and increase efficiency in automobile manufacturing.
Ancient Egyptians developed agriculture along the fertile banks of the Nile River around 2000 BC. They built irrigation systems using canals, pools, and shadufs to transport water from the river. Egyptians grew a variety of food crops and medicinal plants. Temple gardens often featured symbolic water features and trees representing deities. Home gardens typically included fish ponds, vegetable plots, vineyards, and rows of trees. Egyptian garden plans from tomb paintings and models show symmetrical layouts divided into sections by walls and trees.
This document provides information about the supply chain management practices of The Body Shop and Jaguar Land Rover. It discusses The Body Shop's ethical procurement and production practices. It also describes Jaguar Land Rover's extensive global logistics and distribution operations across eight divisions that work to deliver high-quality vehicles. The document concludes that both companies effectively utilize SCM and provides recommendations, such as developing strong brands and concentrating on niche products for The Body Shop, and establishing local manufacturing for Jaguar Land Rover.
Selfies have become popular on social media. They allow for self-expression and documentation of one's life. While sometimes seen as vain, selfies can also reinforce relationships. Ethnographers study cultural artifacts like selfies to understand social practices. Selfies represent the evolution of new media like smartphones and faster internet, as well as social trends of online self-representation and connection through social platforms. However, selfies also show tendencies of stylistic repetition of older forms, slowing their evolution while informing the development of new norms.
This document discusses employee training and development at Toyota. It finds that Toyota places strong emphasis on continuous training and development, seeing it as crucial to maintaining sustainability. Toyota invests heavily in various training programs for employees at all levels. This includes communication of Toyota's values and principles, leadership development, job-specific training, and opportunities for career growth. The extensive training and development, along with competitive rewards and benefits, help Toyota to engage and retain top talent. This strong focus on human capital is a core reason for Toyota's success and ability to consistently outperform competitors.
The document discusses the collapse of MG Rover and analyzes the stakeholders involved and their responsibilities. It examines MG Rover's actions in terms of corporate social responsibility and determines that while it upheld some economic responsibilities, it failed to properly consider its ethical responsibilities to employees. It assesses the relative power of actors like MG Rover, the UK government, and foreign companies. Finally, it debates who should be responsible for preserving jobs after MG Rover's collapse and whether unemployment was an inevitable consequence of industrial restructuring.
Unilever uses IT extensively throughout its supply chain to manage relationships with suppliers. It uses systems like EDI, ERP systems, stock planning tools, and online logistical processing to integrate different parts of its supply chain and collaborate in real-time with suppliers. This allows Unilever to analyze sales data, forecast demand, and only order the supplies it needs. Unilever has also developed strategies using IT to maintain long-term relationships with key suppliers through sharing information and working collaboratively on projects. Its partnership with CVS is highlighted as a successful example where IT helped transform the relationship and create significant efficiencies for both companies.
Figure 3 depicts the relationship between work groups and conflict. It shows that work groups can experience various types of conflict such as task conflict, relationship conflict, and process conflict. These conflicts arise due to differences in views, backgrounds, and approaches of work group members. While some level of conflict is inevitable in diverse work groups, effective conflict management is needed to ensure it does not negatively impact work group performance and productivity. Unresolved conflicts can damage relationships and undermine goal achievement if not addressed properly through negotiation and other conflict resolution techniques.
This document presents a research proposal to study the security issues of cloud computing in the Malaysian health sector. It aims to identify challenges faced in adopting cloud computing for healthcare due to security risks. The literature review discusses benefits of cloud computing for healthcare and issues around data privacy and security. The methodology section outlines a mixed-methods approach, including surveys of healthcare professionals, to understand their experiences using cloud computing and identify problems. The results will analyze responses based on respondents' technology experience. Recommendations will aim to address key concerns to facilitate cloud computing adoption in the Malaysian health sector.
This proposal requests funding from the Board of Directors to complete the Berger Entrepreneurship program at the University of Arizona. The 23-month program costs $49,800 and teaches managerial skills, business expertise, and networking opportunities that provide competitive advantages. Completing the program, which is focused on entrepreneurship, would help develop entrepreneurial abilities to innovate and solve organizational problems.
The document provides an overview of the history and philosophy of garden design. It discusses Baroque and Rococo garden plans which featured symmetrical layouts, parterres, fountains and pools. Medieval castles and monasteries typically had herb gardens which supplied ingredients for cooking and medicine. The document also examines mixed style and Victorian eclectic gardens which combined elements from different historical styles. Religion and philosophy played a large role in garden design and landscaping during these time periods.
This document discusses racial discrimination in the workplace, specifically during recruitment and selection. It examines the role of discrimination, especially racial discrimination, through primary and secondary research. The research reveals that discrimination still exists today based on characteristics like race, ethnicity, gender, age, sexual orientation, and disability status. Laws prohibiting discrimination during recruitment based on attributes like sex, race, disability, and religion are discussed. However, discrimination can still occur in subtle ways throughout the hiring process like in job advertisements, shortlisting criteria, interview arrangements, and final hiring decisions. Differences between gender groups in accessing benefits and investing in human capital are also influenced by labor market discrimination.
Arghil 4 heritage and cultural tourism managementDeepak Chiripal
This document discusses cultural and heritage tourism in the UK. It provides background on cultural tourism in Europe and discusses some of the conflicts that can arise from heritage tourism, using the example of the Giant's Causeway in Northern Ireland. It then outlines some common services provided in cultural and heritage tourism, including place promotion, social districts focused on culture (like industrial, institutional, museum and metropolitan districts). Two prominent UK cultural institutions, the Victoria and Albert Museum and the Science Museum, are also summarized. The roles and responsibilities in the UK heritage industry are discussed, along with methods of interpretation used for tourists.
This document discusses work groups, teams, conflict, and negotiation in organizations. It begins by defining work groups and teams, discussing models of team development including Bruce Tuckman's four stage model of forming, storming, norming, and performing. It also examines Scott Peck's three phase model of group development. The document then defines conflict and negotiation, discussing models of conflict resolution through negotiation. It analyzes the relationship between work groups, teams, conflict, and negotiations and their impact on organizational culture.
The document discusses operations management at British Airways. It evaluates various management tools like SWOT, PESTLE, and Porter's 5 Forces analyses regarding the airline. It also looks at British Airways' business resources including its technology, fleet, and financial position. Recommendations are provided to help British Airways improve its management of physical resources and overall operations.
This document summarizes research on the impact of brand preference on consumers in the UK. It discusses how brand preference reveals consumer attributes and influences purchase decisions. Traditional models of brand preference are uni-dimensional and focus on rational attributes, while newer concepts consider irrational attributes and the role of brand experiences in shaping preferences. The document also examines factors that influence brand preference like awareness, familiarity and pioneering brands having long-term advantages in the UK market. Local brands are more flexible than international brands in adapting to local needs.
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
The document provides information about the Common Core State Standards (CCSS) including:
1. The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2. The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3. Implementing the new standards will require changes to curriculum, assessments, teacher professional development, and may require additional funding for technology and other resources.
4. While the CCSS aim to increase rigor, consistency, and college and career readiness, some critics argue they may be difficult to implement effectively within schools facing budget
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
Plants and Other ResourcesFor purposes of external reporting, no.docxrandymartin91030
Plants and Other Resources
For purposes of external reporting, not-for-profits—unlike governments in their governmental funds—do not distinguish between plant and other types of resources.
In 2014, the Northwest Ballet Association (NBA), a not-for-profit performing arts organization, undertook a major capital campaign to fund a new theater, expected to cost $10 million. It was quickly able to raise $6 million, all of which was donor restricted. It borrowed the balance, issuing a five-year, 8 percent term note for $4 million.
During the year, the NBA broke ground on the project and incurred construction costs of $3.4 million. It earned $0.52 million in interest on temporary investments. It incurred and paid $0.32 million in interest on the note. In addition, as required by the note, it placed $0.7 million in a reserve fund (a specially dedicated bank account) for the repayment of the debt.
Write a 1000 word, APA style paper that addresses the following:
1. To show how these transactions would be reflected on the NBA’s financial statements, prepare a December 31, 2014 statement of financial position and statement of activies. Assume that these were the only transactions in which the organization engaged and that all available cash, except that in the reserve fund, had been invested in short-term marketable securities. Be sure to properly classify all resources as to whether they are temporarily restricted or unrestricted.
2. Comment briefly on whether the contributions from donors and the proceeds from the bonds should be reported as restricted or unrestricted.
3. Comment briefly on whether the $0.7 million in the reserve fund should be reported as restricted or unrestricted.
Be sure to include a title page and 2 references. Only one reference may come from the internet (not wikipedia). Only the body of the paper will count towards the word requirement.
Running head: STANDARDIZED TESTS SECTIONS III, IV and V1
STANDARDIZED TESTS SECTIONS III, IV and V6
Standardized Tests Sections III, IV, and V
Sammy North
DeVry University
This sample uses a problem-solution organizational pattern. Your approach to the organization of your project may differ. See the textbook for other sample organizational structures. Also review your professor’s feedback on assignments you’ve submitted.
Standardized Tests Sections III, IV, and V
The best plan to solve the problem of standardized tests is instituting the MOST or Mastery Of Subject Tests, which are the end-of-year subject tests to be administered to each student before graduation, to determine his or her mastery of the area studied in high school. Because these tests would be administered and graded by individual school districts throughout the country and not from Washington, D.C., they will decentralize control of students’ learning away from government officials who know next to nothing about these students, and into the hands of content-area teachers who know their students best. These test.
1) Educational testing in the US serves several purposes, including measuring student achievement and progress, assessing the effectiveness of educational programs, and ensuring accountability in public education.
2) High-stakes standardized tests have become a major focus in US schools, driven by policies like No Child Left Behind, and have impacted curriculum by increasing the emphasis on tested subjects like math and reading.
3) Schools use formative and summative testing - formative tests guide instruction while summative tests are used to assign grades and make judgments about student learning and progress.
The document discusses curriculum leadership and 21st century learning methods. It summarizes research showing that while U.S. student performance on standardized tests is high, they struggle with real-world problem solving. Initiatives like No Child Left Behind and programs assessing skills like PISA aimed to improve skills, but funding limited ability to fully incorporate 21st century testing. Challenges included adequately supporting diverse learners under the Individuals with Disabilities Education Act.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
The document provides information about the Common Core State Standards (CCSS), including:
1) The CCSS are an effort by states to define common standards in K-12 education to prepare students for college and careers regardless of which state they live in.
2) The standards were developed through collaboration between experts, teachers, and others and have been adopted by 45 states and territories.
3) Implementing the CCSS will impact students with disabilities by holding them to the same high standards with supports like accommodations, assistive technologies, and teacher professional development on helping struggling students meet the standards.
Research paper for What is the No Child Left behind Act Defi.docxdebishakespeare
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
I. IntroductionA. Thesis Statement
II. Body paragraph #1 - Topic Sentence #1
A. Supporting Evidence
B. Explanation
C. So What?
III. Body paragraph #2 - Topic Sentence #2
A. Supporting Evidence
B. Explanation
C. So What?
IV. Body paragraph #3 - Topic Sentence #3
A. Supporting Evidence
B. Explanation
C. So What?
V. Conclusion
A. Thesis Statement rephrased
Early C ...
The document summarizes a presentation on two effective Title 1 charter schools in Phoenix, Arizona. It discusses how the schools help high-poverty students achieve academic success. Both schools implement programs like tutoring, data-driven curriculum adjustments, and high expectations to increase test scores and prepare students for college. The schools' small size, flexibility as charters, and college preparatory models also contribute to their success with students from low-income backgrounds.
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
Franz & Dr. William Allan Kritsonis, www.nationalforum.comWilliam Kritsonis
This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and standards.
For the reading course, case studies of fictional students with reading difficulties require preservice teachers to design intervention plans. This gives them practice applying reading research to real-world situations.
The document argues that PBL prepares teachers better than traditional lectures by providing authentic problem-solving experiences. This equips teachers with the skills needed to be leaders
Williams monica_g[1]._raising_money_at_the_nations_historically_black_collegesWilliam Kritsonis
This document discusses the use of problem-based learning (PBL) in teacher education programs. It describes two PBL case studies used in math methods and reading courses.
For the math methods course, the PBL case involves preservice teachers developing solutions for secondary students struggling with math concepts. This allows teachers to deepen their understanding of math pedagogy and best practices based on standards.
For the reading course, case studies of fictional students with reading difficulties require teachers to analyze skills, research strategies, and design intervention plans. This gives teachers practice applying reading instruction principles.
The document argues PBL provides a better model than traditional lectures by immersing teachers in real-world problems and research. This
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews. See: www.nationalforum.com
We Must Have Even Higher Expectations For Teachersnoblex1
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
This document outlines a research study on alternative education programs. The study aims to determine whether alternative education systems in America work, and for whom. It will examine best practices of effective rural and urban alternative programs. The research design uses a constructivist model with three data collection methods: observations, interviews, and data analysis. The study will be conducted at two high schools over an extended period to gather qualitative and quantitative data on at-risk students referred to intervention services.
Please respond to the following discussion questions, discussion res.docxblazelaj2
Teachers are not receiving adequate support to implement Common Core standards. Workshops only provide one or two days of training which is not enough for teachers to understand and apply the standards daily. Teachers are expected to change how and what they teach but are not given proper resources or alternatives. A study found that 56% of parents and teachers felt Common Core had a negative impact on schools. While states like Kentucky have found some success by providing ongoing online training resources and support networks for teachers, implementation of Common Core continues to face challenges around special education support, testing, and community concerns over autonomy. Further research is still needed to address these issues and clarify misunderstandings around the standards.
Instruments for measuring public satisfaction with the educationEmad Mohammed Sindi
Instruments used by the U.S. Department of Education and the U.K. Department for education to measure satisfaction with public and private education in their countries.
This research paper examines teacher policy recommendations from international organizations and whether evidence supports allocating resources primarily to teacher salaries. It assesses Brazil's FUNDEB policy which dedicates 60% of education funds to teacher salaries and finds mixed results on improving student learning. The paper aims to evaluate which measurable teacher characteristics have the strongest empirical support in relation to boosting student achievement outcomes.
This document provides an overview of selfies and their role in cross-cultural communication. It discusses how selfies have become popular on social media and how they allow people to represent themselves online. The document also examines selfies through the lens of media studies, discussing how selfies both innovate new forms of representation while also reasserting traditional photographic styles and aesthetics. Finally, the role of selfies in reinforcing relationships and documenting personal experiences in the digital age is considered.
This report analyzes Toyota's strategies that have led to its success as an automobile manufacturer. It examines Toyota's external and internal factors, products, customers, value chain including Just-in-Time production and continuous quality improvement systems. Toyota enjoys strong reputation and is a market leader due to new models like the Prius hybrid. While Toyota faces strong competition, its centralized decision-making and unique production systems have helped it achieve more success than rivals. The future looks bright for Toyota to continue outpacing its competitors.
The document evaluates the share price of A.G. Barr PLC through analyzing the company's capital structure, financial performance, and share valuation. It finds that A.G. Barr has a strong financial position with good profitability and liquidity. The share price valuation using the dividend discount model finds the company's current trading price is overvalued, though the method has limitations. Sensitivity analysis shows the forecasted share price is higher than the current market price. Overall, it is recommended to buy the company's shares.
This document provides an overview of employee training and development practices at Toyota. It discusses how Toyota places strong emphasis on continuous employee training and development, which helps improve employee skills, productivity and the company's sustainability. Toyota sees training and developing its workers as a valuable investment. The document also notes that research shows training positively impacts employee performance and a company's ability to achieve its goals. Overall, Toyota recognizes the importance of ongoing training and development for both retaining talented employees and ensuring the company's long-term success.
The document discusses management at British Airways. It analyzes various management tools like SWOT, PESTLE and Porter's 5 Forces regarding the airline. It also evaluates British Airways' business resources including physical, financial and technological resources. Recommendations are provided.
This document discusses factors helping companies in Qatar achieve sustainability in supply chain logistics management. It notes that effective supply chain management covers all areas from procurement to production to marketing and delivery. While Qatar relies heavily on hydrocarbons, it is diversifying into a knowledge economy. The 2022 FIFA World Cup provides logistical challenges. The document reviews sustainability in supply chains and the role of stakeholders, information technology, and risk management. It aims to understand Qatar's supply chain industry, challenges to sustainability, benefits of sustainability, and key factors to achieve sustainability through a literature review and survey of supply chain professionals.
The UN Political Declaration on non-communicable diseases identified common risk factors between oral diseases and other non-communicable diseases. It defined a global response and contained commitments around national leadership, early diagnosis and treatment, prevention, health systems improvement, research and development, and resourcing. Key commitments included establishing national non-communicable disease policies by 2013, implementing cost-effective interventions to reduce risk factors, and mobilizing financial resources to strengthen health systems and address non-communicable diseases.
This document analyzes the relationship between surface roughness and diameter measurements of the large cylindrical feature of automobile connecting rods. It describes an experiment that measured the surface roughness and diameters of connecting rods from different materials using various instruments. The experiment aimed to understand how surface roughness characteristics impact the distribution of diameter measurements, and whether design and manufacturing factors influence both dimensions. Results were analyzed statistically to draw conclusions about relating feature dimensions and surface characteristics during design, manufacturing, and use.
Subway began in 1965 and has grown to over 13,000 franchised stores worldwide. Conflicts often arise between franchisors and franchisees due to issues like perceived lack of support, non-compliance with systems, disputes over fees and profits, communication problems, and clashes between personalities. Effective conflict management, like clear communication and building trust, is important for the success of franchising relationships. Conducting thorough due diligence before becoming a franchisee can help avoid future conflicts.
This document discusses the organizational culture of General Electric (GE). It provides an overview of GE's business segments and operations globally. It then discusses models of organizational culture, focusing on Harrison's model which examines culture across four dimensions: power-oriented, role-oriented, achievement-oriented, and support-oriented. The document analyzes GE's culture in Singapore, noting its emphasis on risk-taking, integrity, and performance-based evaluation systems. It indicates GE's culture has evolved under new leadership to become more open while still stressing metrics and values.
The document provides details for starting a new fast food bistro called Makanan Terbaik Hollywood in Kuala Lumpur, Malaysia. It will be inspired by Hollywood and serve popular American foods. The bistro will be located in the large Pavilion Kuala Lumpur shopping mall. Startup costs are estimated at $159,192 and will be financed by the owners. Market analysis shows demand for fast food is growing in Malaysia. A project schedule outlines the work plan and tasks to open the bistro on time.
This document discusses various topics related to critical thinking, SWOT analysis, social networking, ethics, and successful completion of a course. It provides examples and definitions for each topic. For critical thinking, it discusses making informed choices and differentiating options in life. For SWOT analysis, it provides an example self-analysis. For social networking, it discusses benefits and risks online. For ethics, it emphasizes removing bias and respecting diverse cultures. And for course completion, it reflects on skills developed like teamwork, communication, and open-mindedness.
This document proposes a plan to introduce voluntourism in Australia by targeting young backpackers from South Korea and the UK. It involves segmenting the Australian tourism market and identifying the target market. The plan focuses on using social media and promotions on travel websites to position voluntourism opportunities involving local communities. The goal is to create a successful voluntourism program that benefits both volunteers and host communities.
This document discusses voluntary tourism or "voluntarism". It provides an overview of the benefits and criticisms of voluntary tourism. It then proposes a plan to promote voluntarism in Australia through market segmentation, targeting, and positioning strategies. The goal is to attract different market segments in Australia to engage in voluntary activities that would benefit both visitors and the country. While voluntary tourism provides benefits, it also faces some criticisms and is not without potential downsides.
Kent Chemicals is a global chemical company founded in 1917 that has experienced rapid international growth but also challenges coordinating its divisions. Two failed restructuring efforts, the Global Board Directors in 2006 and World Boards in 2007, were unable to improve communication between headquarters and regional operations or align strategies. A consulting firm was then hired and recommended reorganizing around regional and local structures, consolidating plastics globally, and managing fire safety regionally due to regulations. A SWOT analysis identified strengths in R&D, leadership, and growth but also weaknesses in independence of divisions, lack of trust and collaboration, and unaligned strategies. Opportunities included engaging employees while threats included strategic misalignment and price competition.
This document provides an overview of e-commerce and various online business models. It discusses introduction to e-commerce, different business models like e-shops, e-procurement, e-auction, e-mall, and their key aspects. For a fashion apparel brand called Gogol Designs, it recommends adopting an e-shop model for its online presence. It also outlines a 6-step marketing approach including search engine optimization and use of social media.
The document discusses Google's history, intellectual capital, and intellectual property strategy. It details how Google was founded in 1996 and has grown significantly over the years. Google's intellectual capital is driven by its focus on innovation, human capital, and intellectual property rights. It emphasizes recruiting top talent and fostering a learning culture for employees. While Google has had success, it also faces criticism over its dominance in search and potential bias. The document provides recommendations for Google to maintain its lead in search through continued technological leadership and innovation.
2. Contents
1. History of No Child Left Behind (NCLB):.................................................................................. 3
2. Principles of Accountability:......................................................................................................3
3. Highly Qualified Teachers:........................................................................................................4
4. Focus on No Child Left Behind (NCLB): ................................................................................... 6
5. Scientifically Based Intervention:............................................................................................... 6
6. Local Flexibility: ...................................................................................................................... 8
7. Safe Schools:.......................................................................................................................... 10
8. Parent Participation:................................................................................................................ 11
3. 1. History of No Child Left Behind (NCLB):
The No Child Left Behind Act of 2001, marked into law by President Bush on Jan. 8, 2002,
was a reauthorization of the Elementary and Secondary Education Act, the focal federal law
in pre collegiate education. (Learning Point, 2007) The ESEA, initially instituted in 1965 and
formerly reauthorized in 1994, envelops Title I, the federal government's lead help program
for hindered understudies. (Learning Point, 2007)
Taking on during an era of wide public worry about the condition of education, the NCLB
enactment set up prerequisites that ventured into essentially every public school in America.
(Editorial Projects in Education Research Center, 2011)It expanded the federal part in
education and trained in on enhancing the educational parcel of burdened understudies.
At the center of the No Child Left behind Act were various measures intended to drive
expansive additions in understudy accomplishment and to consider states and schools more
responsible for understudy progress. They spoke to critical changes to the education
landscape. (Editorial Projects in Education Research Center, 2011)
2. Principles of Accountability:
Yearly Testing: By the 2005-06 school year, states were obliged to start testing understudies
in evaluations 3-8 every year in perusing and arithmetic. By 2007-08, they needed to tests
understudies in science in any event once in rudimentary, center, and secondary school.
(Editorial Projects in Education Research Center, 2011) The tests must be adjusted to state
scholastic standards. An example of fourth and eighth graders in each one state additionally
needed to take an interest in the National Assessment of Educational Progress testing
program in perusing and math each other year to give a state of examination to state test
outcomes.
4. Scholastic Progress: States were obliged to bring all understudies up to the "capable" level on
state tests by the 2013-14 school years. (Editorial Projects in Education Research Center,
2011)Individual schools needed to meet state "sufficient yearly advance" focuses to this
objective (focused around a recipe spelled out in the law) for both their understudy populaces
overall and for certain demographic subgroups. In the event that a school accepting federal
Title I subsidizing neglected to meet the focus on two years in succession, it would be given
specialized aid and its understudies would be offered a decision of other public schools to go
to. (Editorial Projects in Education Research Center, 2011) Understudies in schools that
neglected to make satisfactory advancement three years in succession likewise were offered
supplemental educational administrations, including private mentoring. For proceeded with
disappointments, a school would be liable to outside remedial measures, including
conceivable administration changes. (Editorial Projects in Education Research Center, 2011)
Report Cards: Starting with the 2002-03 school year, states were obliged to outfit yearly
report cards demonstrating a scope of data, including understudy accomplishment
information broken around subgroup and data on the execution of school regions. Districts
must give comparative report cards demonstrating school-by-school information. (Editorial
Projects in Education Research Center, 2011)
3. Highly Qualified Teachers:
Instructor Qualifications: By the end of the 2005-06 school year, each educator in center
substance ranges working in a public school must be "profoundly qualified" in each one
subject he or she taught. Under the law, "exceptionally qualified" by and large implied that an
educator was guaranteed and obviously capable in his or her topic. Starting with the 2002-03
school year, all new instructors employed with federal Title I cash must be "exceedingly
qualified." By the end of the 2005-06 school year, all school paraprofessionals procured with
5. Title I cash must have finished no less than two years of school, acquired a partner's degree
or higher, or passed an assessment to exhibit knowledge and instructing capacity.
Reading First: The demonstration made another aggressive gift system called Reading First,
financed at $1.02 billion in 2004, to help states and districs set up "exploratory, examination
based" perusing projects for children in evaluations K-3 (with need given to high-destitution
ranges). A littler early-perusing system tried to help states better set up 3- to 5-year-olds in
burdened ranges to peruse. The program's subsidizing was later cut definitely by Congress in
the midst of plan talks. (Editorial Projects in Education Research Center, 2011)
Financing Changes: Through a change in the Title I subsidizing equation, the No Child Left
Behind Act was required to better target assets to class districts with high amassing of poor
children. The law additionally included procurements planned to give states and districts
more prominent adaptability by the way they used a bit of their federal designations.
(Editorial Projects in Education Research Center, 2011)
Provided for its degree and point of interest, the No Child Left Behind Act was the wellspring
of extensive contention and civil argument in the education group. As the law's belongings
started to be felt, a few instructors and policymakers scrutinized the practicality and
reasonableness of its objectives and time allotments. (Editorial Projects in Education
Research Center, 2011)
An assumption survey discharged in December 2003 found that almost a large portion of
school principals and directors see the federal enactment as either politically propelled or
went for undermining public schools. Similarly, a study Policy Analysis for California
recommended that, due to its necessity to assess school advance on the premise of
demographic subgroups, the law may lopsidedly punish schools with various understudy
populaces. (Editorial Projects in Education Research Center, 2011)Worries about the law
6. developed, especially concerning its governs encompassing sufficient yearly advance and the
objective of 100 percent capability by 2013-14. Customarily high-performing schools stood
out as truly newsworthy as they neglected to meet their set rates of change, and states saw
progressively high rates of disappointment to meet the climbing benchmarks. By 2010, 38
percent of schools were neglecting to make sufficient yearly advance, up from 29 percent in
2006.
4. Focus on No Child Left Behind (NCLB):
In 2011, U.s. Secretary of Education Arne Duncan, as a major aspect of his crusade to get
Congress to modify the law, issued pressing warnings that 82 percent of schools would be
marked "coming up short" that year. The numbers didn't turn out very that high, however a
few states did see disappointment rates in excess of 50 percent. (Editorial Projects in
Education Research Center, 2011)
The law permitted states to set their own yearly benchmarks, gave they arrived at 100 percent
capability by 2012-13,
5. Scientifically BasedIntervention:
The U.s. Division of Education says deductively based exploration applies thorough,
deliberate, and target techniques to assess whether a project is successful. (Dahlkemper,
2003)
Russ Whitehurst, who heads the Institute of Education Sciences of the U.s. Branch of
Education, says obliging schools to embrace projects supported by experimental confirmation
7. is new to education. As of recently, he says an excess of schools have received projects
focused around hunches and accounts. (Dahlkemper, 2003)
The U.S. Branch of Education backs exploration utilizing randomized, controlled trials that
allot subjects to a trial gathering or an examination gathering to test a program's viability a
methodology generally utilized as a part of solution, however less regularly in education.
(Dahlkemper, 2003)
A few specialists alert that randomized trials can be restricting. "A randomized study
perpetually streamlines the world," says teacher David Berliner of Arizona State University's
College of Education in Tempe. "You can just take a gander at five or six variables at once.
In this present reality, there are numerous more variables." (Dahlkemper, 2003) Berliner
contends the federal government ought not advance a solitary technique for exploration.
Numerous others, in the same way as central Scott Steckler of George Cox Elementary
School in Gretna, Louisiana, stress the new mandate will demonstrate too excessive,
particularly when schools and states are strapped for money. (Dahlkemper, 2003) NCLB
supporters keep up it is not so much more extravagant to actualize projects and practices
established in logically based exploration, particularly since turned out to be more powerful,
bringing about less waste over the long haul. Steckler sees different profits to the logically
based exploration prerequisites, in any case. (Dahlkemper, 2003)
The U.s. Division of Education has called randomized studies the "highest level" in
exploration and is reserving $47 million for such trials in right on time perusing direction,
elective certificate of instructors, (Dahlkemper, 2003)English dialect learners, sanction
schools, and a few different zones. While randomized trials are intensely accentuated,
Whitehurst calls attention to that this methodology is one of a few acknowledged under the
8. law. (Dahlkemper, 2003) Other exploration techniques incorporate semi trial studies,
thorough information examination, and observational strategies.
6. Local Flexibility:
The State Flexibility Authority system (State-Flex) is another program that approves the
Secretary to give flexibility power to up to seven qualified State educational offices (SEA).
With this power, a SEA might
solidify and utilize certain Federal trusts held for State organization and State-level
exercises for any educational reason approved under the ESEA; (U.S. Department of
Education, 2012)
determine how neighbourhood educational offices in the State use Innovative
Program supports under Part An of Title V; (U.S. Department of Education, 2012)
and
go into execution concurrences with four to ten LEAs in the State, allowing those
LEAs to solidify certain Federal trusts and to utilize those stores for any ESEA reason
steady with the SEA's State-Flex plan. (U.S. Department of Education, 2012)
"State-Flex" is not quite the same as "Ed-Flex," which is a different program that approves
the Secretary to delegate waiver power to qualified Seas. (U.S. Department of Education,
2012)
To be considered for State-Flex, a SEA must submit an application that, among other things –
• Includes a five-year arrangement depicting how the SEA would solidify and
utilization stores from projects included in the extent of the gift of power with a
specific end goal to make sufficient yearly advance and development the educational
9. needs of the State and the LEAs with which the SEA goes into execution
understandings; (U.S. Department of Education, 2012)
• Demonstrates that the power offers generous guarantee of helping the SEA in making
sufficient yearly advance, and of adjusting State and neighbourhood changes and
aiding LEAs with which the SEA goes into execution understandings in making
sufficient yearly advance; (U.S. Department of Education, 2012)
• Includes the proposed execution assertions that the SEA would go into with
somewhere around four and ten LEAs (in any event 50% of which are "high-
destitution LEAs"). Each one proposed LEA execution assertion would contain plans
for the LEAs to combine and use Federal trusts for exercises that are adjusted to the
SEA's arrangement keeping in mind the end goal to aid the LEAs in making
satisfactory yearly advance, enhancing understudy accomplishment, and narrowing
accomplishment crevices; (U.S. Department of Education, 2012)
• Assures that the SEA, and the LEAs with which it goes into execution
understandings, will meet the prerequisites of all pertinent social liberties laws. (U.S.
Department of Education, 2012)
• Assures that the SEA, and the LEAs with which it goes into execution
understandings, will accommodate the impartial support of understudies and staff in
tuition based schools. (U.S. Department of Education, 2012)
• Demonstrates that the SEA has counseled with and included parents, educators, (U.S.
Department of Education, 2012)
LEA delegates, and different teachers in the advancement of the terms of the "grant of
authority" (U.S. Department of Education, 2012, p. 2)
10. 7. Safe Schools:
One of the major challenges America faces today is to make their schools safe for children,
by safe one means safety from violence and drugs. The following are the reasons why NCLB
will ensure safety at American schools:
• Empowers the laws to be forcefully upheld. No child can learn in an atmosphere of
dread. America has learned imperative lessons from September 11. A standout
amongst the most imperative lessons is that we must be arranged for the most
exceedingly awful. That implies working with groups so every level of government is
paying special mind to child well being. The president accepts the first employment of
government is to secure its subjects whether the danger is terrorists abroad, culprits at
home, then again predators or street pharmacists in or close schools. (NCLB, n.d)
• Obliges states to investigate school well being to the public. The new law likewise
urges schools to work nearly with law requirement and the group to keep the learning
environment sheltered by upholding truancy, suspension and removal approaches and
criminal laws. (NCLB, n.d)
• Ensures educators so they can show and keep up request. The issue of poor control
has been intensified by the expanded occurrence of lawsuits, which hinders the
capacity of educators to keep up order and implement the tenets. No Child Left
Behind ensures educators, principals and other school experts from negligible case
when they: (NCLB, n.d)
Take sensible activities to keep up request and train in the classroom. (NCLB, n.d)
Suspects the potential for viciousness in schools. Viciousness aversion programs
must meet tagged standards of viability and, (NCLB, n.d)
be grounded in logically based research that gives confirm that projects will lessen
roughness and unlawful medication utilization. (NCLB, n.d)
11. Under No Child Left Behind, states must report school wellbeing insights to the
public on a school-by school premise, and regions must use federal school-security
subsidizing to create an arrangement for keeping schools safe and medication free.
These arrangements must include: Gives a system to understudies to leave chronically
unsafe schools. (NCLB, n.d)
No Child Left Behind obliges schools to execute a state-wide strategy giving understudies
the decision to go to a safe public school inside the districts in the event that he or she:
goes to a relentlessly risky public rudimentary or optional school or turns into a casualty
of a rough wrongdoing while in or on the grounds of a public school the understudy goes
to. (NCLB, n.d)
8. Parent Participation:
Each region and each school utilizing Title I supports must create mutually with parents of
children taking part in Title I projects a composed parent association approach. Parents must
consent to the strategy, and the district must disperse the approach to parents and the group.
Schools or districts may change current parent inclusion strategies that include all parents to
meet the accompanying new prerequisites. The parent contribution strategy must point of
interest ways the region will:
Involve parents in creating region school change plans. (Evers, 2003)
Offer specialized support and coordination to help schools arrangement parent
association exercises to enhance understudy and school scholastic execution.
(Evers, 2003)
Build school and parent limits for solid parent association. (Evers, 2003)
12. Coordinate and coordinate parent inclusion procedures with different projects, for
example, Head Start, Reading First, Early Reading First, Even Start, Parents as
Teachers, Home Instruction Program for Preschool Youngsters, and constrained
English capability programs. (Evers, 2003)
Annually assess with parents the viability of the approach in scholastically
enhancing district schools. The assessment must incorporate ID of boundaries to
parent inclusion, particularly obstructions to parents who are economically
burdened, impaired, have constrained English capability, have restricted writing
proficiency, or fit in with a racial or ethnic minority. Regions must reexamine the
strategy if vital. (Evers, 2003)
Districts may create parent consultative committees to give counsel on parent inclusion
programs. (Evers, 2003) They likewise may work with group based associations and
organizations to create parent contribution exercises. (Evers, 2003)
Districts accepting more than $500,000 in Title I subsidize must utilization no less than one
percent of those stores for parent contribution exercises. (Evers, 2003) Parents of children
served by Title I ought to help choose how subsidizes are used. (Evers, 2003)
School Obligations
Each one school utilizing Title I finances must compose a parent association strategy together
created with, consented to, and disseminated to Title I parents. The approach must be made
accessible to the group and overhauled intermittently.
The school likewise should:
Conduct a yearly gathering for Title I parents to illuminate them about the
arrangement, their rights under Title I, and how they can be included in the arranging,
13. audit, and change of Title I projects in the school, including advancement of this
strategy. (Evers, 2003)
Provide parents with opportune data about Title I school projects, school educational
program, appraisals utilized by the school to quantify understudy accomplishment,
and capability levels understudies are relied upon to meet. (Evers, 2003)
Respond rapidly to parent demands for chances to meet routinely and take part in
choices about the education of their children. (Evers, 2003)
If parents are disappointed with the school's Title I program arrangements, incorporate
parent remarks in the report to the school region. (Evers, 2003)
School-Parent Compact
The school-parent inclusion arrangement must depict how the school will create mutually
with parents a school-parent conservative for all children served by Title I. The minimal must
diagram how understudies, parents, and staff will impart obligation regarding enhanced
understudy accomplishment and how parents and the school will assemble and create
associations to accomplish state desires for understudy accomplishment. The conservative
must portray:
The school's obligation to give brilliant educational module and direction in a steady
learning environment. (Evers, 2003)
Parents' obligation regarding supporting children's adapting, for example, observing
participation, homework fulfilment, and TV viewing; volunteering at school;
partaking in choices about their children's education, and positive utilization of time
outside of school. (Evers, 2003)
The vitality of progressing parent educator correspondence, including rudimentary
schools' arrangements to offer no less than one yearly parent-instructor meeting to
14. examine the parent educator minimized and all schools' arrangements to report
children's advancement as often as possible to parents and impart how parents can
contact staff, volunteer in their children's classrooms, and watch classroom exercises.
(Evers, 2003)
School and District Responsibilities for Building Capacity for Parent Involvement
As a component of endeavors to enhance understudy accomplishment, each one school and
region accepting Title I finances will actualize the accompanying practices to manufacture
school limit for parent association:
Help parents understand state and nearby evaluation of their children's advancement
and how to screen advance and work with instructors. (Evers, 2003)
Provide parents with materials and preparing to enhance their children's
accomplishment, for example, reading proficiency preparing and utilization of
technology. (Evers, 2003)
Educate instructors, managers, and other school staff about the estimation of and
routines for contacting parents as equivalent accomplices. (Evers, 2003)
Integrate parent inclusion endeavors with other school and group projects, including
Head Start, Reading First, Early Reading First, Even Start, Home Instruction
Programs for Preschool Youngsters, and Parents as Teachers Programs. (Evers, 2003)
Ensure that data about school and parent projects is in an arrangement and dialect
parents can understand. (Evers, 2003)
The accompanying practices may be actualized at school and region prudence:
15. Involve parents in creating preparing for educators, principals, and different
instructors. (Evers, 2003)
Use Title I supports to give reading proficiency preparing if all other subsidizing is
depleted. (Evers, 2003)
Use Title I supports to pay costs connected with parent association, including
transportation, child mind, and preparing charges. (Evers, 2003)
Train parents to help include different parents. (Evers, 2003)
Arrange parent teacher gatherings at different times in school or at different districs to
boost parent support. (Evers, 2003)
Adopt model methodologies to enhancing parent association. (Evers, 2003)
Establish a district parent report board. (Evers, 2003)
References:
Dahlkemper,L.(2003, December). WhatDoesScientifically Based Research Mean forSchools?
RetrievedJanuary06,2015, fromSEDL: http://www.sedl.org/pubs/sedl-letter/v15n01/2.html
Editorial ProjectsinEducationResearchCenter.(2011,September19IssuesA-Z:.). No Child Left
Behind.RetrievedJanuary06,2015, fromEducationWeek.:http://www.edweek.org/ew/issues/no-
child-left-behind/
Evers,T. (2003). ESEA Information Update. Madison:WisconsinDepartmentof PublicInstruction.
LearningPoint.(2007). Quickkeys. RetrievedJanuary06,2015, fromLearningPoint:
http://www.learningpt.org/QuickKeys/
NCLB.(n.d). The FactsAbout…SchoolSafety. NCLB.
U.S. Departmentof Education.(2012, December10). Flexibility and Waivers. RetrievedJanuary06,
2015, fromU.S. Departmentof Education:
http://www2.ed.gov/nclb/freedom/local/flexibility/summary.pdf