Classification and division essay on types of colleges (ex. Public,

Classification and division on types of colleges (ex. Public, Private, State or University) - Essay Example Moreover, it only offers a two-year associates degree after the completion of which, it is to the discretion of the student to transfer to another college or work based on the degree provided by the community college. However, many students have been opting for a baccalaureate degree after completing a two-year program at the community college (Bridget, & Kurlaender, pp. 1-5). However, a liberal arts college is different. The basic focus is to polish the students’ abilities in terms of writing and analysis. It does not delve too much into the intricacies of specialized teaching or learning. Liberal arts colleges offer a bachelors degree at the completion of the four-year program (Aldrich, pp. 29-35). The college does not offer any program beyond the bachelors level, but it creates too interactive an environment for the limited population of students it caters to. Side by side, the United States offers public as well as private colleges. The local governments run public colleges by the taxes they collect. This is their major source of funding, and by virtue of it, they can afford a significantly lower fees than privately run colleges. Moreover, due to the lower cost it accrues to the student, it attracts many people and public colleges generally have a bigger student body than state colleges. Private colleges, on the other hand, depend on self-generated money for operating and so have a higher cost. However, the higher cost is often associated with better facilities for students and staff as well (Aldrich, pp. 49-58). Moreover, public and private universities offer courses ranging from sciences to liberal arts. Students from a broader background tend to attend these due to the diversity of offered courses at the institutions. In addition, the degrees offered are of Master’s and PhD level too. The different types of colleges discussed have been unique in one aspect or the other. The system of education

Case Essay Example | Topics and Well Written Essays - 250 words

Case - Essay Example lifications: a manifestation of exemplary expertise on the governance of all functional responsibilities, including planning, organizing, directing and controlling relevant operational facets of the River Woods plant; possessing considerable charismatic power through exemplifying attractiveness in physical traits, behavior and interpersonal skills, to enable the new manager to effectively influence the subordinates; must have the ability, commitment and determination to do whatever it takes to possible get the identified plant objectives done; and must possess the appropriate ethical, moral and legal value system to perform within organizational policies and adhering to the expected code of conduct. The new plant manager should possess these qualifications, pursuant to the sources of personal power. Since the responsibilities and accountabilities follow a decentralized management structure where significant reliance on personal power would be instrumental in the success of the plant and that of the overall achievement of organizational goals, the ideal candidate should possess a holistic personality with exemplary academic and work experience, in conjunction with leadership skills that would enable him to lead and influence his subordinates to achieve the defined objectives. By looking at qualities that address expertise, attractiveness, positive behavior, and effort, the potential candidate for the position would surely be manifest traits and personal qualities that are needed to perform the responsibilities expected as the plant manager of River

Developing an Inclusive Education in South Africa

Developing an Inclusive Education in South Africa Introduction. What is inclusion? The foundation for a comprehensive understanding of inclusion have been laid by considering insights derived from United Nations initiatives, international experiences, research and debate in the field of inclusion. Different authors emphasise different aspects when defining inclusion and that makes it clear that inclusion is viewed differently (Dyson Millward 1999:152). Other authors stress access, belonging and participation in the general classroom for all learners with an underlying culture that values diversity. The following are at the sea inclusion is: Increasing participation by the reducing exclusions from curricula, culture and communities. Ainscow (1995:9) Premised out the understanding that learners can contribute one anothers learning. Ainscow (1995:149) Determined by school culture and ethos. Hall (2002:3). Learners who experience barriers to learning attending the neighbourhood schools and being taught in general education classroom. CSIE (2000:12) Initiated an entrenched by legislation and policy. Burden (2000:36) On the other hand, the authors stress support and define inclusion in terms of the ways in which support is facilitated at various levels, and say inclusion is: Dependent on training in requisite knowledge, skills and attitudes. Hall Engelbrecht (1999:231) Dependent on teachers who can would be five-year plans and activities. Ainscow (1995:151) Characterised by collegial stuffed in relationships. Ainscow (1995:151) About diverse learners requiring diverse in even individualised learning strategies. Ferguson Ferguson (1998:307) The examples given above indicate that the two emphases need to be maintained when seeking in comprehensive understanding of inclusion. First is that of school restructuring and improvement towards effectiveness and the second is that of a ensuring access through individually relevant support. Both are supported by the belief and attitudes that would characterise inclusive culture and art and trying to buy policy and legislation. Inclusive education in South Africa Education that was based on race in South Africa was dismantled and substituted by unitary that needed to contribute to building the rainbow nation, as such the separate education system for those learners who were deemed to have special needs was revisited with a view of creating an inclusive approach to education. The legislative framework in which inclusion functions in South Africa is mentioned with specific reference given to education. White Paper Six: Special Needs Education (DoE 2001). It is acknowledged that the field of education encompasses many aspects, including higher education and training, edit childhood education and adult basic education and training the focus in this study is on schooling in areas known as general and further education. In South Africa these are called GET (General Education and Training) Band and the FET (Further Education and Training) Band. An appreciation of the historical, social, political and economic context in which education functions is important to an understanding of the education in a country. Booth and Ainscow affirm this. They conducted a comparative international study on inclusion, they asked questions on what is needed to know about local and national context in order to understand the process of inclusion in any particular country. The apartheid era and post-apartheid Before 1994 in South Africa, education and schools in particular had been the locus of important struggle against apartheid. In 1976 there were uprisings especially in Johannesburg now Gauteng against the use of Afrikaans (modified form of Dutch spoken in South Africa) is a medium of instruction and then followed the 1980 boycotts. Different race groups had different education departments, and white education was administered by provincial education departments. Past racial imbalances meant that education was not equally funded across all racial groups. The inequitable division of resources also meant that some schools were highly resourced than others (model C schools as they were known then) served a very small percentage of learners and separate special schools served mainly white children waiting to have special needs. Since 1994 education is centralised, that is, it is controlled by a single national education department. Special education system was inherited from the apartheid era, which was not that equally developed for all races. The result was that special schools and classes have been well established and resourced to serve white to some extend Coloureds and Indians learners living with disabilities. Many white learners were taught in specially designed classrooms. The majority of black learners were served by education departments that did not provide quality special education services. Schools that were established for black learners who experienced areas to learning were not established by the state, but by churches. The small house below next the red bricks house which was the home was built by my grandfather and the Department of Education requested to use it in 1967 for sub A learners: Consequently, these learners were included in the general system by default, but did not benefit from the support that is necessary in an inclusive system. In the 1990s it was only then that the remedial teaching was offered to blacks to a limited extent in black schools (Nkabinde 1993:110 to 111). As a result barrier to learning went unrecognised and were not addressed and learners experienced repeated failure and eventually dropped out of school (Donald Lazarus 2002:297). There were and still are learners who, because of barriers to learning they experience, do not attend school (Pendlebury Enslin 2004:45) Inclusion supported by legislative and policy framework. The Constitution of South Africa affirms the fundamental principles that are foundational to inclusive education. These principles are of human dignity, equality and advancement of human rights (Republic of South Africa (RSA), 1996 a, Section 1, a), freedom from discrimination (RSA 1996 a, Section 9 (4) and a fundamental right to basic education RSA 1996 a, section 29 (1). The right to education is given legislative expression in the South African Schools Act (SASA). South African Schools Act (SASA) was enacted in 1996, and sets uniform norms and standards for the education of learners at schools. (Preamble SASA, RSA 1996 b). It makes allowance for an inclusive education system in South Africa through the following provisions: Public schools must admit learners and serve the educational requirements† without discrimination (Section 5 (1) ). Not admission test may be used to determine the admission of the learner to a public school (Section 5 (2) ). Where learners have â€Å"special education needs†, the rise in the wishes of the parents must be taken into account when determining the placement. Where it is â€Å"reasonably practicable learners with special education needs should be served in the mainstream and relevant support should be provided for these learners (Section 12 (4) ). Physical, and many these at public schools should be made accessible to disabled learners (Section 12 (5) ) The year that SASA was promulgated, The National Committee for Education Support Services and National Commission of Special Needs Education and Training (NCESS/NCENET) were appointed by the Minister of Education (Prof Bengu then) and the Department of Education to investigate and make recommendations about special needs and support in education in South Africa. The NCESS/NCSNET report recommended that separate special and ordinary education systems be integrated (DoE 1997:155). Some of the ways that the committee saw these being realised, like building modification curriculum development would be included in the education. White Paper Six: Special Needs Education, thereafter referred to as White Paper, published in 2001. The White Paper emanated from the need to respond to the fact that learners with different learning needs were not satisfactorily included in the South African education system. It was found that a small number of schools only served learners rule had been medically diagnosed as disabled and those who experienced difficulties due to other factors like abject poverty found themselves without the necessary support. The White Paper estimates that at the time of publication only 20% of learners with disabilities were included in the special schools and there was also, disparity among the provinces. The white paper was published after a consultative process and outlines and national strategy to include and accommodate those barriers to learning. The following where the principles of the White Paper: All children and young people can learn and need support Difference, including different learning needs, is valued as part of human experience. Education can be enabled to meet the needs of all learners. The home and community form an important source of learning. Attitudes, behaviour and teaching methodologies will have to change to meet the needs of learners. Participation of learners in the educational process should be maximised. The individual strengths of learners should be encouraged. An inclusive education system acknowledges the different levels of support required by different learners and should be organised to provide this. The following strategies were to be followed: improve special schools and convert them into resource centres; Convert about 500 primary schools to be full-service schools that are capable of responding to the full range of learning needs; Introduce management and teachers in the mainstream schools to the inclusion model, with a focus on any intervention in the Foundation Phase (grades R-3); The establishment of district-based support teams (DSTs) to provide support services; The implementation of an interaction programme to support inclusion; A funding strategy to be developed. The White Paper addresses extrinsic and intrinsic barriers to learning, with a particular focus on ways in which the education system may be itself a barrier to learning. There are also factors which become apparent and have an influence on the learning of learners. These factors may include in adequate shelter and nutrition. Hall (2002:34). Intrinsic barrier include various impairments like intellectual ability. The White Paper details the framework for establishing an inclusive education and training system through capacity building and the expulsion of provision and access in all education sectors. In considering financial challenges that are involved the White Paper outlines funding strategy that includes national and provincial spending and mobilisation of donor funding. Building an inclusive education and training is a 20 year developmental goal and short, medium and long-term strategies are described that will address barriers to learning and accommodate diverse learning needs in South Africa. The White Paper outlines South Africa with developments in inclusive education internationally and draws on the foundation laid by the United Nations initiatives and in particular, the Salamanca Statement. The Salamanca Statement and the White Paper The White Paper has included many of the key recommendations of the Salamanca Statement of 1994 and in this way. South Africa can be seen to be pursuing policies, congruent with international trends. The following are Salamanca Statement for governments to give attention to: early identification and intervention when barriers to learning are experienced, the importance of the participation of parents and the need for teacher education to meet the needs of inclusive classrooms UNESCO (1994: I X). All these are included in the strategic plan outlined in the White Paper. Consistent with the Salamanca Statements advice that developing countries should build inclusive schools, rather than try to expand a separate special as a cost-effective way of expanding access, the White Paper describes the conversion of some existing schools into full-service schools that can with the support of DSTs and neighbouring special schools, several learners with diverse learning needs. It is envisaged that these full service schools will be able to accommodate children living with mild and moderate disabilities were currently out of school. The Salamanca Statement sees a special schools having a role to play, not only in educating a small number of learners who cannot be satisfactorily served in ordinary schools but also as a resource centre that can provide inclusive schools with a valuable human and material resources. The White Paper embraced this and foresees that, after an audit of special schools, they will be upgraded to improve the quality of the education they provide for learners with high support needs and will be converted into resource centres. The White Paper reflects the thinking of researchers and theorists in the field of special needs education. The White Paper echoes positions taken from the writing of Ainscow (1995) Booth and Ainscow (1998) and Ballard (1999). The term barriers to learning in the White Paper it also appears in The Index for Inclusion, published by the Centre for Studies on Inclusive Education (CSIE) in 2000. The CSIE uses the term barriers to learning and participation. Inclusion is more than ensuring that learners with various barriers to learning are taught in regular classrooms. It is also about these learners being accepted and having a sense of belonging within the school and the community. Mordal Stromstad (1998:16) ask in this regard, †¦ Is this child surely included as if full member of the community, or have we only made a superficial adaptations which leave the child just as isolated as in a special class or special school? There is prove that the White Paper does not take participation as part of an inclusive system (DoE 2001 a: 16) and yet has chosen to stress the learning needs and barriers to learning. The White Paper could be criticised by those who advocate for a full inclusion approach to inclusion. They abstain from any notion of separate special schools, and their position is that all children irrespective of the severity of their disabilities could be educated in regular classrooms together with their non- disabled peers. The contend of that as long as special schools exist, there will be the assumption that there are some children who cannot be taught in regular classrooms and exclusion will be justified. Van Rooyen La Grange (2003 154) for his critique of the White Paper as the irony of the conditional acceptance of inclusion, noting the conditions that learners have to meet in order to be included in either ordinarily, full-service or special schools. The White Paper only claims an outline (DoE 2001:5). For an inclusive education system and many questions that the White Paper arises are perhaps details that are outside its scope. Practical concerns and many for example it has been noted that some provinces (and we have nine provinces in South Africa) have very few special schools (DoE 2001:30) and yet special schools are conceived as an integral part to the support that full-service school will need. I think in South Africa time will tell whether timeframes envisaged by the White Paper are realistic and whether enough funds can be generated from sources described to implement an inclusive education system. Other publication for schools that are not directly concerned with inclusion and in close of principles integrated into the content. For example, Teachers Guide for the Development of Learning Programs (DoE 2003) describes inclusivity as an underlying principle of the curriculum and explain how barriers to learning should be identified and addressed in the design of learning programs in the various learning areas. These documents are evidence that inclusion is conceived as part of ordinary education in South Africa and teachers are expected to plan teaching and learning in such a way that fosters access and participation. However, even these years of South Africa, move towards inclusion has been noted and teachers. Conclusion In as far as inclusion is concerned of the South African experience must inform the understanding of inclusion that is practical and applicable locally. Inclusion has been shown to rest on values, attitudes and beliefs about society, schools and learners. It is given direction by policies and legislation. In practice inclusion is restructuring schools and providing support to learners through different strategies that facilitate access and participation. A significant challenge faced by South Africa in the implementation of inclusion seems to be the training of teachers in the knowledge, skills, values and attitudes required for successful inclusion.

Doctor Dolittle :: essays research papers

My book report is on Doctor Dolittle. The author of this book is Hugh Lofting. Doctor Dolittle talks to the animals and is also kind of like a veterinarian. He knows most of the animal languages. He really calls himself a naturalist which studies plants and animals. He lives in Puddleby, England. He has an assistant named Stubbins. Doctor Dolittle wants to learn the language of the shellfish because they are one of the oldest animals on earth. He thinks that they can tell him secrets of the past. Doctor Dolittle decided to give up on the shellfish language for a while. Stubbins and the Doctor play a game that you close your eyes and flip the pages of an atlas and put a pencil down on the page. The place that he picked was Spidermonkey Island. The purple bird of paradise tells him that the greatest naturalist is Long Arrow and that he lives at Spidermonkey Island. Doctor Dolittle goes on a voyage to Spidermonkey Island. The Doctor goes and he saves Long Arrow and 9 other Indians from a cave that a rock had covered the entrance. Doctor Dolittle found a way to dig under the rock and make it fall. Another tribe on the other side of the island wanted to go to war with the peaceful indians. They were going to fight because they were to lazy to do work because the island was floating South and getting cold. The Doctor, Long Arrow, and another man basically won the war for the tribe. They swung clubs and knocked everyone out of the way. Then Polynesia(a talking parrot) brought millions of black parrots from South America. Most of the other tribe got their ears bit off. Doctor Dolittle was made king of the tribe. They changed his name to Jong Thinkalot because they didn’t think Dolittle fit him. Doctor wanted to go but he had to stay and teach the tribe to do things more modern.

Unmanned Drones: Immoral?

Jordan Morris Dr. Flores Eng 103 February 27, 2013 Unmanned Drones: Immoral? I chose to research two articles that take opposing sides on the use of tactical unmanned aerial vehicle drones that are being used in combat over seas seeing as how there is so much controversy surrounding this topic in the news nowadays. â€Å"The unmanned aerial vehicle also known as UAV is an aircraft with no pilot on board. UAV’s can be remote controlled or fly autonomously based on pre-programmed flight plans† (www. theuav. com). These unmanned â€Å"drones† are used in the military for a number of things including intelligence gathering and attacks terrorist groups.The first article is the better of the two when it comes to convincing the reader. Although fighter planes have the advantage of and experienced pilot behind the wheel, unmanned drones are more accurate, less expensive and safer than fighter planes. The point of the first article â€Å"Five Myths about Obama’s D rone War† (Washington Post) is to convince the reader that it is ok to use drones in combat. He talks about how during wartimes it is crucial for the weaponry to evolve, from slingshots to bow & arrows to guns to fighter planes to unmanned drones.He says, â€Å"that from a moral and ethical standpoint drones are little to no different than rifles, bombers or tanks. † (Washington Post) He also says that drones are some of the most precise weaponry used in combat theses day but doesn’t really provide statistics. â€Å"Drones should not give give us a false sense of security. The intelligence required for targeting may require U. S. boots on the ground. † (Washington Post) Drones are much less expensive than fighter aircrafts so it would make sense for a poorer country to invest in building drones instead of fighters. This presents a dilemma for the U. S. ecause we are more prone to attacks, as seen on September 11, 2001. In the first article Mark R. Jacobson lists 5 myths that have been sparked about the use of these drones, and then explains his view on each one. Jacobson address’s the statement â€Å"Drones are immoral,† which is a great way to start the article seeing as how that’s what most people perceive them to be. He says, â€Å"Drones are neither autonomous killer robots nor sentient beings making life-or-death decisions. Yet, with the â€Å"Terminator†-like connotations of the term, it is easy to forget that these vehicles are flown via remote control by some 1,300 Air Force pilots.Drones are an evolution in military technology, not a revolution in warfare. † This statement is a prime example of Logos, the appeal to logic, because he takes a very straightforward approach to the topic at hand. He then goes on to use Ethos when addressing the statement, â€Å"Drones allow us to fight wars without danger. † Jacobson states that, â€Å"Drones should not give a false sense of security. Th e intelligence required for targeting may require U. S. boot on the ground. † This characterizes the idea of a community still being needed to gain information and do some â€Å"dirty work† for there to even be the need for a drone strike.In the second article â€Å"Drone Strikes: What’s the Law? † (LA Times) author Vicki Divoll discusses the execution of U. S. citizen Anwar Awlaki by our government in a drone attack. Her article deals with the 5th Amendment’s admonition: No American citizen shall â€Å"be deprived of life, liberty or the property without due process of law. † Her style of writing is more like the Tolmin Model of Argument. This article had much more emotion involved which made the reader a lot more engaged in what the author was talking about.Instead of writing in a way that might focus purely on the different types of appeals, the second article is written in a way that focuses more on an initial claim that is backed by supp ort evidence. In addition, the author mentions Awlaki’s story, which provides an emotional involvement for the reader to remain engaged. The author’s claim in the second article is that American citizens should be entitled to their constitutional rights. Her story about how Anwar Awlaki, an American citizen, was reportedly targeted and killed demonstrates the fact that not every citizen is being treated equally.She goes on to provide support for her claim by discussing, â€Å"the Supreme Court case Hamdi vs. Rumsfeld, a 2004 Bush-era Supreme Court decision, to justify that the government believes that there are no due process problems with the drone program. But the memo writers make an inexcusable mistake: They cherry-pick the decision, disregarding the heart of what the justices said. † In the case she mentions, Yasir Hamdi, a U. S. citizen arrested on the battlefield in Afghanistan, set out to challenge his indefinite detention in an American military facilit y as an enemy combatant.The administration at the time argued that, in wartime, the executive alone should determine who the enemy is and what measure can to be used against him. The court disagreed and sent Hamdi’s case to a lower court for a review of factual accuracy of his enemy combatant designation. This review never happened and Hamdi was deported. The Supreme Court's reasoning in Hamdi remains the most applicable legal example that applies to targeted killings. Divoll writes, â€Å"Significantly, eight of the nine justices agreed that Hamdi was entitled to an impartial review, outside the executive branch, of the facts of the case.Only Justice Clarence Thomas bought the Bush administration's theory of executive power. Justice Sandra Day O'Connor, writing the principal opinion, reminded us of the court's decades-long admonition: â€Å"A state of war is not a blank check for the president when it comes to the rights of the nation's citizens. † O'Connor further e xplained how the due process clause operates in wartime when the executive branch is making a determination about the fate of an American citizen. Hamdi's interest in liberty, she wrote, must be balanced against the needs of the executive in fighting a war.You don't need a law degree to apply that reasoning to targeted killings. If the executive cannot act alone when an American's liberty is at stake in the post-9/11 War on Terrorism, the Supreme Court would be at least as concerned when an American's life is on the line. The court has always ruled that the more crucial the individual interest at stake, the more ‘process’ is due. † All this is a great source of support for Divoll’s claim. The second article had much more factual evidence to back up the author’s initial claim and yet still provided a sense of emotion to keep the reader interested.The two stories provided by Divoll were perfect examples in which the author could refer to and point out the flaws in our system. Although she doesn’t come right out and blatantly state it, I believe that the author would agree in my previous statement that it is ok to use unmanned tactical drones on American citizens only if they have refused to exercise their right to due process. Work Cited Page 1. http://www. theuav. com/ 2. http://articles. washingtonpost. com/2013-02-08/opinions/36988550_1_drone-strikes-drone-pilots-civilian-casualties (Washington Post) 3.

Dramatic features The Crucible Essay

‘The Crucible’ is always played exactly in its historical context with Puritan clothes and sets, it is rarely updated. What dramatic features does Miller employ to ensure the play maintains its relevance for a 21st century audience? In this essay I intend to discuss how Arthur Miller ensures that his play, which is set in Salem, Massachusetts, in the late 17th century, is still appealing and pertinent to a 21st century audience. Miller wrote ‘The Crucible’ in 1953, during the zenith of the McCarthy affairs in America. In 1692, the hysteria was owing to the alleged infiltration of witches under the command of Satan, while Joseph McCarthy was concerned with the supposed infiltration of Communists into American society. In both cases there were many innocent people accused and arrested, and panic bit into both communities. The play is relevant nowadays for many reasons: because it links with the situation in Afghanistan, it is exciting to watch because of the high tension and quite fast pace throughout, it incorporates dramatic irony to make the audience part of the action, and because it can appeal to so many different types of people. The reason why the whole Salem tragedy came about was because of an ancient paradox: a paradox still thriving and very relevant today. The paradox was the balance between individual freedom and prohibitive rules. The people of Salem had a religious theocracy, which was designed to keep the community together and to prevent any disunity in the neighbourhood. In this respect, the theocracy worked well. However, all governing systems must have rules of prohibition, or they simply will not work. Evidently, in Salem, the time had come when the repressions of order became too harsh in comparison to the dangers against which the order was set. The witch-hunt was a sign of the disarray when the balance began to swivel towards more individual freedom. An example of this paradox in modern society is the war in Afghanistan. Afghanistan was ruled by a religious theocracy, under the command of the Taliban. In order for the theocracy to be effective, the Taliban imposed prohibitive rules, such as the rule that all men must wear beards. Perhaps it was excessive individual freedom that led to the September 11th tragedy. Clearly, ‘The Crucible’ is a parable for many events like the Afghanistan situation with the Taliban. Just imagine the reaction of the Taliban if a child had started playing at ‘being an American’, like in ‘The Crucible’ children play at being witches. The anger and fear generated would have been just the same, despite being separated by over three hundred years. Even though times have changed since 1692, human nature is still identical, and tragic events like these will continue to happen because of our nature. It is futile writing a play that has a very relevant message to give to its audience, if the audience doesn’t stay until the end of the play. By using a structure that builds the tension progressively through the play, Miller ensures that his audience are kept firmly on the edges of their seats. He uses a climactic curtain at the end of each act, to entice the audience back to their seats after the interval. An example of this is the ‘cliff-hanger’ at the end of the first act, when the girls are hysterically accusing other women of being with the Devil.