To what extent is it still true to say that legal justice in England Essay - 1

How much is it despite everything consistent with state that lawful equity in England and Wales settles upon adversarialism - Essay Example In such a framework a choice is shown up at by a nonpartisan chief based on the subtleties outfitted by the gatherings. In regard of criminal cases two leaders will be available, to be specific the appointed authority and the jury; the obligation of the previous is to settle on the legitimate angles while the obligation of the last is restricted to authentic issues.2 In addition, the huge number of lawful observers has assigned the Australian and American legitimate frameworks as being ill-disposed lawful frameworks. â€Å"Such arrangement is made on the grounds that the essential and predominant lawful method in this framework is mediation on legitimate debates characterized by the gatherings who carry those questions to court for adjudication†3. The reception of an ill-disposed framework in England has been ascribed to first, the act of compurgation. This training was an Anglo-Saxon barrier in which a few people were made to affirm in regard of a person’s honesty and second, the perfection of the surviving English lawful methods like preliminary by jury and private prosecution4. I accept emphatically that our ill-disposed procedure is the best method of attempting criminal issues. In any case, the legitimate framework has started to perceive that unadulterated adversarialism doesn't generally deliver equity, and more exertion is presently going into building up regions of accord among arraignment and barrier. For instance, judges are getting control over unnecessary, dangerous interrogation which puts individuals, for example, assault casualties being investigated, and techniques are being imagined to forestall trap strategies which include one side taking the other totally by surprise5. The English lawful framework is essentially antagonistic in organization. In this framework goals of issues is accomplished by methods for contention between the contesting parties within the sight of the managing judge. This association is precise however exorbitant and a lot of time is taken in choosing

The Power of a Symbol in The Yellow Wallpaper, The Glass Menagerie and

Quite a while back, Sister Mary Corita Kent, a praised craftsman and instructor of the 1960’s and 1970’s expressed, â€Å"A painting is an image for the universe. Inside it, each piece identifies with the other. Each piece is just liable to the remainder of that little world. Thus, likely in the absolute universe, there is that sort of all out congruity, yet we get just little tastes of it† (Lewis Statements from Women Artists). These days, a work of art isn't the principle type of craftsmanship people appreciate. Truth be told, writing of numerous kinds can be viewed as an alternate type of craftsmanship and frequently found in writing are images. An image is an item, individual or activity which speaks to a theoretical thought (Warren â€Å"English 102†). In writing, an image or set of images can have a wide scope of implications. For instance, shading is an all inclusive image; some may state it is a general image forever. Notwithstanding, each shading independently can represent something other than what's expected relying upon the unique circumstance. Examining five bit of writing for imagery, one will have the option to increase a more profound downplaying of images. To start, the short story by Charlotte Gilman, â€Å"The Yellow Wallpaper,† utilizes the breaking down backdrop to speak to the narrator’s bombing mind. The storyteller is enduring and is limited in an awkward house in a room she didn't pick; she gets fixated on the backdrop of the room. As the yellow backdrop speaks to the narrator’s mind, the announcement made by the storyteller, â€Å"The shading is repellent, practically repulsive; a seething unclean yellow, peculiarly blurred by the moderate turning daylight. It is a dull yet startling orange in certain spots, a wiped out sulfur tint in others† alludes to the state of her psyche by recommending her condition is repulsive and unclean. She is blurring ceaselessly in the su... ...at could these five bits of writing potentially have in common?’ The response to this inquiry is basic, these bits of writing each have emblematic hues that speak to something other than what's expected. Yellow backdrop speaks to a disintegrating mind, a ratty, black box speaks to a horrifying, conciliatory demise, green is the physical portrayal of influence and riches in the public arena, a blend of blue and yellow speaks to the disarray of a reasonable sky with dead grass and ‘Blue Roses’ and Blue Mountain speak to the yearning somebody feels for something they can never have. Maybe a tormenting isn't the main image for the universe. Maybe every bit of writing is identified with one another so that by perusing each bit of writing, one can associate the various images a writer decides to utilize and perceive the unpredictable congruity that ties the writing scene.

Advantage Grant

I wish to apply for the Online Advantage Grant at CTU Online. I am presently joined up with the Business Administration course at CTU Online. I am a full grown understudy at thirty years old and have come back to formal examination as an approach to improve my insight and aptitudes. My folks have ingrained upon myself and my sisters a long lasting want to study.Often working significantly harder themselves they empowered us to examine; my folks have given to me a taught investigation ethic that recognizes fruitful culmination of tertiary courses as an indispensable advance towards picking up my place in the community.My ethnicity is American Indian; I am amped up for my chance to carry my social assorted variety to the network once enabled by the fulfillment of the Business Administration course at CTU. An across the country accentuation has been given to bringing social assorted variety into all fields of American life.I accept that a basic component of bringing genuine social decen t variety into every single American work environment is the open door for ethnic minority bunch individuals to finish tertiary studies.I have tied down my place to partake in an immediate manner in the advancement of genuine social decent variety in the work environment by enlisting and beginning the Business Administration Course at CTU. My inspiration to finish the online course is high as I see the worth not just for myself and my close family for my fruition of this course however for the advantages that will spill out of my instruction to my community.With the information and abilities I gain from the Business Administration course I will be engaged to speak to my social minority and to advance the affectability towards other social minorities into the work environment arena.The vocation way I intend to follow is that of the medicinal services industry. I have close family members who at present work in the social insurance industry and through their knowledge I feel that this will be the manner by which I can seek after a vocation that will take the most effect back to my locale and to my own feeling of fulfillment and feeling of offering back to others.Of specific enthusiasm for our nation today is the diligent disparity that encompasses individuals from ethnic or social minority gatherings and access to successful medicinal services. Studies have been introduced in the famous media that show that minority bunches all offer an underutilization of medicinal services administrations contrasted with the lion's share Caucasian population.Such examines report that lower paces of medical coverage among individuals inside minority bunches represents just piece of the lower utilization of social insurance services.Key factors in the underutilization of human services benefits by individuals inside minority bunches was the absence of adaptability of human services specialist co-ops as far as long periods of activity and as far as social affectability which drov e individuals of minority gatherings to not utilize the administrations or to confine their utilization of such services.With the information and aptitudes I gain from my examinations at CTU Online, I intend to bring the social affectability that my American Indian foundation has given me to the human services industry.My social foundation has given to me an interesting point of view on the requirement for social affectability over all the different minority bunches that make up the country today. I am amped up for the incredible bit of leeway my legacy will bring to my adequacy in the workplace.I value your thought of my application for the Online Advantage Grant for CTU Online.

Bilingual Education - Free Essay Example

CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problem s to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section -Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this in strument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs.

The Issue Of Student Debt - 1943 Words

1. Write a summary of your policy issue that includes the policy or policy issue. Interest rates are constantly on the rise along with the cost of tuition and the income levels of students are not increasing in order to make ends meet. Therefore, student debt is spreading rampantly across our nation and is becoming a tremendous issue. Student debt is a topic that is relevant in today’s society because it affects such a large portion of the population. Furthermore, it is affecting the country s economy in many ways. With the accumulation of debt, students are unable to afford to purchase a home, or at times, a brand new car because there is simply no way that they can afford such a large investment while they scramble to pay their loans.†¦show more content†¦2. How are stakeholders affected by this issue? In other words, what populations or other entities are affected by or contributing to this issue and how are they affected? How may this issue be affecting populations specific to Florida? As many would be led to believe, student debt affects the vast majority of young people in this country. According to Daniels, seventy percent of students who have recently graduated are now considered to be under the category of borrowers (2015). In relation to the population, that is a total of forty million people (Daniels, 2015). Unfortunately, many of these students are reaching the point of possibly defaulting on the loans they have accumulated (Daniels, 2015). Although students are now being educated about being very careful when taking out loans, many do not have a choice. Student debt seems like a nonstop revolving door for us young people. The sum of the student loan debt that the population of forty million Americans has is a total of $1.2 trillion in college debt (Student-loan debacle, 2014). In Florida, the issue of student debt primarily affects students; however, it also affects the state as a whole because it affects the economy and the housing market (Student-loan debacle, 2014). Additionally, adults over the age of forty are still paying off their student loans and trying to pay off mortgages at the same time (Munarriz, 2014). Furthermore,

Relationship Between Attitudes Towards Grades And Study...

Sharon Pierre-Louis February 28th, 2016 Senior Seminar Assignment #3: Literature Review The research question that I would like to explore is â€Å"What is the relationship between attitudes towards grades and study habits?† This topic can be categorized under the Sociological concepts; deviance and social norms. In society, there is an emphasis on getting an education (which correlates with getting good grades), in order to earn a reasonable amount of money at the very least. If someone attends school just to get a passing grade nor do they study, they could be considered deviant. People should care about this topic because grades are a major part of getting an education. Grades represent acceptance from society, loved ones, and one’s self. Some people may come from a poor socioeconomic background so acquiring good grades are vital for success, whereas a wealthy person probably attends school because they would like to get the experience. Many just like to learn, as some may have the finances to attend college, or those who don’t have the funds val ue education so much that they are willing to take out loans. Individuals might study intensely because they are aware that money is coming out of their pockets. Some students work and/or have children so perhaps expect to receive a certain grade. It is important for professors to be aware of the study habits of theirShow MoreRelatedStudy Habits1391 Words   |  6 PagesChapter 2 REVIEW OF RELATED LITERATURE amp; STUDIES According to Palm Beach Community College (PBBC, 2008), they recommend that student’s study should have at least three hours out of class for every hour spent in class. They also said that a student must have a special place to study with plenty of room to work. And students should not be cramped. They presupposes that study time will go better if a learner take a few minutes at the start to straighten things up. A desk and straight-backedRead MoreStudy Habits Are A Vital Predictor For Academic Performance1041 Words   |  5 Pages Study habits are a vital predictor for academic performance in students. Study habits are defined as a student’s pre-examination actions to improve learning and performance. Some constructive habits include: reading and taking notes, preparing for examinations prior to the week of the examination, choosing the best fit environment, having a positive attitude, and an underlying motivation. Research studies have shown that personality has an i nfluence on study skills (Crede Kuncel, 2016). StudyRead MoreMath Anxiety and Efficacy Scores1598 Words   |  6 PagesStudents often struggle with the learning of math concepts; a love-hate relationship has existed for decades between math and students as they know they need to understand and have a sound foundation of math skills, yet, they toil to reach a proficiency level and fall short of their goal. This lack of confidence and anxiety in learning math concepts has created a lack of self-efficacy among math learners, which fosters a reduction in a desire to learn and use math skills. As education changes atRead MoreResearch Study On Study Habits1643 Words   |  7 PagesTopic: Study Habits General Purpose: To motivate Specific Purpose: To motivate students to change their study habits. Thesis: INTRODUCTION I. Attention Step A. Attention Material: According to the National Center for Education Statistics 1.2 million students drop out of school every year. The cornerstone of our society, education, is crumbling before our eyes, and the leading cause I believe is the lack of proper study habits. B. Credibility Material: In my academic career, I can say without anyRead MoreBinge Drinking Is The Norm Of College Students1231 Words   |  5 Pagesincreases. A plethora of variables have an effect on how college students view binge drinking and their attitude towards how much an individual binges drink, but three that will be stressed are gender, race, and age of first alcoholic consumption. The following articles highlight the correlations between the three variables in regards to the evolution of individuals drinking habits, attitudes about binge drinking in college, how the age of first consumptions determines how severe of a binge drinkerRead MoreHigh School Students in Part-Time Employment: What Effects on Scholastic Performance?1137 Words   |  5 Pagesthe effects of part-time work on the academic performance of high school students. Though many studies claim that there is a relationship between a student’s grade point average (GPA) – the standard measure ac ademic performance in high schools and universities in the US – and the number of hours the students is employed, there seems little agreement on what that relationship is. Several studies (Sneider, 1982; Wallace, 1988; Johnson and Payne, 1989) suggest that students who work after schoolRead MoreCorrelation of Study Habits and Academic Performance in Physics of Fourth Year Students in Saint Annes Catholic School in Hagonoy, Bulacan9820 Words   |  40 PagesCORRELATION OF STUDY HABITS AND ACADEMIC PERFORMANCE IN PHYSICS OF FOURTH YEAR STUDENTS IN SAINT ANNES CATHOLIC SCHOOL IN HAGONOY, BULACAN Abstract Common problem of the students that contributes to their poor academic performance is the lack of proper study habits. For an excellent performance, there wasa need for the student to have a good study habit. A student, who wants to study well, needs to choose a suitable practice for his studies. How to study is as important as what to study and how toRead MoreFactors That Affect The Academic Performance Of College Students Essay976 Words   |  4 PagesIntroduction There have been several studies researching the factors that affect the academic performance of college students. Some of these factors include family, personal habits, attitude, and social activities. Another important factor is the sleeping habits of the student. Sleeping is one of the most significant basic need that humans need. It is a biological necessity that plays an important role in each individual’s health. Sleep is not only important for health, but it is also importantRead Moreâ€Å"the Effects of Having Boyfriend/Girlfriend Relationships in the Academic Performance of Selected High School Students of Theresian School of Cavite†3959 Words   |  16 Pagesâ€Å"THE EFFECT OF STUDY HABITS ON THE ACADEMIC PERFORMANCE OF FRESHMEN EDUCATION STUDENTS IN XAVIER UNIVERSITY, CAGAYAN DE ORO CITY, SCHOOL YEAR 2008-2009† A research proposal Presented to: Dr. Amphie V. Dinagsao In Partial Fulfilment Of the Requirements for the Subject Educ 51 52 Educational Research By Bagongon, Christian K Edpalina, Connie Ryan April 25, 2009 Table of Contents Chapter Read MoreInternet Addiction And The Internet1409 Words   |  6 Pagesthat person feels a lack of satisfaction in one’s life, an absence of intimacy or strong connections to others people, a lack of self-confidence or compelling interests, or a loss of hope. As teens get attracted to the internet, do not have good relationships with other people, and want to feel the satisfaction, they become vulnerable to internet addiction. As teens are vulnerable to internet addiction and get addicted to quickly that can result three main negative effects: poor social life, health

Case Study of Semco Partners Leadership And Management

Question: Discuss about the Leadership and Management of Semco Partners. Answer: Introduction: Semco Partners succeeded Semco Group led by Ricardo Semler. The company works as a consultancy partnership and evolved a model of joint venture which synthesized the companys management skills with their partners technological expertise. Ricardo Semler created a business model which gave employees prominence over the hierarchical ladder which came to be known as Semco Model after his organization. He implemented his theory in his company, Semco Partners which earned him worldwide fame. Ricardo encouraged a framework of corporate management where employees were given more importance and were allowed to participate in the management of the company. The Semco Model proves its mettle when Brazil fell into inflation and the autocratic firms in the country became bankrupt. Ricardo allowed his employees to participate in the management of the firm and even allow them to approve the financial statements and an increased share in the profits. The employees, in turn accepted wage reduction and management fees since; they too became responsible decision takers. The outcomes of the Ricardo Model as opposed to the autocratic model in those times were that the employees gained expertise in dealing with urgent situations and they learned better inventory management. The Semco Model promoted healthy organizational culture which enhanced productivity and improved revenue (Betov and Szillat 2016). The Semco Model by Ricardo Semler was a revolution that changed the management styles in the world. It became so effective that it was adopted by a group of supporters to protest against the ingredients in Afri-Cola in Germany. The soft drink brand was owned by Mineralbrunnen Uberkingen-Teinach and the company was forced to change the ingredients by the supporters. Premium-Cola has no office, bosses or salary structures. The members work as per their convenience and sell the cola drink in selected bars and clubs. Afri-Cola started as a small company but today has evolved into a medium sized company which is operated based on ethics. The company does not advertise the cola drink on digital media, instead it uses arts and images on the inner side of the bottles. This example of Afri-Cola once again proves that the Semco Model can be applied by consumers to force producers to change the ingredients of their products for the benefit of the consumers. Main elements of Semco Model: Maslows hierarchy of needs is a model pyramid which presents the needs of an individual stating with the most basic need of physiological needs of water and food. This is followed by safety needs, need for belongingness, esteem needs and self actualization (Lester 2013). Semcos Model is aimed at giving control to employees which resulted in better security, belongingness and self esteem. These factors led to better organizational culture and increased performance which met the self actualization need, according to the Maslows theory. Ricardos model also meets the Herzbergs two factor theory which is made up of motivators like challenge, responsibility and awards and hygiene factors like salary, status and perks. Herzberg stated that the hygiene factors determine the motivators because they also affect job satisfaction (Lin et al. 2015). Semco followed a democratic style of leadership where employees were given more importance compared to the autocratic style as advocated by McGregors philosophy (Grbz, ?ahin and Kksal 2014). The democratic leadership style gave importance to the employee needs and allowed them to work as per their convenience. Ricardo Semler always advocated that employees do not work only for money but also to increase their self esteem and achieve something. Alderfers ERG theory stresses on three needs, namely, growth needs, relatedness needs and existence needs (L?z?roiu 2015). The company by Ricardo Semler, Semco did not follow the autocratic leadership style followed by other firms in Brazil. The firms instead, removed the strict corporate ladder that allowed employees to come closer to the management. He believed that employees are better at adapting to changes than management since; they execute plans and policies practically and are more knowledgeable about challenges involved in production. Ricardo assumed that employees themselves form groups to carry out their tasks if their esteem needs are satisfied. They get greater scope of participation which increases their feeling of relatedness and job security. Semco Model allowed delegation of more power to the work force with an expectation of more responsibility and job satisfaction which will automatically increase productivity and reduced cost of management. The employees, when empowered feel more secure and automatically work towards achievement of goal which leads to their own growth. This goes along with McClellands theory which a stress on employee needs to need to achieve goal, affiliation and power (Miner 2015). Semco Model derives its features from various leadership theories and motivational theories. It combines the self actualization needs of Maslow with Herzbergs motivational needs. The style addresses growth needs, relatedness and existence needs along with needs of growth, relatedness to the company and existence needs coined in McClellands theory. Risk of the Semco Model: The Semco Model stresses on employee empowerment aimed towards increased productivity and profits. The participative management model applied by Ricardo, however suffers from the following advantages which gives rise to tension: Decision making slows down: Ricardo Semler in his Semco Model gives total independence to employees to work as per their convenience. There is no dress code or corporate hierarchy to direct decision making in Semco Partners. This can create conflict among the employees as they are all at the same level and enjoy the same power. Lack of hierarchy also hampers conflict management because management intervention plays a very important role in solving and mitigating conflicts (Ali-Babaei and Shariatmadari 2014). Moreover, there is uniformity in production and performance techniques. All these factors contributes towards delaying decision making which may prove expensive. Security Issues: Semco Model advocates equable rights for all which gives all employees equal access to information. Ricardo, in an interview, when asked to elaborate on the recruitment process followed it Semco Partners, revealed that first the candidates are allowed to meet the employee and taken on a company tour. This can be potentially dangerous for a big company like Semco, because a candidate, being an outsider cannot have access to employees and information. The fact that such an exposure may lead to leaking, misuse or manipulation of critical data overshadows the advantage that the candidate already knows the company by the time he joins. The hierarchical pyramid in an organization ensures protection of potentially important data by giving selected access to it as such data play a crucial role in deciding strategies. Hence, any unexpected leaking of data by candidates or by employees poses potential risk to the competitive position of the firm in the market (Webb et al. 2014). Total employee freedom is a myth: Semco advocates total employee freedom in its operation which is totally a myth as such a framework is not feasible in reality. Ricardo, in the same 2004 interview told that the employees can choose their leaders and reporting officers but after that they have to follow a mandate. The bosses discuss with the fellow employees before firing an employee which puts the employee in question in the mercy of his colleagues. This is worsened by the absence of an HR department to look into employee issue and protection. Thus, contrary to what it appears, this system also allows space for authoritative decision making. Chances of conflict: The hierarchical structure manages the information system, lays down rules, confirms implementation of strategies as per organization culture and contributes in conflict management. As However, Semco Partners has no corporate hierarchy and hence lacks the streamlining of strategies and their execution. Every employee has power to decide on the companys decision and may use his influence over others to manipulate potentially important data necessitating a conflict. Conflict is the clash of two opposing opinions when both of them cannot be feasible. It can happen between companies, management and subordinates and even between employees of the same level. The management decision and policies goes a long way in management of conflicts and ensure continuous production. Conflict management can take forms of competitiveness, collaboration, compromising, accommodation and avoidance. Competitiveness takes place mostly among rival firms to decide their superiority in the market. The management, within the organizational level resorts to negotiation between conflicting parties and uses its power of persuasion to resolve the conflict and provides with alternatives that can be followed. Semco Model has no prominent management hierarchy which makes it difficult to follow this method, often used to counteract employees resistance to changes. Collaboration is the method when all the decisions are considered and the best decision is chosen for application. This method goes a long way in solving extreme conflicts and can be used successfully in the Semco Model to address conflicts. Compromise is the technique which requires partial consideration of all the alternatives to arrive at a decision. Semco can use this method to deal with conflict when a deadline approaches and the conflict proves to be a hindrance to the achievement of a target. Accommodation can be used when conflict management is more important than the situation. This technique can be used to solve long drawn conflicts within an organization to bring peace. Here, the managers allow the subordinates to arrive at a conclusion which permits the employees to assert their justifications. Semco, being a employee centric organization can allow its employees to assert their opinion and then the superiors can arrive at a decision based on those opinions. Avoidance is a situation when conflicting parties simply do not accept each others conditions and advices. This technique is used when the outcome is insignificant to the organization. This technique which is actually lack of response to conflict management also allows a subordinate to sharpen his leadership qualities. Risks taken by Ricardo to make Semco Model successful: Ricardo Semler went against the prevailing authoritative style prevalent followed style followed by his father and established a more employee centered work culture. His revolutionary initiative helped the company to recover from its losses and this paved way for the company to become a big consultancy firm. According to Ricardo, the consumers are not his customers but the companies serving those consumers are his clients. This points out to the companys power to succeed in spite of limited public promotion. Ricardo undertook great risks while implementing his participative style of leadership. The first risk that he took was to remove the conventional corporate ladder which was present in most of the companies. This transition took place when the Brazilian economy was facing a severe economic crisis which forced many companies into bankruptcy. Semlers unique style of management was a breakaway from the conventional styles and yet produced superb results. Ricardo himself opined that the radical transition in leadership style required changing the entire process of work which seemed irresponsible and risky (Semco Partners 2017). The second risk that Semler took was empowering his employees by allowing them to choose their bosses, decide the working hours and even allowed them to wear dresses they liked to work. This shows indications for avoidant leadership which could have led to subordinate stress (Skogstad et al. 2014). His efficient management style proves its metal when Paychex Inc entered into joint venture with Semco in Brazil in 2013. Semco allowed employees to choose their own bosses, decide their working hours and dresses and had no hierarchy or HR department. This apparently leaves the chance of lack of accountability and standard of performance of the company before the stakeholders. However, the joint venture between Paychex and Semco proved the high standard of performance when the former collaborated with the later to enter Brazil which was its second international venture. One of the biggest challenges of Semco Model of Management appeared when the economy of Brazil was hit and the then President imposed restriction on liquidity. This government policy demanded a radical change in management and pushed many firms into endangerment. Ricardos liberal gave the employees more power and hence increases their sense of responsibility and self esteem. They in fact, agreed to a cut in their wages and management fees to adapt to the economic crisis. Their shares in the companys profit were increased and they gain approving authority of approving the company expenses. This participative style of management became so successful that it became theme of HR Learning and organization behavior studies. Authors like Eng Chew and Kenneth Anthony Dovey have drawn references from the organization in their work titled Learning to create sustainable value in turbulent operational contexts: the role of leadership Practices (Chew and Anthony 2014). Semco Model is even open to the job seekers and allows them to be induced to its environment and the employees. This helps them and the company to decide on the appropriate employment opportunity and a long term relationship. There is no conventional HR department to interview the candidates and decide on their job conditions and salary. The candidates are first taken on a tour of the companys activities and employees. This is followed by several rounds of interviews given by several employees whose opinions are then taken into consideration to decide on a candidates eligibility and appointment. This transparent policy allows candidates and employees to be familiar and more open to each other. This promoted to better understanding and organization culture. Ricardos Semco Model apparently has no control over an employees performance but that is not true as revealed by the founder itself. Candidates are first allowed to decide on their salary and managers after which they are entrusted with responsibilities and accountabilities. Semco has no physical office, no code of uniform and no official hierarchy. It is a consulting firm which enters into joint venture with big firms from various fields and provides them expert consultancy services. This shows that a firm, in order to grow need not follow conventional leadership patterns. Semcos strength lies in empowering employees with decision making power can make them feel more responsible towards the firm. This makes them more productive than employees who are dominated by their bosses. The successful application of this style of leadership in soft drink industry in Germany proves its applicability in even a different industry in a foreign country. Conclusion: Semco Model founded by Ricardo Semler is a revolutionary management and leadership style. It allows employees of the Semco Partners to take equal responsibilities in the management of the firm and develop their managerial skills. However, it can also be pointed out that though this model combines various other models, has its own defects and also leaves a scope for conflict. It can also be opined that the model helped Semco survive the economic downfall of Brazil when the firms following conventional authoritative models failed. It can also be pointed out that leadership and motivation styles depend on the situation and the desired outcomes. Leadership styles and pattern evolve over time and are extremely dynamic. Great leaders find new theories and even build their own revolutionary styles accommodating several theories. References: Ali-Babaei, M.S. and Shariatmadari, M., 2014. Exploring the Relationship between Management Skills and Employees' Conflict in Industrial Production Company of Kerman Keyvan Pomp.International Journal of Academic Research in Business and Social Sciences,4(12), p.361. Betov, A. and Szillat, P., 2016. Business leadership concepts exemplified by the two exceptional leaders Daniel Vasella and Ricardo Semler.Journal of Contemporary Economic and Business Issues,3(1), pp.33-60. Chew, E. and Anthony Dovey, K., 2014. Learning to create sustainable value in turbulent operational contexts: the role of leadership practices.The Learning Organization,21(4), pp.243-257. Grbz, S., ?ahin, F. and Kksal, O., 2014. Revisiting of Theory X and Y: A multilevel analysis of the effects of leaders managerial assumptions on followers attitudes.Management Decision,52(10), pp.1888-1906. L?z?roiu, G., 2015. Employee Motivation and Job Performance.Linguistic and Philosophical Investigations, (14), pp.97-102. Lester, D., 2013. Measuring Maslow's hierarchy of needs.Psychological Reports,113(1), pp.15-17. Lin, X., Cai, S., Xu, D. and Fu, X., 2015. Judging Online Peer-To-Peer Lending Behavior: An Integration of Dual System Framework and Two-Factor Theory. InPACIS(p. 138). Miner, J.B., 2015.Organizational behavior 1: Essential theories of motivation and leadership. Routledge. Semco Partners. (2017). Company History - Semco Partners. [online] Available at: https://www.semco.com.br/en/about-us/ [Accessed 30 Jan. 2017]. Skogstad, A., Hetland, J., Glas, L. and Einarsen, S., 2014. Is avoidant leadership a root cause of subordinate stress? Longitudinal relationships between laissez-faire leadership and role ambiguity.Work Stress,28(4), pp.323-341. Webb, J., Ahmad, A., Maynard, S.B. and Shanks, G., 2014. A situation awareness model for information security risk management.Computers security,44, pp.1-15.