University education Essay Example for Free

University education Essay Summary: This article is about the various different ideas to influence college students to attend class. Several professors feel that by using the students’ attendance and their class participation as part of their grade that more students would attend class. Studies show that students who attend class are more likely to get higher graduation rates. Some students feel that the information taught in class should also be available online, which results in students not coming to class. The researchers are saying that by the professors pleasing the students, has led to easier classes where students don’t learn as much as they used to. Ultimately, the choice is the students and the ones that show up to class are the ones getting the most information, and higher success rates. Essay: College attendance rates are going down as well as graduation rates. College students wonder why there not graduating or passing their classes. I’ll tell you why several students are failing. Students have a responsibility to show up to class to learn the information taught so they can pass, but if students don’t show up they can’t receive that information. So with students not going to class they don’t receive all the information needed to pass test, exams, and complete homework assignments. Should attendance be a part of the students’ grade? I feel that if the students’ attendance is incorporated into their grade that more students are going to get lower grades. The students are there to better themselves and if they don’t want to show up to class then they are only hurting themselves. The students know that if they don’t attend class then they won’t receive all the information to do well and pass the class. I agree with researcher Marcus Crede that mandatory attendance at the college level is the wrong approach. Professors should influence their students to come to class in other ways than using attendance as part of their grade. The easiest solution to this problem is for the students to attend class. All college students shouldn’t have to be told this because they know what is expected of them and what they have to do to pass. Graduation rates should increase as long as the students attend class and pay attention. Students’ attendance shouldn’t have to be a percentage of their grade, but if that’s what it takes to increase graduation rates then that’s what will have to happen. So if you want to be a successful college student you need to attend class, pay attention, and study for your test and exams. Reflection: I feel that I did a good job explaining the key points of the article in my own words. Also I think that I put all the key points in the correct paragraphs. My weaknesses are repeating myself in different words. Also not explaining my thoughts clearly and easily understood. I used too many of my own thoughts without any examples from the text to explain my thoughts.

The Role of Mrs. Hammond and Emily in Rebecca Rushs Novel Kelroy Essay

The Role of Mrs. Hammond and Emily in Rebecca Rush's Novel Kelroy In this day and age, women have liberties that are often taken for granted. Women have the freedom to choose which university they will attend (if they plan on attending college), what career they wish to pursue, and also whom their mate in marriage will be. In early American days, liberties of women were looked upon from society as being wealthy and holding high social status. Many did not have the opportunity to pursue a career, much less decide what university they preferred to attend. They were fortunate to even have the opportunity receive a higher education beyond reading! Choosing the right men for their futures ensured them the luxuries they wished to maintain. If they were not already included in "upper society," their chances of upward mobility were slim to none. If the family lost their fortune, their only salvation was to be married back into wealth, another slim to none chance. This is the reality Rebecca Rush clearly paints in Kelroy. Rush projects her jud gment on early American society and the role of women and marriage. Using the creation of two main characters, Mrs. Hammond and Emily Hammond, Rush is able to project her disapproval of society's ways through their opposing views and personalities. The opening of the novel begins with a transparency of American society. Rush quickly illustrates how "the good natured world" orchestrates. The reader is not disillusioned to the reality of the Hammond's society. A reality Mrs. Hammond herself is fully conscious of. "Still she retained an unabated relish for show and dissipation, which her knowledge of the world, on which she prided herself much, taught her could only be o... ... They are viewed as gossips only concerned with the display of proper mannerisms and fashions. Rush is able to enlighten readers to see that even though women were allowed little liberties, they could still provide a higher level of human nature. Something that neither liberty nor education can provide. Through Mrs. Hammond, she displays the outlook of society's views on women and how many women perceived it as their only reality. Through Emily, Rush is able to challenge society in all its vanity and selfishness. Emily represents the future aspiration of women and the mark they will leave for following what they know to be true, their hearts. Work Cited Murray, Judith Sargent. "On the Equality of the Sexes." Ed. Paul Lauter.The Heath Anthology of American Literature, third edition. Volume 1. Oxford: Oxford University Press. 1992. 1058-1064.

Muslim, Islam and American culture Essay

The main purpose of this paper is to explore the current experience of Muslims in America and the quest for clues as to the future interaction between Islam and American culture. In particular, I will concentrate on three areas: Islamic influence on the culture of Americans with emphasis on how it has affected political and social development; the interaction between Islamic traditions and American culture on the establishment of American Muslim Organization; and the social, cultural and educational trends among the Muslim youth in America. Introduction Whatever is happening to the Muslim culture in the American society and the American society as it interacts with the Islamic culture can only be comprehended by the conception of culture as a fluid entity that interacts and borrow from each other. It is important that any study of Islam in the United States must not ignore the interplay between religion and culture neither should it assume that one overwhelms the other. The experience of American Muslims puts into sharp relief matters of identity and assimilation and how they must be distinguished from the concept of values. Even with movements such as the Nation of Islam rejecting identification with the broader culture including some of the then dominant values, it accepted other values such as the work ethic and entrepreneurship. My argument is that this selective acceptance of American values was a result of a confrontation between Islamic values and American culture seen from the perspective of an alienated minority group robbed of its identity. The past few decades have witnessed the evolution of American Muslim organizations. The majority of these organizations until 1980s were mosques and even these were in few numbers. Today, there exists a number of formal Muslim organizations in various areas of endeavor. The complexity of their organizations and the extent of their influence are increasing. These organizations are increasingly fitting into the weave of American culture rather than become a bulwark against it. They in effect influence the ambient culture around them. The Muslim Student association is normally the root of Islamic organization among the immigrant population. The association’s alumni are in most cases found in leadership positions of the current wave of immigrant dominated organizations (Ahmad, 2003). The only Muslim organization with an immigrant composition until the formation of the Muslim Student’s Association in the 1960s was the Federation of Islamic Associations. This was basically an Arab-American organization founded on traditional culture rather than religion. The histories of Muslims in United States is varied with diverse and changing identities. The followers of this major world religion are not surprised at the processes of individual and community identity formation and change such as the ones that are being experienced in the United States. There were contending interpretations, social groups, and sources of legal authority within a century of the birth of Islam in seventh century Arabia. Yet, an identifiable fundamental Islamic way of thinking and acting, founded on the example and teachings of Muhammad developed over time. This core consists of the five pillars of Islam. With its expansion to new places and the subsequent confrontation of older religions, Muslim conquered or coexisted with such religions. Such regional interactions have influenced the ways in which this decentralized and non-hierarchical religion is practiced throughout the world. The religion lacks a centralized clergy and mosques operate independently of each other. With this regard, Muslims in the United States comprehend and practice Islam in ways strongly shaped by the American historical context. The universal Muslim community may be the goal sought by Muslims but the reality is that their everyday lives are shaped by group solidarity and experience. The United States Muslim community has been defined and redefined by voices both internal and external to Muslim communities. Those definitions reflect the complex relations among members of the ruling class and those being ruled in the American political context among other things. It is important to place Muslim communities in the socioeconomic structure of the United States when any analysis of the community is being done. Tracing their transnational networks and affiliations is also crucial. Muslims now comprises an important part of the United States society. It may be the fastest growing religion in the United States, poised to displace Judaism and become second only to Christianity in the number of adherents. This growth can be attributed to the rapid influx of immigrants and their relatively high birthrate. However, it is difficult to know exactly the number of Muslims in the United States. Distinctions An important distinction is made in Islamic law between the basics of fundamentals of jurisprudence upon which disagreement is not condoned, known as usul al-fiqh, and the branches or subdivisions in which disagreements and new and original problems and cases are permitted. There has however been disagreement concerning what usul is and what furu is in the long history of disputation, debate, and disagreement among jurists since the classical period of Islam (Elkholy, 2005).. The historical debate has often been about the use, authority, and interpretation of different sources of knowledge. In the United States today, the trend among the emerging spokespeople is to assign positive commandments of the law to one or other category even though they seem to assign more and more laws to usul and to disallow disagreement about usul, thereby restricting the scope for legitimate disagreement and discussion. There is also distinction between culture and religion. This distinction is frequently invoked as Muslims debate beliefs and practices that are accepted or unaccepted in Islam. There have been arguments among lay Muslims concerning the beliefs and practices that are fundamental to the religion and those that have accrued to it because of culture in one or another region. This issue has also been raised elsewhere by those individuals who see culture as having absorbed the function of religion such that religious difference now symbolizes basically cultural difference for the majority of Americans. Interaction between culture and religion occurs in every realm of American Muslim world. With regard to Islamic identity, America has come to be an arena for competing self images where religious authority and cultural preferences are mostly conflated if not displaced and de-territorialized altogether. Just as some scholars have identified the conflict over usul and furu, the conflict over religion and culture in the United States mainly centers on issues involving women (Waugh, Abu-Laban & Qureshi, 1983). Shared culture is more important than religious or ethnic diversity in determining gender roles. The conflict between parents and children, and men and women has been heightened up by migration thereby producing a rising rate of divorce. Alterations in traditional conceptions of the role of women is taking place faster in women than in men. The issue of dating is the most serious hindrance to the integration of Islamic religion and American culture. Personal relationships are considered highly by all human beings. To young adults, sexual relationships are extremely important and they are natural. Islam has never approved of sexual activity, always confining it to marriage. The American culture on the other hand has never been comfortable with the notion of sex. The notion of adolescence is one of the most serious flaws in American culture. The American society identifies as children individuals that previous cultures characterize as young adults (Haddad, 2004). Because of the role played by extended schooling in training young individuals for their place in the industrial system, young people of marrying age in the United States are discouraged from marriage. This denial of natural institution has resulted in fornication and unwanted mothers. The majority of Muslims have abandoned the marriage traditions of their homelands without embracing the American system, putting children in a difficult position at the time when their hormones are raging. Contributions The strength of the American culture lies in its respect for the individual, the flexibility of its civil society, and the restraints it seeks to place on the arrogance of political power. Its weakness lies in its vulnerability to sacrifice family and personal morality to the appetites of commerce. The religion of Islam, founded on the willing submission of the individual to the divine will can be an appropriate religion for such a society. The divine will reveals the principles by which the welfare of the individual and the community are harmonized. Muslims should therefore be able to find an important place in the American society using the framework of institution building and for individual advancement to make use of the strengths of the American culture and to help overcome its weaknesses. The major challenge to the integration of Islam with American culture is managing to disentangle scriptural commandments from cultural accretions (Leonard, 2003). This may be achieved by Muslims owing to their diverse community, race, ethnicity and national origin that makes untenable the confusion of culture and religion that has marked the stagnation of much of the Muslim world. Beyond this, the rising number of Muslims that are born in America implies that it is only a matter of time before the Muslim community becomes dominated by indigenous Muslims who are already integrated into the American culture. As such, they are likely to have an American understanding of Islam in which case they will further its integration into and influence the American culture or they will lack good understanding of Islam at all in which case they will become secularized as the majority of Christians, Muslims and Jews before them. Summary The American society has to some degree been influenced by Islam just as the Muslim society has been influenced by the American values. However, there are no particular aspects of the holistic American culture that can be said to be adversely influenced by Islam owing to the communal nature of American Muslims. The influence of Islam on the Americans can also be analyzed looking at the various Muslim organizations within the United States as it is through this organizations that thoughts and convictions become shaped thereby infiltrating the general American society. References Ahmad, I. (2003). Islamic Religion and American Culture. Freedom Institute Elkholy, A. (2005). The Arab Moslems in the United States: Religion and Assimilation. New Haven: College University Press Haddad, Y. (2004). Not quite American? the shaping of Arab and Muslim identity in the United States. Baylor University Press Leonard, K. (2003). Muslims in the United States: the state of research. Russell Sage Foundation Waugh, E. , Abu-Laban, B. & Qureshi, R. (1983). The Muslim community in North America. University of Alberta

Article Critique on Video Game Play and Aggressive Thoughts and Behavior Essay

The study by Vincent Cicchirillo and Rebecca M. Chory-Assad (2005) entitled Effects of Affective Orientation and Video Game Play on Aggressive Thoughts and Behavior investigates the effect of violent video game on aggressive thoughts and behavior and the mediating role of affective orientation on this relationship. This study is prompted by the scarcity of research examining the role played by an individual’s personality in the processing of media effects. The underlying concept which frames the study is that of priming which is the idea that a certain stimulus will activate similar stimulus present in the mind of an individual, thus enabling a reproduction of the outside or presentation stimulus to occur (Cicchirillo & Chory-Assad, 2005). Media effect is based on this concept. It also supported by the neoassociatve perspective on cognition. In the neoassociative model, the mind is a network of nodes that corresponds to certain emotions, behaviors and thoughts. These nodes are connected by pathways that are strengthened by frequency of use and relatedness. When a particular node is activated, related nodes will be activated as well through the networks, resulting to production of other emotions, behaviors or thoughts which were not directly stimulated. Researches found that media such as video game can activate cognitive nodes (Cicchirillo & Chory-Assad, 2005). According to Cicchirillo and Chory-Assad (2005), personality traits such as affective orientation play a part in the processing of media effects. They define affective orientation as the tendency of an individual to utilize his emotions as a guide for behavior and decision-making (Cicchirillo & Chory-Assad, 2005). A person with a high affective orientation will respond to emotional cues and act accordingly, while one with a low affective orientation will act based on factual variables. The independent variable in the study is the administration of video game varying in content. The first video involved violence and the other involved non-violence. A second independent variable is the level of affective orientation of the participants. The dependent variables in the study are aggressive thoughts and aggressive behavior. Each dependent variable is measured with an appropriate scale to determine its interaction with the independent variables. Cicchirillo and Chory-Assad (2005) make two hypotheses in the study. First, participants who played violent video games will exhibit more aggressive thoughts and behavior than those who played non-violent games. This hypothesis is based on the gathered research supporting it and the concept of priming (Cicchirillo & Chory-Assad, 2005). Second, participants with high affective orientation who played violent video games will exhibit more aggressive thoughts and behavior than participants with low affective orientation who played the similar game and participants who played non-violent games (Cicchirillo & Chory-Assad, 2005). This hypothesis is based on the assumption that affective orientation mediates on the effect of violent video games on thought and behavior. To test the hypothesis, the researcher randomly asked 80 communication students at the beginning of the semester to answer questionnaires measuring their affective orientation. This was the first phase of the methodology. Thereafter, the second phase which is a laboratory test was initiated. The students who participated in the first phase were called back to participate in the second phase which involves the actual playing of video games. The students were divided randomly into two groups. One group was assigned to play a violent video game; the other group assigned to play a non-violent game. After playing for ten minutes, the students were asked to take a word completion test for three minutes to measure aggressive thoughts. Upon completion of the test, the students were told to evaluate the researcher on the pretext that this evaluation will be the basis for a research grant which the researcher was applying for. The evaluation form asked the students to assess the researcher’s courtesy, competence and deservedness of a financial support. The test was designed to measure the students’ aggressive behavior after playing the video game. A debriefing about the whole research was conducted after the students completed the evaluation. The results show that violent video games do not directly prime aggressive thought but it does prime aggressive behavior. They further conclude that some other process other than aggressive thoughts mediates the relationship between violent video games and aggressive behavior (Cicchirillo & Chory-Assad, 2005). In addition, the study also shows that affective orientation does not mediate between video games and affective behavior, but between affective behavior and aggressive affect (Cicchirillo & Chory-Assad, 2005). In other words, video games stimulate the aggressive affect which may increase aggressive behavior depending on the level of affective orientation. A participant with a high affective orientation is more likely to exhibit aggressive though and behavior after playing violent video games than one who is otherwise. The methodology designed by the researchers is experimental to test both hypotheses. In the first hypotheses, they measured relationship between the independent variable (violent video game play) and dependent variable (aggressive cognition and aggressive behavior). In the second hypotheses, they measured the correlation between affective orientation and video game play in predicting the level of aggressive cognition and behavior. In measuring affective orientation, student participants were asked to answer Booth-Butterfield Affective Orientation 15 scale which was used in previous studies about the influence of affective orientation in behavior(Cicchirillo & Chory-Assad, 2005). To measure aggressive cognition, mean scores from the word completion task were analyzed, while scores obtained from the evaluation of the researchers were used to measure aggressive behavior. The researchers decided to separate the scores obtained from three items in the evaluation of aggressive behavior because the correlation is low and the alpha reliability is unacceptable (Cicchirillo & Chory-Assad, 2005). The psychometric tools used by the researchers in measuring the variables of the study were culled from previous investigations of similar nature to ensure reliability and validity (Cicchirillo & Chory-Assad, 2005). Thus, the tools can be considered appropriate for the variables present in the hypotheses. There is a concern though about the nature of video games used in the experiment. From what Cicchirillo & Chory-Assad (2005) related, it can be observed that the violent video game [Grand Theft Auto] is relatively more complex than the non-violent game [etris)] As such, the researchers took a longer time in explaining the mechanics of the violent video game which may have affected the students’ evaluation of the researchers in the last phase of the experiment (Cicchirillo & Chory-Assad, 2005). The length of playing time and number of video games used may also have affected the correlative scores between variables. In previous studies, participants were allowed longer exposure to a number of media compared to the exposure used in this study (Anderson cited in Cicchirillo & Chory-Assad, 2005). A significant result may have arisen if this method was appropriated. In addition, the instrument used in measuring aggressive condition, a word completion task, may also have influenced, or more specifically, limited the responses of students. According to the recommendations of the researchers, an alternative instrument, such as thought listing, may record accurate and significant results obtained during the actual playing of the game; a less constricted instrument may allow for a precise mapping of aggressive thoughts (Cicchirillo & Chory-Assad, 2005). Moreover, the method of word completion is a novel psychometric method in that only two studies have used it (Cicchirillo & Chory-Assad, 2005). The researchers reported that during the period between the first and second phase of the test, some of the student participants who answered the affective orientation questionnaire did not show up during the lab test (Cicchirillo & Chory-Assad, 2005). The original sample of 80 students was cut down to 59 and an additional 5 students who were not present during the first phase participated in the lab test. This significantly affected the results of the study. According to Kazdin (2003), in terms of sample selection, attrition, or the difference in the number of participant drop-outs in the groups, has significant effect on the result. He further suggested that to avoid attrition, researchers should select participants who are not likely to pull out of the experiment (2003). Considering that the experiment was done in a school setting, which is relatively easier to supervise than a broader setting such as a community, the researchers could have avoided the huge drop out of participants. The number of sample is crucial in arriving at a more definitive result as demonstrated in a similar study involving a sample of 65 participants (Anderson, C. ited in Cicchirillo & Chory-Assad, 2005). The partial validation of both hypotheses in the study may be different if the following changes are adapted in the study. As mentioned, an increase of sample size will yield to a significant relationship between aggressive thought and aggressive behavior. A close (but not intrusive) monitoring of participants may enable researchers to avoid the occurrence of attrition. In addition, utilizing a more naturalistic setting for the lab tes t may result to significant changes. According to Kazdin (2003), one factor influencing the external validity of a research design is the level of a participant’s awareness that he or she is undertaking an experiment. The â€Å"reactivity to experimental arrangements† may be lowered if the researchers utilized non-artificial and informal setting. Another improvement applicable to the study is the distribution of sample. According to the researchers, there was a random uneven distribution of the participants in terms of gender and number, and this may have affected the results. Increasing the sample size and close monitoring of the participants will resolve this discrepancy. The statistical analyses used to measure the relationship of the variable are appropriate for testing the hypotheses. The impact of violent video-game play to aggressive thought and behavior, which is the first hypothesis, was determined using a one-tailed t-test. This test determines the relationship of two groups—in the studies case, the players of violent video games and players of non-violent video games—to a single variable. Cicchirillo & Chorry-Assad (2005) reports that violent video-game play influences aggressive behavior, but not aggressive thought. Since the second hypothesis involved a the relationship of two independent variables—that is, level of affective orientation and video-game play—the researchers appropriately used regression analyses to determine the closest fit in this relationship. The results show that high scores on affective orientation and playing violent video games influence some aggressive behavior, but, similar to the first hypothesis, not aggressive thoughts (Cicchirill & Chorry-Assad, 2005). Because of the numerous variables present in the study, an alternative method may present more disadvantage than otherwise. However, to accommodate the use of a more naturalistic set-up, the study may require a longer methodology in terms of time. The researchers may involve a sample of much younger participants—for instance, high school students. To measure their affective orientation, school departments such as the guidance office may be utilized to administer tests at the beginning of the school year. Instead of a laboratory test for the second phase, a survey may be done to gather data on violent video game use of the specific sample chosen for the test. Methods to measure aggressive thought and behavior may be similar to the Cicchirill & Chorry-Assad study, but may include observation of actual behavior of the participants in a natural school setting. The disadvantages of this method involve the constraints on time and money resources inherent in a longer experimentation, and the bigger probability of attrition also due to time element. The research may be extended by exploring cultural factors involved in determining affective orientation. According to Zimbardo et al (2005), personality types, such as thinking versus feeling, are influenced by cultural affiliations. For instance, some cultures do not distinguish thought and emotions as much as Americans do (Zimbardo et al, 2005). Further research such as this may enlighten recent issues involving mass killings in US associated with violent behavior adapted by young people from media. It may also explore the role of gender differences in determining affective orientation, the results of which may establish empirical grounds for gender associated aggression.

How to Change Your Habits and Improve Your Grades

How to Change Your Habits and Improve Your Grades Its disappointing to receive low scores on a big test or a homework assignment, but you dont need to let small setbacks get you down. There is always time to make things better. Steps to Take If It Isnt Over Yet If youve received a few low grades on assignments throughout the year and youre facing a big final, then you still have time to bring up your final grade.   Sometimes, a good grade on the final project or exam can increase your final grade dramatically. Especially if the teacher knows youre really trying. Gather all your work assignments to determine exactly how and why you earned the low grades. Identify your weak points. Did your grades suffer because of careless grammar or poor writing habits? If so, be more mindful of grammar and structure during the final.Visit the teacher and ask her to go over your assignments with you. Ask her what you could have done differently.Ask what can you do for extra credit. By trying to take charge of your destiny, you are showing responsibility. Teachers will appreciate this.Ask for advice from the teacher. Teachers can direct you to resources that are topic-specific.Put all your energy into the final test or project. Find a tutor to help you. Ask the teacher to explain the format of the test. Will it be an essay exam or a multiple choice test? Target your study accordingly.Join a study group. Discuss the final exam with other students. They may have notes that you missed or they may have better insight into the teachers preferences when it comes to test questions and answers. Improve memory skills. There are many techniques to improve your memory. Find one that is best for you and the material youre studying.Get serious. Dont be late to class. Get some sleep. Turn off the TV. Talk to your Parents If you know a bad grade is imminent, then it might be wise to talk to your parents first. Let them know that you are trying to make a change and improve your performance. Get them involved. You may want to discuss creating a homework contract with your parents. The contract should address time commitments, homework help, supplies, and other issues that affect grades. Looking Toward the Future If you have just received your end-of-year grades and youre looking forward to improving your performance next year, there are plenty of things you can do. Get organized. Keep a journal of assignments to identify strengths and weaknesses. Organize your supplies and establish a good study space.Try to use color-coded supplies to stay organized.Identify your personal learning style. This is critical to improving your study habits. Dont waste valuable study time using ineffective study methods.Talk to your counselor about your schedule or your diploma program. You may be enrolled in a program that isnt right for you. Are you taking courses that are too difficult because your diploma program requires it?Review your schedule. Cut out extracurricular activities that dont help you reach your true goals. If youre involved with that team or club just for fun- then you may need to make some tough decisions.Improve your writing skills. Students sometimes complain because they are penalized for poor writing in courses other than English. Teachers dont have much patience for this complaint! Good writing skills are critical for every class.Join a stu dy group. Be Realistic If you are stressing out about a possible B grade, you should know that perfect grades arent everything, and expecting them isnt very realistic, either. While it is true that some colleges place a lot of value in grades, it is also true that they are interested in recruiting humans, not machines.If you are hoping to get into a specific, highly competitive college and you are worried about getting a B, then you are smart enough to make yourself stand out in another way. For instance, you could use your creativity to craft an essay that stands out.Give yourself credit if youre doing your best. If you have tried everything, but you just cant become the perfect student you want to be, perhaps you should give yourself a break. Identify your own strong points and make the best of them.Dont give yourself a bad reputation. If you arent happy with a grade or a report card, you can discuss this with a teacher. However, if you make a habit out of visiting your teacher to complain, then you may be making a pest of yourself.

Media Portfolio Assignment Example | Topics and Well Written Essays - 2000 words

Media Portfolio - Assignment Example The three critical issues in this market present the major pillars of human resource in the country. It is important to note that the Saudi Arabian labor market was not celebrated much in the past due to some unwanted practices including alleged mistreatment of employees. Therefore, during this time that the market in undergoing transformation, revitalization and healing, employee safety and the roles of supervisors in the workplace come in handy. That notwithstanding, saudization is also critical to the healing of this market because of its relation to the replacement of foreign employees in the Saudi Arabian labor market with Saudi nationals especially in the private sector. The Saudi Arabian labor market has not been able to achieve its economic competitiveness in the recent past. This situation has been associated with a number of factors including the most recent being saudization. The employees in this market have also experienced unfavorable working conditions that have deterred them from achieving their maximum potentials at their respective workplaces (Avery, 2005). In addition to that, these employees have not been well motivated to offer their best towards achieving organizational goals and it is for this reason that reports have indicated that Saudi Arabia has been declining in its global economic competitiveness over the last few years. However, there have been efforts to thwart the dangers accompanied by these economic conditions in the labor market. For example, Saudi Arabia has formulated and implemented a number of health, safety and security protocols for its employees in a bid to enhance their motivation and satisfaction and subsequently harness the most out of them. The roles of supervisors, who were previously in the limelight for perpetrating employee frustrations, have been completely overhauled. Saudization can be described as the process

United States school reform model Essay Example | Topics and Well Written Essays - 1250 words

United States school reform model - Essay Example Public schools in the US are long overdue for reform. The pedagogy, governance, and organization are archaic, as are the methods of teaching and day to day operations. Yet it is no small task to overhaul a system that has been in place for well over one hundred years. There have been several attempts to change the way schools were run, yet each one has failed, or has affected change on only a few schools. Few would argue that America's public schools are no longer meeting the needs of the families they serve, much less reaching their potential as ideal environments for children to grow and learn in. Schools are essential to society, but they must grow and change to meet the needs of the people that reside within that society. To change schools, it is necessary to look at change to the way schools are run, both at a micro and a macro level or organization. It is necessary to look at how the school should interact within the community, and how it should create its' own community. And f inally, it is necessary to look at the pedagogy, and how it works and is assessed within the schools.Current school government is convoluted, and is micro-managed at far too many levels. Each school has government, then each district, then each county, each state, each region, and finally, on a country-wide level. This overabundance of government comes also with very little organization. Tyack looks at governance as a definite place of difficulty in education. Citing the New York City schools as an example, he points out that when control is de-centralized, people demand centralized governance; yet when the governance is centralized, the people want governance back at the local level. When it returns, the cycle repeats itself (Tyack 76-77). It is clear that governance of schools needs to be clear about hierarchy of power, and also with regard to who is in charge of what areas of education. Because American's are an ever changing population characterized by the constant shifting and movement of groups from one area to another, it stands to reason that public schools should be run on a country wide level, and not on a state run level. Goodlad, author of A Place Called School, recommends similar changes, only at a state level. He explains "State officials, including the governor, should be held accountable for articulating a comprehensive, consistent set of educational goals for schools (Goodlad 275). He suggests that it is not reasonable, nor logical to place the blame for not following educational mandates upon schools; that it is the responsibility of the state to pass on these new mandates, and to ensure that the schools are funded for the changes (Goodlad 274). His recommendations are reasonable, although they do not account for the need to maintain standards country-wide, which would be better served by one organization rather than several. By limiting governance to one major organization, all schools would be subject to the same rules and tests, allowing c hildren to move from school to school with regular uniformity. Health codes and nutrition could also be met at a federal level, ensuring the health of America's children over the long term. Clearly, in addition to federal level government there needs to be local organization also, to provide support and to ensure all schools are accounted for. This can be met by having state level governance, removing the need for district level altogether. With-in schools, current governance allows for the handling of discipline and day to day operations. The principal of each school should have power over the daily operations of the school, but should also be a part of the staffing decisions and possibly a member of a state advisory board, that would help suggest curriculum or other changes to a state committee. School governance needs to take into account American Society, and the changes that take place yearly. Community involvement is also a necessary component of school success. Goodlad suggests that in