Vocational Education Essay Example For Students

Vocational Education Essay There are many challenges that a nation must face. One is preparing theyouth for the careers of tomorrow. Vocational Education prepares the young peoplefor successful careers. The contextual learning teaches concepts as they areapplied in real life and the world of work, hands-on problem solving activities/exercises. Linking secondary and post secondary vocational education programs into a seamlesscareer preparation program. Young people used to find it much easier to enter the job market than they do today. We will write a custom essay on Vocational Education specifically for you for only $16.38 $13.9/page Order now Most jobs today require a combination of critical thinking and manual capabilities. Employers are dissatisfied with the preparation of entry level workers. The employersfeel the expand and improve the career preparation offered by our nationssecondary schools are a must. WHAT IS WORKINGThe 1994 National Assessment of Vocational Education (NAVE) shows thatparticipation in Vocational Education can have substantial payoffs for students,particularly when students complete a program or coherent sequences of courses. High school graduates who complete a coherent sequence of vocational courses are morelikely to find training related jobs, earn more in those jobs, and are less likely to beunemployed over time than those with a more general background. Post secondarystudents who complete non-baccalaureate degree vocational programs receive moremarket benefits than those who complete the same number of credits, but does notMorris 2complete a degree program. In recent years, Federal support has strengthened state andlocal development of promising new approaches that address the readiness oflarge segments of American youth to take up productive roles in todays workplace. The School-to-Work Opportunities Act broadens the meaning of curriculum by callingfor integrated learning organized into coherent sequences around broadly convergedcareer majors, work experience, as well as academics and occupational study. School-to-work systems is driven by the recognition that neither academics not occupationaleducation alone provides all students with the skills ? problem-solving, reasoning,interactive learning-necessary for further education and for high wage employment. Integrated learning also restores meaning and relevance to the students experience ofschooling. Transforming what in too many high schools is a disjointed series of coursesinto a meaningfully integrated, experientially grounded education that continuallydemonstrates to students how education applied to real life. Integrated learning is also ateaching strategy that more closely matches human cognition than traditional high schoolclass work. The development of integrated curriculum requires collaborative planning amongschool administrators, academics and occupational teachers, employers, and labor unions. School-to-Work partnership meetings also provide opportunities for building theseconnections. This strategy has a long term potential for providing students withvocational education experiences that raises both their motivation and achievements,while also preparing them for employment and post secondary education. Many statesMorris 3across the nation are undertaking these promising directions as the cornerstone for majorreforms to improve workforce preparation in secondary and post secondary education. REFERENCESVocational Education, http://www.ed.gov/updates/Working/voc-educ. 9/5/97Curriculum Integration in School-to-Work Systems, http://www.stw.ed.gov/factsht/bull,9/5/97

John Paul Stevens essays

John Paul Stevens essays John Paul Stevens was born on April 10, 1920 in Chicago, Illinois to Ernest and Elizabeth Stevens. John, who is the youngest of three brothers, and his family lived across from the University of Chicago. There, John attended high school in the universitys laboratory school. He also attended his college years at the university. Stevens majored in english, edited the school news paper, and won the universitys highest honors for camps and scholarship activities and graduated in 1941 at the age of 21. In 1942, he married Elizabeth Sheeren. He has four children with her, one son and three daughters. Come 1979, Elizabeth and John got a divorce. The following yeah he married Maryan Simon. After being on a code-breaking team for World War II from 1942 to 1945, he studied law at Northwestern University. In 1947, John graduated first in his class with the highest grades in the law schools history. In 1951, he got his own law firm. Stevens was also an associate counsel of the House of Representatives and from 1953 to 1955, John was a member of the attorney generals committee. As a member, his duty was to investigate the conduct of state supreme court justices. John was then appointed to the Seventh Circuit City of Appeals in 1970 by President Richard Nixon. When a man by the name of William O. Douglas retired from the Supreme Court in 1975, attorney General Edward Levi nominated him for the position. President Ford wanted someone to be nominated who would help restore some confidence in the government since the Watergate Scandals occurred and the person for that job was Stevens. He was confirmed by the Senate December 17, 1975 and he took the oath of office two days later. Stevens was nor a liberal or a constructive judge, he was considered one of the least predictable member of the court. He has his own ways of judging. Fact-gathering is Stevens way of discovering how a ...

A Study Of Preoperational Stage As Given In Child Development Theory

A Study Of Preoperational Stage As Given In Child Development Theory The Preoperational Stage The Preoperational stage is one out of four Piaget Stages. It occurs during the ages of two to seven years. There are limitations to the child’s thoughts during this stage. What the child sees is automatically what is real, to them. This stage is a very visual stage for a child. During this stage, children have a lack of conservation, no identity constancy and egocentrism. There is a lack of conservation among children during this time of their life. According to Piaget, conservation is basically the amount of a substance remains the same no matter if it changed its shape or form. Children do not have the ability to understand â€Å"conservation.† An example of a children’s lack of conservation skills, is when a child is shown two glasses of milk with the same amount. Then the adult will pour one glass of milk into a larger, thin one. The child will usually say that the larger, thin glass of milk has more liquid than the first glass, when in fact they are both the same amount. Children cannot grasp the fact that a task can be reversed. Children during this age usually look at what they think looks the best. They will usually pick the item that is most visually appealing, which is called Centering. Centering will affect Class Inclusion: â€Å"the understanding that a general category can encompass several subordinate elements† (Bels ky 147). Kids will not look at the bigger picture, and will jump into conclusions rather quickly than an older person would. Conservation is something a child will learn, as they grow older. During this stage, children will not have identity constancy. Kids will not be able to know that a person wearing a costume is not real; but to them, it is real because that is what they see. They do not know that the person is still himself or herself on the inside despite what they see on the outside. Animism is also very prominent during this stage. Children believe that inanimate objects have feelings and abilities that humans do. I believe a lot of people can relate with this, having a teddy bear and thinking that it had feelings. And during the ages of two to seven, children also think that their parents or any grown-up has the ability to do anything. This is called artificialism. A lot of kids go through this stage in life, where they believe that humans are capable of doing impossible things. Kids just look at what they see and automatically believe it. Lastly, egocentrism is an important element during the preoperational stage. Young children do not know that other people have different beliefs or thoughts. They believe that everything revolves around them, but not in a conceited manner. Children during this age just do not have much awareness of their surroundings; they think that whatever they believe is what others believe, as well. Egocentrism among children does not last forever, because they will learn and gain awareness, as they grow older. During the preoperational period, children do not have much awareness and are egocentric, have no identity constancy or conservation. During the early years of a child’s life, they do not have the capacity to learn about their surroundings. A child’s thought process is a lot different than an older person’s. That is why they always say older people are wise. As a child grows older, they will have the ability to understand the world as a whole.

Module 3 Principles of Human Resources using Performance Appraisals Essay

Module 3 Principles of Human Resources using Performance Appraisals - Essay Example Appraisals also identify the below-par performers who then may be subjected to counseling or punitive action such as pay cuts, demotions or in the extreme case dismissal or decreases in pay. The necessity of performance appraisals is a debated issue. While on one hand a number of authors feel that it is one aspect of corporate organizations that creates significant hindrance to effective management of human resources (Derven, 1990), authors like Lawrie (1990) feel it to be indespensible and possibly one of the most crucial aspects of organizational management. The fundamental reason behind opinions spread over both ends of the spectrum is that these are based upon observations about successes and failures of appraisals in engendering warranted results. I believe that it is not the action of evaluating employees through appraisals but rather the manner in which these are administered that leads to such different results. The necessity of performance appraisals is intricately tied to the objectives and policies of the organization. For organizations that believe in generating employee loyalty and try and minimize employee turnovers performance appraisals can play a very important role. Further, appraisals offer the opportunity to focusing on activities and objectives, to locate and cure problems found to be existing, and thereby to provide encouragement for better performances in future. This, effectively done can thus improve the aggregative performance of the whole organization. The appraisals also embody the opportunity mutual recognition and agreement of individual training and development needs. Discussion of any workers performance can beyond argument establish lack or abundance of skills which otherwise in a generic voting situation or centralized meeting situation cannot become clear. So, performance appraisals can definitely establish the necessity of training as well as the

Brand audit assignment Essay Example | Topics and Well Written Essays - 4750 words

Brand audit assignment - Essay Example During this time, Cosmopolitan started to become more of a literary magazine, with the introduction of serial fiction and book reviews being published in the magazine for the first time. During this time, Walker not only managed to triple the magazines subscriptions, he also provided the magazine with a general direction that was continued when in 1889 John Brisben Walker purchased the magazine. During this time, top writers such as Rudyard Kipling, Ambrose Bierce, Jack London and Theodore Dreiser began writing for the Cosmopolitan regularly and it became one of America’s leading literary magazines. From the early 20th century to the 1940’s, the magazine continued to grow in nationwide circulations and became a full-fledged self proclaimed â€Å"Four book magazine†, publishing a combination of a novella, six to eight short stories, serials, six to eight articles and assorted features. However, during the late 1950’s the magazine began to lose some of its l oyal readership when the paperback and television started to become household commodities and took the focus off magazines. The Birth of the â€Å"Cosmo Girl† It was only in the 60’s that drastic change ensued and the magazine started out on its journey to become what it is today: a leading magazine catering to the â€Å"fun, fearless woman† of today who seeks information and advice about sex, relationships, fashion and their well-being. The magazine as it is today was reshaped at a point when it had become a general interest magazine, with rapidly declining profits and mass market appeal. At the time this change happened, American society on the whole was going through a phase of tentative change, women all over the country were beginning to realize the power of their own femininity and were beginning to explore the limits of their own sexuality. The predominantly male oriented society was becoming more open to freedom of thought and speech and women were start ing to look at avenues of work that were previously dominated by males. During that time, Helen Gurley Brown, a newly married copywriter, wrote a fictional account of a single girl who was living the kind of new and exciting life that women of that age wanted to live, a life where they had the freedom to do whatever they pleased and be happy without a stable man or relationship in their life. This new book, â€Å"Sex and the Single Girl† encouraged women to enjoy their sexuality without guilt, a topic which interested the woman of the 60’s so much that the book became an instant best-seller (Benjamin, J., 2009). The success of the book, and the frenzy of thank you notes from women who wanted further advice on their personal issues gave Helen Gurley Brown the idea of creating her own magazine which would allow her to address these women directly and give them advice about their personal issues regarding sex, relationships and health. This idea lead her to the Hearst Cor poration’s aging â€Å"general interest† magazine for Men and Women, The Cosmopolitan. The owners of the magazine were already planning to close it down and gave her the reigns to try out her new format in the hopes that she could breathe new life into the magazines declining circulation. This decision proved to be a remarkably apt one as the magazine’

Techniques of Establishing Character Essay Example for Free

Techniques of Establishing Character Essay Opening a new business is never an easy task. Various factors count while starting a new venture and much is at stake. However the formalities and the difficulties also depend on the country one wants to do business in. Every country has certain rules and regulations as regards to doing businesses on its land. El Salvador is an open economy in Central America and attracts foreign investors. After Chile El Salvador has become the second most open economy in Latin America. Government is democratic and offers several promotional benefits for the investors. Several factors like â€Å". . . CAFTA (Central American Free Trade Agreement), low inflation, proximity to the US marketplace, competitive operational costs, and tax exemptions in free trade zones. . . † make the country an attractive option for foreign investment (â€Å"Doing Business in El Salvador†, 2007). Even though issues like unemployment and gang activities are bothersome but â€Å". . . sustainability and sound CSR (corporate social responsibility) policies in agribusiness, manufacturing, apparel, electronics, and the development of bio-fuels place El Salvador at the forefront of Latin American trade development† (â€Å"Doing Business in El Salvador†, 2007). The country also gets assistance from the United States to tackle with the negative issues in the society (â€Å"Doing Business in El Salvador†, 2007). Flexible policies of El Salvador make it much easier for the companies to do business in the country. State has free trade agreements with a number of countries like US, Guatemala, Honduras, Nicaragua, and Dominican Republic, Chile, Mexico, Dominican Republic, Panama, Taiwan, Colombia, and Central America and many other countries. It is an open market for US goods with very low tariffs and other trade restrictions. USA is the biggest trade partner of the country followed by Central America and Mexico. The official currency is US dollar. El Salvador has very less corruption. On the other hand there are also some limitations for the foreign companies. Judicial system of the country is time-consuming, lethargic and is partial as far as foreign companies are concerned. Crime rate is high and literacy rate is low leading to unemployment and lack of English proficiency (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). El Salvador offers significant growth in sectors like automotive parts and service equipment, dental equipment, printing and graphics and travel and tourism. Agents are the best way of entering the Salvadorian market and the concentration of trade in the capital city rules out the need for more than one agent. Companies or individuals must verify every agreement and bona fides of partners they are going to be associated with. There is no need of an exclusive territorial contract in the beginning with agents. The Salvadoran Commercial Code is meant to protect both the agents and the companies in default situations. Companies must consult local lawyers to get a hold of the legal system of the country. Several protections, compensations and damages must be considered while entering into an agreement with an agent or a partner (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). The next step is getting a license to open an office in the country. Presence of a lawyer in every step is crucial for hassle free progress from one step to another. â€Å"One stop† window of El Salvador’s National Investment Office provides every assistance for getting a license to open an office, branch, or agency. â€Å". . . it also provides assistance with labor related issues, immigration, and information about the Free Trade Zone Law regime† (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Different licenses are needed that can be listed as follows: a) Society or Company Registration b) Initial Balance Registration c) 1 st time Establishment Registration d) Income Tax Identification Number (NIT) (Ministry of Finance) e) Value Added Tax Identification Number (IVA) (Ministry of Finance) f) Invoices Correlative Registration (Correlativo de Facturas) (Ministry of Finance) g) First time Employer’s Identification Number (NIP) (Salvadoran Social Security Institute) h) Work Place Registration (Ministry of Labor) (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). All these formalities can be submitted at the â€Å"Integral Services Window† of the Registry of Commerce Office of the National Registry Center (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). $11,428 is the minimum capital needed to start a business. The Commerce Registry also needs the names of the companys board of directors and administrative personnel. All the accounting records of the company must be in Spanish and approved by a certified public accountant. The Commerce Registry issues the license only when the company’s location details are cleared by the municipality and it is registered in the National Industrial and Commercial Establishments Directory at the General Director of Statistics and Census. License is then printed in local newspaper. There is a need of further clearances from specific ministries for specific companies. For instance pharmaceuticals companies must complete all the formalities with the Superior Council for Public Health and so on for other sectors (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Franchise is another attractive option for starting a new business in El Salvador. US fast food joints are booming in the country. Others include: U. S. franchises operating in El Salvador include hotels and car rental, auditing/accountancy, credit reports, mobile advertising and media marketing, print shop/one hour photo labs, beauty/hair salons, fitness centers, computer learning, child care/learning centers, video rental, exterminator services, and dry cleaning (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Direct marketing using telemarketing mediums like mobile and internet and cable services is another option for establishing a business. A joint venture of US and Salvadorian company must be incorporated and duly registered in El Salvador (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Next step is concerned with the distribution and selling of the product. Import of products is handled by the distributors who can launch and utilize the opportunity of their already existing wide networks to market any new product in El Salvador. Small retailers buy some products like used vehicles and auto parts, clothing, jewelry, cosmetics and household goods from US themselves. Free trade zones form major distribution centers of the country. It is very important to market a product with as much efficiency and care as devoted in its production only then can the product reach its consumers. Using prominent newspapers, billboards and other media can be useful for introducing a new product and communication your idea to the end user. Grand launch at premium hotels and among significant personalities of the region can bring a new product in instant limelight: As competition increases, creative sales promotions such as contests, drawings, raffles, etc. , become more relevant. Samples of products are often handed out at supermarkets and department stores. Participation in local exhibits and sponsorship of local events and conferences is a common local practice for brand positioning. Shared budget for promotional campaigns and advertising is highly appreciated by local importer/distributor, and simple things such as the availability of brochures and other promotional materials in Spanish are very helpful for marketing products (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Government of El Salvador regulates only the liquefied propane gas rates, public transport rates, and energy rates. Import duty and the 13-percent value-added tax (VAT) is added to the price of imported products. â€Å"Import tariffs for capital goods are zero percent, raw materials range from zero to 5%, intermediate goods range from 5 to 10%, and finished goods are charged a maximum of 15%. Textiles, agricultural products, vehicles, and a few other non-essential products are charged higher tariffs that range from 15 to 30%† (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Free trade agreements between US and El Salvador reduce the amount of tariffs on the US products to a greater extent. No duty is imposed on 80 percent of the American products. Trade barriers are also minimal. However some services and professionals do face some barriers like architects and notaries must be local only. Rice and pork are the two products that buyers have to buy locally and their further demands follow an import quota system and 40 percent duties. Countries bound by CAFTA-DR do not question each others sanitary inspection methods. In case of imports, there is no need of import licenses and a commercial invoice and bill of lading can only be sufficient to serve the purpose. The National Registry Center (CNR) has one-single-import shop where a company can get import licenses of the following institutions: Customs, Ministry of Finance, Ministry of Agriculture, Ministry of Health, Ministry of National Defense, Ministry of Economy (virtual), Ministry of the Environment, and the National Health of Public Council. Some products like arms and ammunition exported from US need an export license from the US government. There are other products that need a license from the Bureau of Industry and Security (BIS). So the exporters must make sure that they have the required licenses and permissions to export their products to El Salvador. Some products like high-caliber firearms, machines and tools for making coins, counterfeited coins and bills, movies contrary to ethics and good behavior, abortives etc. are prohibited for import in the country (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Some rules regarding the labeling of the products can be listed below: †¢ Retailers must have the price of the product either on the packaging or in a visible place. †¢ Products that are sold by weight or volume or any other measure must have the weight, volume, or an exact measure of the contents on the label. †¢ For pharmaceuticals, the list of ingredients, expiration date, dosage, contraindications, risks involved when used, residual toxic effects, etc. as established by the Ministry of Public Health must be printed on the label. †¢ Labels on frozen and canned foods must include an expiration date. †¢ Labeling must be in Spanish language (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). Customs procedures are relaxed and simple in the country. Use of modern technology, internet and â€Å"Teledespacho† system in particular has reduced the time the formalities used to take. Teledespacho system rules out the need of a custom broker and provides a direct link between the importer/exporter and the Central Customs Service. Mandatory Salvadoran Standards (NSO) and Recommended Salvadoran Standards (NSR) are two types of standards used in the country: NSOs include the standards regulating the International System of Units; standards relating to materials, procedures, products and services that may affect human life, safety and integrity and the safety and integrity of other live organisms; environmental protection standards; and standards considered by the government to be relevant to the economy or in the public interest. NSRs are concerned with materials; procedures, products and services not covered by an NSO (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). El Salvador is an attractive option for doing businesses and the regulations of the government are flexible enough for the companies to open up and explore new opportunities in the country. It is a mutually beneficial relationship. Both the foreign investors and the economy of El Salvador benefit from this flexible system. Growth and development of El Salvador depends largely on the foreign investment, in particular from US which is its biggest trade partner (â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies†, 2008). There are several similarities and differences in regulations and conditions with regards to opening a business in the US and El Salvador. Like El Salvador USA has several free trade agreements with numerous nations around the globe making it an attractive option for foreign investment. US is also a free, democratic and open economy. El Salvador has most of its business concentrated in its capital city while it is not the case in US. Laws and regulations are same in the entire nation of Salvador while in US every state has its own business regulations. Licenses and permits are required for doing only specific jobs in USA. Need of a license depends on the state and exact location of the business since every state has different local regulations. The owner also has to pay business taxes depending upon the location of business. Following business need licensing: †¢ for those businesses or professionals that go through extensive training before practicing, such as lawyers, physicians, nurses, accountants, dentists, teachers, or †¢ before carrying on a particular trade or business, in order to protect the environment and consumers from fraudulent activities and unsafe products or services. Real estate agents, restaurants, bars, insurance agents, pawnbrokers, peddlers, cosmologists, private investigators, and mechanics are representative of this group, to name a tiny fraction (â€Å"State licenses†). Like El Salvador every business needs an EIN (employer identification number). It is always a good step to hire a local lawyer and an accountant to aid in the initial legal proceedings of the country. Also since in US every state has different laws and statutes regarding a business so it is very important to seek local help. Major difference in doing business in US and in El Salvador is that †¢ US is a much bigger economy †¢ Offering much bigger opportunities †¢ There is no lack of help government offers to foreign companies and investors †¢ Laws are rigid to protect both domestic and foreign companies †¢ Literacy rate is much higher †¢ English proficiency is much higher among locals †¢ Multilingual and multicultural diversity of US allows everyone fulfill their dreams and reach their specific consumers. Translators and interpreters are available everywhere for every kind of help and bridging gaps among people of different language backgrounds. †¢ Crime and unemployment rates are much lower †¢ Infrastructure is well developed †¢ Every tool for direct marketing like internet, telemarketing, cable services, postal delivery systems, courier systems are very well developed and provide expanded prospects for different businesses. †¢ There is no shortage of resources and financial aids from government institutions and private banks.†¢ With proper planning any dream can turn into a wealthy and booming business. References â€Å"Doing Business in El Salvador† (2007). Retrieved August 12, 2008 from http://www. gatewayelsalvador. com/gateway_el_salvador_doing_business_in_el_salvador. html â€Å"Doing Business In El Salvador: A Country Commercial Guide for U. S. Companies† (2008). Retrieved August 12, 2008 from http://www. buyusa. gov/elsalvador/en/ccg. html â€Å"State licenses. † Retrieved August 12, 2008 from http://business-law. freeadvice. com/starting_a_business/state_licenses. htm

The American Dream in F. Scott Fitzgeralds The Great Gatsby Essay exam

The American Dream in F. Scott Fitzgerald's The Great Gatsby The Great Gatsby, by F. Scott Fitzgerald, is a brilliant illustration of life among the new rich during the 1920s, people who had recently amassed a great deal of wealth but had no corresponding social connections. The novel is an intriguing account about love, money and life during the 1920s in New York. It illustrates the society and the associated beliefs, values and dreams of the American population at that time. These beliefs, values and dreams can be summed up to what is termed the 'American Dream'; a dream of money, wealth, prosperity, and the happiness that supposedly came with the booming economy and the get-rich-quick schemes that formed the essential underworld of the American upper-class society. This withering theme presents itself in the novel through many of its characters. The writing style throughout The Great Gatsby is terse and though the book is depressing at times, its overall message of hope and the American dream is inspiring. The story begins when Nick Carraway, a young man, moves to New York from the Midwest to join the bond business. There, he soon becomes acquainted with his wealthy neighbor Jay Gatsby, and they become good friends. Gatsby confides in Nick and tells him that he is in love with Nick?s cousin, the beautiful Daisy Buchanan. However, she is already married to the young and successful Tom Buchanan, who is unfaithful and has an affair with poor George Wilson?s wife. ?Daisy and Tom were sitting opposite each other at the kitchen table? They weren?t happy? yet they weren?t unhappy either? (Chapter 7, pg.148). Later, Nick arranges a meeting between Gatsby and Daisy but soon after, they became involved in a love affair. It is revealed that many years ago, Gatsby and Daisy were in love, but Daisy would not marry him because he was rather poor. Gatsby, however, made his fortune and became determined to win Daisy?s heart. ? [Gatsby] wanted to recover something, some idea of himself perhaps, that ha d gone into loving Daisy. His life had been confused and disordered since then, but if he could once return to a certain starting place and go over it all slowly, he could find out what that thing was? (Chapter 6,pg. 111-112). Towards the end of the story, however, Tom finds out about Gatsby and Daisy and a heated argument ensues. That fateful night, returning to th... ... intriguing way. [Gatsby] stretched out his hand desperately as if to snatch only a wisp of air, to save a fragment of the spot that she had made lovely for him? (Chapter 8, pg.153). Moving beyond style, the book pushes past the basic story line and becomes very symbolic. The characters, setting, and events that take place are all telling of the American dream in the twenties. It depicts people who let wealth determine their lives. It emphasizes how money and people?s desire for money can stand in the way of true happiness. The Great Gatsby realistically portrays both the best and the worst of human attributes and allows any reader to identify with the characters, no matter how far-fetched this might seem. F. Scott Fitzgerald?s novel is the epitome of the American literary accomplishment and a must read. In writing this novel, Fitzgerald achieved in showing future generations what the early twenties were like, and the kind of people that lived then. He did this in a beautifully written novel with in-depth characters, a captivating plot, and a wonderful sense of the time period. Works Cited: Fitzgerald, Scott F. The Great Gatsby. Simon and Schuster, New York. 1925.

The Diary of Lady Murasaki Reflection

The Diary of Lady Murasaki, gives the reader a glimpse of the imperial court during eleventh century Japan. Being an attendant in the imperial court, Murasaki is frequently involved with the activities of elite. As a woman, Lady Murasaki's descriptions are oriented around clothing, appearance, and the position of woman in Heian Japan. Lady Murasaki was the most educated woman in the court. She acknowledges learning the Chinese classics from listening to her brother’s lessons.She cautiously expressed for discretion in regards to her knowledge, since education was restricted for women due to the prejudices against women in the Buddhist convictions. Murasaki kept a personal diary, and spent her days filling it with notes from the daily activities of the court. I was a form of entertainment for Murasaki due to the lack of â€Å"excitement† in the court. The notes were almost making a mockery of the court and their way of life. She talked a lot about women and their role dur ing the time period in Japan. There wasn’t much going on inside the imperial court.The ladies-in-waiting spent there days engaged in gossip they had no other real responsibilities. The woman of the court wore lavish colorful garments. There were very strict rules on what colors the women were allowed to wear. For example, only woman from a certain rank were allowed to wear yellow-green or red, but it was restricted to only jackets, figured silk and printed trains. Only on special occasions, like the birth of a prince, were all ranks dressed in white. The woman also had very long luxurious hair. This was also a sign of rank in the imperial court.The way Lady Murasaki describes the women of the court, it seems that their true position was to serve as the eye candy. They weren’t educated, except for a small number of them, and they didn’t have any real power in the dynasty. During this time women faced severe isolation with limited education. Women in the Heian per iod were defined by restrictions of what was not permitted. Custom influenced by Buddhism, enforced strict physical limitations on women, not to be seen by men and sometimes even other women. It seems like more of a hassle to have women present in the court then not.Without women in the court there wouldn’t be children. Without children, there wouldn’t be any heirs to the throne. Lady Murasaki diary gave third party view in the life of the imperial court. The priorities of the women were more focused on appearance rather then education because of the Buddhist convictions. Even thought the women were held at different ranks in the court they all had the main purpose of keeping the dynasty alive via childbirth. Due to the advance in Murasaki’s education, her writings gave way to the beginning of education for women in Japan.

Challenges of Teachers in Decision Making Essay

1.1 STATEMENT OF PURPOSE The purpose of this study is to investigate the extent to which teachers participate in Decision-making at Government Secondary school Omala, Omala L.G.A. argues that purposeful planning depends on effective decision-making. Teachers and educational managers make decisions on a daily basis. These decisions may influence pupils, teachers and the future of the school. Dawn of new Education system has seen a proliferation of Educational policy and legislation specifying and advocating full participation by stakeholders in the governance and management of schools. The education policy documents continuously refer to the democratisation of schools and the education system as a whole. The documents that have made this call, include the National Education Policy Investigation Report, A policy framework for education and training, the White Paper on Education and Training which all culminated in Kogi State Schools that is currently the driving force behind the operation of all schools in Kogi State. The report of task Team on Education Management Development suggested that, in line with similar trends in several other States, has placed Kogi State schools firmly on the road to a school based system of management where schools will increasingly come to manage themselves. The report suggests further that effective self-management must be accompanied by an internal devolution of power within the school and greater participation of all decision-making processes. The work on self-managing schools is strongly influencing later developments that devolution of power to school must be m atched by an empowerment of people within the school. In this research, it has been suggested that the notion of participative approaches, which has become enriched in the â€Å"folklore† of education management, is the most appropriate way to run schools, it has become closely associated with school effectiveness and improvement. 1.2 STATEMENT OF THE PROBLEM It is important to look closely at the Secondary school education system with the view of determining how decisions are taken at school. Prior to the introduction of Teachers participation in decision making, teachers did not have a say in decisions that affected them in their daily lives. The problem which is the main focus in this research is to determine to what extent the teachers participate in decision-making in secondary schools at Government Secondary School Omala, Omala Local government Area of Kogi State, in order to ensure their satisfaction as well as the achievement of the schools’ goals. 1.3 OBJECTIVES OF THE STUDY âž ¢ To determine what is the current situation regarding participative decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State. âž ¢ To determine what effect the implementation of current participative decision-making has on secondary schools at Government Secondary School Omala,OmalaLocal government Area of Kogi State âž ¢ To determine how participative decision-making affects teachers’ morale. âž ¢ To determine what changes are desirable to teachers in the management approach. 1.4 LIMITATION OF THE STUDY This study is a focused case study of teacher participation in decision-making at Government Secondary School Omala, Omala Local government Area of Kogi State. 1.5 DEFINITION OF CONCEPTS 1.5.1 Decision – making: Decision-making can be seen as the process of consciously choosing the most suitable way of action to solve or handle a particular problem after various alternatives have been considered to achieve the set goals or objectives. 1.5.2 School Management Team: Is a group of teachers who are involved in the task of leading and managing schools Example; Head of Department (HOD), deputy principal and principal. CHAPTER 2: LITERATURE REVIEW 2.1 INTRODUCTION The Decision-making is a continual management function which plays an important part in the management process and which is vital to all the cyclical management functions. Some scholars like Kruger and Van (1996:19) argue that when the principal allows teachers to participate in certain aspects of the management of the school, she/he gives an opportunity to teachers to experience responsibility. By so doing, the principal does not relinquish his/her authority but his/her authority is enhanced. Pretorius (2010) believes that clinical leadership increases a position relationship between principals and teachers. Therefore, teachers become committed to teaching, because they are participating in decisions that affect them. According to Professor Aturata (2008), in the light of trend towards the decentralized school Management in Kogi State, research indicates that teachers need to be empowered to participate fully in decision-making. Also argues that the concept of educator empowerment in decision-making needs to be closely studied in terms of its effect on educator participation in decision-making at school.Professor Soyinka : states that an effective schooling can only occur when both the principal and teachers are involved in the decision-making process. Non-involvement of teachers in decision-making may result in conflict, as there is no consultation between principal and educators on policy matters and operational procedures at school. However probable only one way to democratize schools. To practice democracy means learning to be responsible for freedom, to make long term strategic decisions and most importantly, to accept the fact that democracy is possible when all participants in the educational process share it. Sule Maitama et al. (2009) cite the following from the educational system, â€Å"The government’s effective educational programmes depend on a process of consultation and negotiation among those vitally affected†. So the policies adopted will reflect their values and goals, thus increasing the prospect of wholehearted support. 2.2 DECISION-MAKING Decision-making has never been easy and it is especially challenging for the educational managers of today. The Decisions can be made by the Principal as an individual or in a group where the entire staff or a select group of staff members will be present. The two contexts of decision-making differ significantly. Educational managers should evaluate the nature of the problems and decisions to be made and then decide if participative or group decision-making is called for. Decision-making can be seen as a process of consciously. Choosing the most suitable way of action to solve or handle a particular problem after various alternatives have been considered to achieve the set goals and objectives. This implies that decision-making must be converted into action. The decision-making process involves a series of complex interactions of events. These interactions constitute the following stages, namely: (i) Study the existing situation carefully. (ii) Recognize and define the problem. (iii) Examine the detailed make-up of the problem in the existing situation. (iv) Decide on the criteria for resolving the problem. (v) Develop a plan for action. (vi) Initiate the plan of action. 2.3 MODELS FOR DECISION-MAKING 2.3.1 The classical model: The classical decision theory assumes that decisions should be completely rational. This model employs an optimsing strategy by seeking the best possible alternative to maximize the achievement of goals and objectives. According to the classical model, the decision-making process is a series of sequential steps as follows: (i) A problem is identified. (ii) Goals and objectives are established. (iii) All the possible alternatives are generated. (iv) The consequences of each alternative are considered. (v) All the alternatives are evaluated in terms of the goals and objectives. (vi) The best alternative is selected, that is, the one that maximizes the goals and Objectives. (vii) Finally, the decision is implemented and evaluated. 2.3.2 The administrative model Hoy and Miskel (2006:317) say that this is the strategy of satisficing in an attempt to provide a more accurate description of the way administrators both do and should make organisational decisions. This model rests upon the basic assumption that: The decision-making Process is a cycle of events that includes identification and diagnosis of a difficulty, the reflective development of a plan to alleviate the difficulty, the initiation of the plan, and the appraisal of its success.† This model relies on both experience and theory to guide decision-making. 2.4 PARTICIPATIVE APPROACH TO DECISION-MAKING AT SCHOOL Since participative management has become popular, an increasing number of decisions have been made by groups rather than individuals. In the group decision-making process, decisions are the product of interpersonal decision-making processes and group dynamics. According to Merry Parker people who have been allowed a voice in decisions that affect them are more likely to be accepted and adhere to the decisions and quality of a decision refers to the extent to which the decision is ultimately successful in meeting the goals and objectives of the decision makers. 2.4.1 Collegial model of management:The collegial model includes all those theories which emphasise that power and decision-making should be shared among some or all members of the organization. These approaches range from a restricted collegiality where the leader shares power with a limited number of senior colleagues to a pure collegiality where all members have an equal voice in determining policy. Collegial models assume that Organizations determine policy and make decisions through a process of discussion leading to consensus. Power is shared among some or all members of the organization who are thought to have a mutual understanding about the objectives of the schools. 2.4.2 Application of collegiality in a secondary school situation: The introduction of the collegial model in secondary schools has been slower than in higher education. The tradition of all powerful heads with authority over staff and accountable to external bodies has stifled several attempts to develop participative models on management. The formal position is that heads alone are responsible for the organization and management of schools. This consideration has acted as a brake on some heads that wish to share their power and as a convenient justification for those reluctant to share power. In large schools, there is a need for sub-units like committees in order for staff to have formal representation on decision-making bodies, and there is the assumption that staff has formal representation on such bodies. Research was conducted by different researchers at different schools in Kogi state, where the principal was committed in collegiality and introduced several participative elem ents, Several collegial features were found in the school. Staff had ample formal representation within the decision-making structure and decisions were usually reached by consensus. Despite his good intentions, the principal recognized that the school was not collegial. 2.4.3 Advantages of collegiality There are three main advantages of collegiality: †¢ The evidence that teachers wish to participate more fully in the management of their schools. T †¢ The quality of decision-making is likely to be better when staff participates in the process as it increases the experience and expertise brought in to solve the problem. †¢ Staff participation is important as it usually has the responsibility of implementing any changes. Collegiality does not require confrontation or conforming behaviours, but allows for open discussion and consensus. It employs personal power, not positional power. Positional power is temporally set aside, since the group member communicates and co-operates in the spirit of caring for one another and the vision of the organization. It changes interaction from those that arouse distrust and disrespect to those that are based on mutual trust, support and feeling of personal worth. With collaboration, people do not try to defeat one another and the organisation, but work with colleagues towards success. 2.4.4 Limitations of collegiality: The main limitations of collegiality are: †¢ It is so normative, it hides reality. †¢ Decision-making is slow and cumbersome. Meetings are often lengthy with issues often ending unresolved. Time and patience needs to be invested, and this is usually after hours when staff is tired as noted †¢ There is no guarantee of unanimity of outcomes after participation and debate. It is unrealistic to assume that consensus can be reached as the model undermines the significance of conflict. †¢ Tension that exists between different styles of management, as positional authority often surpasses the authority of expertise in reality. †¢ The accountability of leaders to external bodies or councils often leads to conflict as it is difficult to defend policies that have emerged but do not enjoy the support of the leader, and difficult to establish who is responsible for policy. There is also the possibility of conflict between internal and external bodies. †¢ Staff participation needs to be an adequate level for collegiality to be effective. When staff attitudes are not supportive, it will fail. .†¢ The heads play a vital role and collegiality depends ultimately on them. If they so choose, they can limit the scope of collegiality as diminishing their power, and perhaps ultimately their identity). The quality of management depends on personal and professional qualities of those that lead and manage . 2.4.5 Collegial relationship The building of effective teams is a major responsibility of the other senior staff. Effective teams are necessary for the continued growth, development and day-to-day management of an organization. The School Management Team (SMT) should create the environment where people feel they want to give extra discretionary effort. The school needs to develop a sense of identity. The sense of direction, belonging and identity are central to every team and participants enter a group with many highly developed perspectives and talents. Through collegiality, the team learns how to respect, appreciate and foster the individual identities of group members. Building a collegial group composed of diverse talents and perspectives which require a special sensitivity to each person feel like a value and appreciated contributor. The group should develop a sense of mutual and share responsibility. Team members cannot work towards a desired outcome until they have formed a sense of team spirit and learne d to trust and support one another .The trust is the foundation upon which school effectiveness is built. An effective work culture cannot develop unless trust exists within the organization. Trust allows a rich culture to develop, and allows individuals to achieve their full potential. Trust develops as people expose themselves, share and take risks together. Trust tends to reduce fear of dependency on others and eliminates the potentially negative effects of conflicts. The trust is also fundamental cement that bonds an organization together, facilitating good communication rectifying badly timed actions, making goal attainment possible and creating the conditions for organizational success. Effective collegial relations develop within the organization only when all levels within an organization have opportunities to come together at the beginning of the project. The principal is expected to ensure that a collegial relation prevails within the school. 2.4.6 Collaboration power sharing: According to Dludla (2001: 27), collaborative power arises as staff members learn to make most of their collective capacity to run the day-to-day affairs of their school and solve problems. If teachers are involved in the running of the school, they are challenged in a number of ways, such as learning new ways of doing things and even values and attitudes. Lack of involvement results in fear and uncertainty which induce reluctance to change even if the fruits of change may be somehow desired. Collaborative power is of utmost significance if the school must succeed. He further comments that this form of power is unlimited because it enhances the productivity of the school on behalf of the students. His other view is that whereas top-down leadership may have a role in managing a school, a principal as collaborative leader has to find the right balance between the top-down and bottom-up so that the school meets it challenges. But participation and power sharing does not mean that a scho ol needs to get together every time a decision is made. The main objective in participative decision-making is to reach consensus. Staff needs to be educated in the consensus-based management process. This education will corporate an understanding that each individual cannot unilaterally determine the solution to decisions but can contribute to consensus being reached. It would also need to develop an understanding that shared participation leads to shared responsibility. Principals need to know that the principal who shares power with teachers is still a leader. This principal is a more effective instructional leader because empowered teachers are more likely to maximize their potential. 2.4.7 Teacher empowerment: Good relations are essential for effective change and it is important that relations with teachers, who have the responsibility to implement these changes, Teachers need to have a sense of empowerment and need to be encouraged to participate in the changes. Empowering involves releasing the potential of individuals, allowing them to flourish and grow, to release their capacity for infinite improvement and teacher as a critical factor in student education. The conviction is that developing teachers as classroom instructors and giving them a greater voice in the decisions that affect the school will make teaching more effective. Teachers are empowered in a number of ways, one of which is staff development. Needless to say, for teachers to be successful educators during transformation, they need to undergo some kind of development and training. 2.4.8 Open information system The effectiveness of communication between group and individuals is crucial in this regard and claims that under present day conditions, information has to be shared much more widely. In the context of the school, changes with regard to National and State policy documents, the school procedures, role and resource allocation are all aspects of change that need to be communicated to the necessary constituencies. This may be done through regular meetings, workshops, and rotation of policy documents to members of staff. These are important procedures to enhance open communication system where people can express their feelings freely. By working together in this way, the principles of transparency, accountability and trust are promoted. In collegial group, flexible patterns of communication are used so that all members feel free to participate equally and at will. Minority opinions are encouraged and understood. Individuals know and understand one another, and are sensitive to each other’s ideas and reactions. There is a level of trust and mutual respect that results in members dealing candidly with one another without fear of harmful effects. Resistance to change flourishes where there is poor communication, little or no active participation and involvement in decisions and where tensions are allowed to simmer unchecked. To overcome such resistance, it is necessary that there be open lines of communication participation and involvement of all stakeholders, an atmosphere of facilitation, support, negotiation and agreement. 2.5 WHO SHOULD PARTICIPATE IN DECISION-MAKING AT SCHOOL? According to Van der Bank (2007:150), participative decision-making does not mean that all staff members must participate in all decisions. There are two criteria, which could be used to determine which staff members should participate in which decisions. The first of these criteria is ‘relevancy’ and the second has to do with ‘expertise’. ‘Relevancy’-refers to the interest a specific person has concerning the problem and the subsequent decision. ‘Expertise’-refers to the extent to which participants to decision-making are qualified by means of training and experience. 2.6 STEPS FOR EFFECTIVE PARTICIPATIVE DECISION-MAKING There are nine steps in an effective participative decision-making process which comprised the following: (i) Identify the problem (ii) Clarify the problem (iii) Analyze the cause (iv) Search for alternative solutions (v) Select alternatives (vi) Plan for implementation (vii) Clarify the contract (viii) Develop an action plan (ix) Provide evaluation and accountability 2.7 THEORY ON PARTICIPATIVE DECISION-MAKING According to Nzimande (2001:06), the assumption that individuals have expectations about outcomes that may manifest as a result of what they do, underlies the expectancy theory. This means that individuals are regarded as thinking and reasoning beings that are to participate in future events, so as the teachers at school. This is the anticipation of the greater performance and the greater outcome. This is the strength of an individual’s preference for an outcome. If teachers are motivated through rewards, they may be good participators in decision-making at school. The guidelines on participative decision-making at schools are: †¢ .Participation is more appropriate when the principal does not possess enough information to solve a problem. †¢ Participation of teachers is more appropriate when the nature and dimensions of the problems are not clear. †¢ Participation is more appropriate when decisions are important and relevant to teacher. 2.8 ADVANTAGES OF PARTICIPATIVE DECISION-MAKING AT SCHOOL †¢ Groups provide a larger sum of knowledge than would be accessible to individual members, thus leading to informed decisions. †¢ Participation in decision-making increases the acceptance of decisions, which improves the motivation to implement the decision. †¢ Groups are willing to take greater risks than individuals, which leads to aggressive solutions to problems. 2.9 BENEFITS OF PARTICIPATIVE DECISION-MAKING AT SCHOOL This research has indicated that participative decision-making results in a number of benefits for example: †¢ Increased decision quality †¢ Decision creativity †¢ Decision acceptance †¢ Decision understanding †¢ Decision judgment †¢ Participation results in teacher satisfaction with the profession of teaching. †¢ Teachers prefer principals who involve them in decisions-making. †¢ Teachers neither nor want to be involved in every decision-making; in fact too much involvement can be as detrimental as too little . 2.10 POSSIBLE CONSEQUENCES IF TEACHERS DO NOT PARTICIPATE IN DECISION-MAKING AT SCHOOL There are some problems that teachers face when they not involved in decision-making at school, namely: †¢ Behavior changes †¢ Psychological withdrawal †¢ Influence on mental health for example stress, burnout, etc. CHAPTER THREE: 3.0 EARLIER METHOD OF DECISION MAKING IN SECONDARY SCHOOLS In the olden days, it was deemed necessary to instruct the conquered people in the doctrines of the Homes, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of social life to use them to benefit the School. One piece of information that is never controversial in educational discourse is the pattern of initial recruitment into schools in Nigeria. Several studies: Wise (1956); Ikejiani, Hansen, Okeke & Anowi (196†²;), Fafunwa (1979) and Taiwo (1981), for instance, show that in southern Nigerian, often the first pupils in the secondary schools were drawn from groups who were to some extent marginal or subordinate within the traditional status hierarchies. In Northern Nigeria, however there were numerous cases according to Hisket (1975) and Ibrahim (1979) where member of the traditional elite’s were the first to be recruited. The initial scho ols in northern Nigeria for instance were â€Å"Native administration† in the sense that they were supported from local kinds and were very much the concern of the ‘Native Authority’ â€Å"Indeed in northern Nigeria the emirs being the heads of the Native Authori ty bui l t these schools† (Wise 1956, p. 43) Ibrahim (1979) asser ts that in Kano State, the f ragmentary data that exist suggest that the students in governments schools at the initial period of western education in 1903 were disproportionately drawn from high socio-political elite’s of Kano citizens. Even within the immerse growth in educational opportunities that has occurred, it can be observed that the low socio-economic status people in northern Nigeria are still largely under represented within the upper reaches of northern educational system and attempts to increase proportional representation of lower status grouping conceived in terms of traditional criteria of status have been only moderately successful. In gross terms, it is possible to point to variant patterns of response to the introduction of secondary education in the country. Unlike in southern Nigeria, where the most usual result of the introduction of secondary education is a process of status reserved, in northern Nigeria, the process of status reinforcement is assumed to ensure a guaranteed degree of continuity in the recruitment of dominant groups. Of course, concepts derived in terms of this may do injustice to empirical realities since in practice the emergent pattern of social differentiation in the less developed world represents a complex inter-weaving between traditional and emergent concepts of status. This theory may seven further be argued to be largely an academic exercise as the emergence of a modern type of urban centre has largely eroded the traditional criteria of status and authority in Africa. Influence of Commissions and Educational Laws on Secondar y Education The early, schools functioned with scarcely any involvement by the colonial government and as such there were no reasonable attempts to co-ordinate education system organized by the various missions. In this regard, there was no novelty as such in educational practice, all missions owned common allegiance to Christianity and they operated curriculum centered on English, Religion, and Arithmetic commonly called 3Rs. This system however changed in early 1880s particularly by the Education Ordinance of 1882 when colonial government assumed a measure of control of mission education. Significant improvement was made when the Ordinance No. 3 of 1887 was enacted to consolidate and amend the laws relating to the promotion of education in the colony of Lagos. Concerning secondary education, in 1879 there were three secondary schools namely the CMS Grammar school, built in 1859. Wesleyan Boys High School built in 1976 and St. Gregory’s School 1879. The trend of the secondar y school from 1897 to 1992 was a gradual increase in enrolment from 172 to 206. With the amalgamation of Southern and Northern Protectorates. Lord Lugard proposed three types of secondary education with the aim of adapting the needs of education of the children in both protectorates to the man-power needs. The schools are the provincial schools, the rural and the non-government schools. The provinces, and located three to four kilometers away from the residential areas under a British Headmaster. The Resident and the paramount chiefs in the areas where these schools were located were to assist in the supervision of the schools. The entrants were between 12-14 years of age. The rural school were meant for rural children who ultimately would remain in rural environments The rural school policy was not accepted particularly by people in the Southern provinces and a grammar school â€Å"policy was not accepted particularly by people in the Southern provinces and a grammar school policy was favored initially in the main urban areas. CHAPTER FOUR: 4.0 DATA ANALYSIS INTRODUCTION The purpose of this study is to investigate through the perceptions of staff, the extent to which teachers participate in decision-making at Government secondary schools Omala, and as necessary, to make practical recommendations as to whom in the management arrangements of the secondary schools may be modified or enhanced to promote teacher participation in decision-making more effectively. 4.1 Data analysis entails bringing order, structure and meaning to the mass of time consuming, creative and fascinating process. Analysis of data about individual interviews was done through identifying common themes from the respondents’ description of their experiences. Irrelevant information was separated from the relevant information in the interviews. The relevant information was broken into phrases or sentences, which reflect a single, specific thought. The phrases or sentences were further be grouped into categories that reflect various aspects of meanings. The various meanings identified will be used to develop description as seen by the respondents. 4.2 Analysis of quantitative information: The researcher used descriptive statistics to analyse quantitative data. Descriptive statistics is a mathematical technique for organizing, summarising and displaying a set of numerical data. 5.0 SUMMARY AND CONCLUSIONS. This Research serves as a mechanism to identify and evaluate management practices that are consistent with the current call for a participative mode of education management and governance. The research questions form the essentials and the value of this study. The structure of the research provides the reader with what to expect in the ensuing assignment. This research has reviewed about participative management and the transformation role of the principal. The approach described requires an involvement and commitment from staff in order to bring about effective change. Also suggests that a collegial model is difficult to implement even when staff is committed to it. The school management functions remain dominantly in the hands of the principals and School Management Team (SMT). The extent of teacher involvement in management of the school is limited to the classroom. Principals do not motivate staff to be united. Team -work in schools is regarded as poor. Involving teachers in decision- making allows staff and management to work as a team. When teachers are involved in decision-making, they tend to own decisions, by ensuring the implementation of those decisions. A staff perception to the way in which participative management operates currently at Government secondary schools Omola is that teachers are not adequately involved in decision-making in schools. Teachers in this study accept the responsibility of becoming the role players in managerial decision-making. CONCLUSIVELY, The principal should promote an atmosphere of trust by displaying fair treatment and proper management skills to the teachers. It is important for the principal to model attitude behaviour on the principles of democracy. Fair treatment of teachers is a prerequisite for building an atmosphere of trust and accountability. In the climate of transformation, it becomes imperative for a principal to display proper management skills so that his/her credibility as a leader is not brought into disrepute. Recommendations to teachers: †¢ Teachers should take positive steps to become partners in managing their schools Teachers must not be complacent, but be active participants in terms of self – education and managing school affairs beyond the boundaries of the classroom. However, it becomes necessary for teachers to respect the positional power of the principal, which grants him / her authority to make certain decisions unilaterally. This requires involvement and commitment from staff in order to bring about effective change. Assess the principals’ understanding of their role REFERENCES âž ¢ Kogi Education Congress 1994. A Policy Framework for Education and Training Education desk.Omala Town:Omala L.G.A. in promoting teacher participation in decision-making within these schools. âž ¢ Adeyinka, A.A. (1971): The development of grammar school education in the Westernstates of Nigeria 1908 – 1968. Unpublished M.Ed. Dissertation Submitted toUniversity of Ibadan. Ibadan âž ¢ Fafunwa, A. B. (1974): History of education in Nigeria. London. George Allen And Unwin Ltd. Federal Republic of Nigeria (1981). National Policy on Education. Lagos: NERC. âž ¢ Ibrahim, Y.Y. (1979): Oral and socialization process: A socio-folkloric Perspective of initiation from childhood to adulthood Hausa Community. Unpublished Ph. D. Thesis submitted to Bayero University Kano. âž ¢ Ikojani, O. (Ed ): Nigerian education. Bristol; Western Printing Ltd. Taiwo. C.O. (1981): The Nigerian education system. Past Present and Future: France and London: Buller tanner Ltd. âž ¢ Wise, C.W (1956): History of education in British West Africa. Toronto: Longman Green & Co.

Labor migration and remittances in the middle east

Labor migration and remittances in the middle east Introduction International migration is the movement of people across the global boundaries in pursuit of stability, establishment and personal growth. A research carried out by Alan and Philip indicated that this kind of movement has colossal implications in bolstering growth for both the origin and destination countries (2004.p.56). Advertising We will write a custom research paper sample on Labor migration and remittances in the middle east specifically for you for only $16.05 $11/page Learn More According to Migration and Remittances Factbook almost two hundred million people live permanently outside their country of birth. The two key factors which have a massive implication on the migration partners are demographic factors and income differences. The issue of international migration garners massive advantages to all the parties involved in it however it has got its bottlenecks which must be tackled in order to minimize loss and abuse. In order for cou ntries to reap maximum benefits from intercontinental immigration, disruptive effects should be minimized so as to enhance the developmental impacts. Countries in the Middle East have for the past decade provided cheap labor for the developed countries through immigrants. In return they gain remittances earned by the immigrants based in the developed countries. Opponents of this trend have severely criticized it deeming it as oppressive abusing morality. These sentiments were particularly voiced because most of the learned expatriates were offered degrading menial jobs irrespective of their academic competence. The critics however fail to acknowledge the reality that immigrant literary jump at the opportunity of working in developed countries rather than waste their skills in their mother land where there are no jobs to come by. The past global financial hiccup gradually reduced the rates of immigrations at the same time stalling world economy growth. The big question that begs an answer is that, does immigration garner more benefits to the sending or the receiving country, and therefore should the trend be encouraged or disbanded? Effects On The Receiving Countries Increased economic growth: When the immigrants from developing countries flow into the developed countries such as US, Japan and Australia, they offer labor in the areas where it has been missing or deficient. When they are fully assimilated in the production or manufacturing system they contribute positively through increased labor thus causing the economy to grow.Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Increased labor and labor force: Most developed countries are running short of the labor force especially in the technical and computer based jobs. This trend is very prevalent owing to the increased availability of new and modern companies in the event when immigrants come in, they help to fill in the place of missing labor and labor force in the industrial sector. Developed countries have surplus jobs, ranging from menial jobs to professional jobs which need laborers; by attaining easy and available labor from the developing countries, they are able to maximize on their production hence growth and advancement (Angrist Andrian, 2002.p.49). There are shared benefits accrued to movement of labor force through immigrants from the developing countries to the recipient developed countries. The developed countries cheaply obtain skilled labor force and utilize them in the production and the technical based jobs. As Moses (2001) notes, the trend of obtaining labor force from the developing countries is likely to increase due to the increased use of computer technology and the minimal availability of jobs in the developing countries (p.52). Increased technical skills: In essence developing countries import capital from other countries and this expands their production capacities helping them to have bounty in economic growth. There is a notable technological growth in the host countries owing to the influx of technical expatriates from the developing countries. The immigrants bring in the needed technical skills and help in broadening the spread of technical skills in the recipient countries. Reduced cost of production: increased work force afforded by the immigrants help the developed countries in provision of cheap labor in manufacturing and production companies so that their companies have a chance to grow as they can afford to easily expand as they cut down on the production cost. The developed countries have been working in consensus with the developing countries to erase the trade of labor exploitation so that the immigrants cross borders under secure conditions, they are offered good enumerations and that their working conditions are made cheap. This enhances benefit for both the developed and developing countries. In comparis on to other income flows to the developing countries remittance, inflows surpass private capital flows and authorized development aid (Smith Barry, 1997.p.32). When developed countries offer immigrants jobs they help in reducing the borrowing trend associated with the developing countries. Advertising We will write a custom research paper sample on Labor migration and remittances in the middle east specifically for you for only $16.05 $11/page Learn More In many cases when people migrate and are adopted in other countries they tend to stay and send money back home. Mora and Taylor (2005) suggest that economic gains accrued to migration and remittances to Middle east countries garner more advantages for both the sending and the receiving countries and should thus be encouraged (p.70) Whilst the developing countries might have surplus labor force owing deficiency in industrial growth, the developed countries offer a solution to this deficiency by availing job opportunities to the immigrants from the developing countries affording them a chance to grow and enhance growth in their mother land. Receiving countries who import labor from the developing countries in the Middle East such as US, Canada and Australia garner myriad benefits since they are able to get the missing labor force from the high skilled immigrants from the developing countries. The immigrants offer a pool of diversified labor force which is normally affordable. The receiving countries afford job opportunities to the in flowing immigrants and this increases their productivity at the same time cutting down on cost of production, two factors which aid to bolster economic growth in the developed countries. Moreover, the presence of immigrants has a trickle effect on the general global economy. Effects On The Sending Countries. When people migrate and take their labor force to another country the trend is termed as brain drain this trend is also termed as human capital flight (Schiff,2002.p.64) There are innumerable reasons why people opt to leave their country of origin to pursue establishment and financial stability in other countries. Some reasons include internal conflicts, lack of job opportunities, presence of health hazards and general economic instability. In Middle East brain drain occurs because people are pursuing better working conditions, and good salary wages in the developing countries. For the past thirty years according to†¦many bright and prospective talented people have moved to developing countries in order to attain stability, security and financial break through. The flow in remittances garners a lot of foreign income for both the sending and the receiving countries. The receiving country obtains labor which translates to income and in return they pay their workers wages which are then siphoned to their country of origin translating to foreign income. Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The sending countries have remittances as a source of private income, because the people who migrate to other countries earn money and send it back to their mother countries. This way the sending countries get direct source of foreign income through the immigrants. Foreign income enables them to advance and embrace growth which would have been impossible without the remittances. Remittance flows cannot be compared to aid flows and neither can they be treated as debts they form a direct source of stability and income to the sending countries. This is because the money is not taxed and neither is it repaired with interest like in the case with debts. Owing to the reduced cost of remittance flows the migrants families reap maximum benefits. When there is foreign income flow into the sending countries the level of consumption increases and this bolsters a country’s credit worthiness. When a country becomes credit worthy it becomes empowered to have external borrowings which furt her aid in economic advancement and growth. Research carried out in Middle East established that immigration improved the level of education in that young people left their countries and went to developed countries where they harnessed advanced education which affords good quality professionals to their home countries (SingerTandon, 1998.p.13). Another key benefit associated with immigration is increased savings which come as a result remittance in flows by the people who migrate to work outside the developing countries. There is also a notable trend of heightened macro economic stability. Stability comes as a result of money flowing from the immigrants in the developed countries. When people in the home countries get the remittances they are empowered to build their lives, acquire good education and improve their way of living. As a result of remittance inflows, in the Middle East people get capital which helps them to start up their own business enterprises hence there is increas ed entrepreneurship with trickle effect on the economic growth of the developing countries. In Middle East where the trend of poverty is highly prevalent, remittances help to assuage this trend since it affords people extra money which heightens their chances to acquire businesses or educational stability evading the pang of poverty. There is notable social inequality in the Middle East owing to diversity in culture and the myriad cultural factors miring the countries. When people are empowered financially they bridge the rift which creates social inequality creating a stable society Research has projected a perturbing trend that is arising due to the movement of people across the globe in pursuit of stability (Alan Philip, 2004). There is a looming prospect of demographic imbalances for instance the number of men going to the developed countries is increasingly high and this brings gender imbalance which may affects population growth and development. On the other hand there could be labor imbalance when all the young, educated and energetic young move to the developing countries laving the elderly who are unable to produce labor force in high magnitude A huge mass of the immigrants from the Middle East is siphoned to developing countries like The US, Europe, Japan, UAE and Canada. Most of the people hired from Middle East find place in the receiving countries in the production and transport sector a small percentage is normally absorbed in the technical and the professional field. The major challenge broaching the Middle East countries as far as migration and remittance are concerned is brain drain. A lot of the young people have been compelled to think that the only way they can make it in life is by moving to the developed countries, this they do at the peril o their developing countries. It’s unfortunate that the people who move out to the developed countries form the top cream of the developing countries and this deprives them of the profession al human resource. This challenge poses a perturbing dilemma to the developing countries because the graduates are siphoned out a lot of resource is wasted to bring up such individuals yet the countries don’t reap the anticipated benefits. When young people are brain drained the resources invested in them in order to attain education are wasted since they are never ploughed back into the economy. It must however be noted that the immigrants who leave their countries to pursue better opportunities in the developed countries also remit funds to their mother countries hence the loss is minimal. There is great fear that once young people get to put their attained skills into better use in destination countries. The developing countries cannot however blame young people for pursuing their professional careers in other countries because they have failed to offer the much needed job opportunities to the young vibrant generation. Conclusion There have been many arguments extended to gainsay the very trendy immigration drift which has been increasing at a spiraling spate. Critics have it that the trend causes brain drain and deprives the developing countries in Middle East of their best available human resources. Obviously, there are myriad issued accrued to this trend which raise a lot of concern; it must however, be noted that immigration and remittance play a massive role in filling in the gap where the developed countries have failed. Whilst, the developing countries have labor force they lack the mechanism and the market to assimilate them hence immigrations comes in hardy to solve the crisis offering jobs and foreign remittances. It can therefore be stated that both the receiving and the sending countries mutually benefit from this symbiotic kind of relation the only measure necessary is for the both groups to agree and set up a platform on which to operate so that non of the parties is exploited or misused in the trade. Ultimately the whole globe stands to befit from the advantages accrued to immigration and remittances in the international trade. References Angrist, J Adriana K. (2002). Is the European Labour Market Protective or Counter-Productive? Centre for Economic Policy Research: London. Alan J. and Philip O. (2004). Understanding the monetary Impact of U.S. Immigration. Journal On American Economic Review Vol 23 p 123-125 Mora, G, and Taylor J. (2005). How to Determine Migration, objective and Sector Choice. DC: World Bank. Moses, J. (2001). The Economic of the Labor pool In the International Market. The Institute for the Study of Civil Society: London. Schiff, M (2002). Trade, Migration and Welfare. The Impact of Social Capital.Vol 36, 13-52 Singer, N. and Tandon R. (1998). (eds.) Globalization and the International Labor Trend. Journal of Technology, and Trade in the 21st Century. New Delhi: B. R. Publishers. Smith, P., and Barry E. (1997). Americans new economic perspective: Economic, Demographic and financial Effects of Immigration. Washington, DC: National Academy Press.

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