Change Initiatives in Higher Education Setting

Change Initiatives in Higher Education Setting Introduction Educational institutes are a vital part of the society since they are responsible for equipping people to be productive society members. Due to the importance with which these institutes are regarded, educators and policy makers are constantly seeking ways to make them even more effective and efficient.Advertising We will write a custom article sample on Change Initiatives in Higher Education Setting specifically for you for only $16.05 $11/page Learn More Innovation and reform efforts have particularly been highlighted as being crucial to the progress of higher education institutes (Billot, 2011). As a result of this, many change initiatives have been developed in the educational system setting. This paper will address the merits and demerits of this many changes and offer insights on how leaders should approach organizational changes. Impacts of Change Initiatives Over the years, many calls for change in higher education have been issued by po licy makers and educators alike. While higher education institutes were traditionally highly resistant to change, the past decade has seen them embrace change initiatives on previously unprecedented levels (Norman Lynn, 2008). While the acceptance of change by higher education institutes has been hailed by many as a good thing, the number of change plans in place has reduced the effectiveness of these efforts. The large number of change plans in place leads to many competing innovations taking place at the same time. Kezar (2009) states that as a result of the number of competing projects that exist in an institution, administrators and staff end up being unaware of many of the initiatives going on in their campuses. This lack of awareness sometimes leads to similar change initiatives being undertaken simultaneously by different individuals which leads to redundancy. When there are a lot of change initiatives within the higher education institute, it is hard for priorities to be se t on which initiative is to be given more attention (Billot, 2011). In addition to this, many change initiatives can result in groups being formed within the campus community with each group advocating for the advancement of its specific interests. These interest groups are detrimental of the campus since they result in strife as well as disunity as the campus is engaged in multiple fragmented efforts. How Leaders Should Approach Organizational Change Leaders should ensure that they have the necessary skills to guide the change initiatives they are advocating. Norman and Lynn (2008) assert that change efforts in higher education are predisposed to fail unless they are carried out in a rigorous, theoretically sound, and professionally reflective manner (p.113). The leaders who promote specific change initiatives should therefore be committed and skilled and base their efforts on a solid understanding of the process of change. Leaders should keep track of the various change initiative s going on in their institutes to as to avoid duplicative efforts. Duplicative programs result in wastage of resources and inefficiencies in the specific initiatives.Advertising Looking for article on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Combining programs which aim to achieve the same goals will result in greater efficiency as well as higher degrees of success as it will result in cooperation to meet the goals of the initiative. Kezar (2009) asserts that if related efforts were joined, there would be greater human and financial resources and reduced infrastructure expenses. In some cases, the high numbers of change initiatives are unavoidable for the institute. Kezar (2009) suggests that in the case where multiple change initiatives are inevitable, the education institute can benefit from generating a list of the changes in priority order. This will have the advantage of ensuring that all the people see that t heir interests are given consideration even if they are to be addressed at some future date. My Insights Leaders should avoid coming up with change initiative projects on their own and then imposing them on the rest of the people. Instead, leaders should seek to get the support of as many members of the campus as is possible for the change initiatives. Norman and Lynn (2008) reveal that innovations or revisions in school programs have had only about 20% success rate due to the lack of support from key players in the school. Another important consideration when implementing change is to increase the input of students. Most changes are proposed due to the realization that the current way of doing things is not the most effective. The changes therefore seek to address problems that may face the students so as to achieve positive outcomes. At the present, while there have been intense endeavors to implement change in campuses, the involvement of students in the initiatives has been lack ing. Mitra (2004) observes that many schools struggle to come up with effective change initiatives but very few seek the solutions from the students who are central to the success of the change process. Conclusion Changes are important if the improvement of student learning and increased research is to be achieved by our higher education institutes. This paper set out to address the challenges that might arise as a result of numerous change initiatives in our campuses. While changes in educational structures and approaches are advantageous, implementing too many changes might have a deleterious effect. This paper has advocated for the reduction of the number of changes as well as getting the support of the entire campus and including student voice in change initiatives. This will result in greater success for the change efforts hence lead to the achievement of an effective learning environment in the higher education setting.Advertising We will write a custom article sample on Change Initiatives in Higher Education Setting specifically for you for only $16.05 $11/page Learn More References Billot, J. (2011). The changing research context: implications for leadership. Journal of Higher Education Policy and Management, 33 (1), 37–46. Kezar, A. (2009). Change in Higher Education: Not Enough, or Too Much? Web. Mitra, D. (2004). The significance of students: Can increasing â€Å"student voice† in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688. Norman, E. Lynn, H. (2008). Long-term Strategic Incrementalism: An Approach and a Model for Bringing About Change in Higher Education. Innov High Educ 33(3), 111–124.

Requirements for Admissible Statements Analysis Case Study

Requirements for Admissible Statements Analysis - Case Study Example On arresting, Escobedo was not warned of his Fifth Amendment Right according to which he had the right to remain silent. On reaching the police station, the arrested repeatedly asked to consult his lawyer but was denied. Even when his attorney arrived at the station, he was not allowed to see or speak his client. His lawyer was told by a police officer that he would be allowed to talk to him once they were done with him. Escobedo was told by a police officer that he and his sister would be released if he submitted to DiGerlando's statement. After hearing this, Escobedo did as he was told and on the basis of his statement he was tried in the court and found guilty of murder. His appeal was rejected by the Supreme Court of Illinois, and Escobedo then petitioned the U.S. Supreme Court for review of his conviction. In 1982, Oreste Fulminante's 11-year-old stepdaughter was reported missing by him. After two days of the report, her body was found in Arizona. She had been shot twice in the head. After some tine, Fulminante was arrested for an unrelated crime. While his stay at the prison, Fulminante met a fellow inmate, Anthony Sarivola, who was also a secret informant for the Federal Bureau of Investigation. O hearing about the murder of his step daughter, Sarivola asked Fulminate about what had happened. But Fulminate did nit give any statement. Sarivola then offered Fulminante protection from "tough treatment" or in other words, torture in prison, in exchange for a confession to the murder of Fulminante's stepdaughter. Fulminante agreed to this and confessed that he had murdered his step daughter. Sarivola passed this information to the Federal Bureau of Investigation. As a result of which, Fulminante was charged with first degree murder of her step daughter, and his confession to Sarivola was used against him at trial (Anonymous, 2009). Fulminante's motion of coerced confession was denied by the trial court and was convicted and sentenced to death. He appealed to the Arizona Supreme Court, where he stated that he was in danger of violence in the prison, had he not confessed murdering his step daughter. The Court held that the confession was indeed coerced and reasoned that a harmless error analysis was inappropriate in the case of forced confessions on the basis of the Fifth and the Fourteenth Amendments. The court ordered a new trial for Fulminante. Legal Requirements for Admissibility of Statements and their Applicability In order for a statement to be admissible in the court the Fifth, Sixth and the Fourteenth Amendment in the United States Constitution need to be fulfilled. The Fourteenth Amendment suggests Rights Guaranteed Privileges and Immunities of Citizenship, Due Process and Equal Protection. According to the Section 1 of this Amendment "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of

Mentoring Assignment Example | Topics and Well Written Essays - 1000 words

Mentoring - Assignment Example Mentors help people to solve their problems at work and out of the office as well. Being capable to manage their life, people feel empowered to do more than they usually do. As a result, they show greater performance and experience fewer difficulties while copying with new tasks or carrying greater responsibility than they used to have. Mentors use their personal example to show that their interventions work perfectly well for them in their life. For instance, if a friend gives a piece of advice, it does not mean that this friend acts the way she or she advices in real life. Everything is different with mentors because they believe in what they say and act accordingly. Usually, such examples are very inspiring because if someone can handle everything, other people can also life effectively. Climate of trust is very important for mentor-mentee relationships because only in this way mentors can effectively help their clients to succeed. In order to create relationships of trust, mentors should be understanding and show positive attitude to the mentee. Also, mentors need to share information with their mentees; they need to provide their personal information as well in exchange for their same information about their mentee. In order to work effectively together, mentor and mentee need to facilitate agenda and define long-term and short-term goals they need to set during their sessions. This agenda is necessary because it directs work and makes it clear why certain things need to be done. Set goals and solve problems is possible only when people share information about their past and present. Some problems appeared to have place in the past and their consequences can negatively influence mentees life. On the other hand, mentor can understand mentee better if she or she knows the background of this person. Obviously from the title, traditional one-to-one mentoring is the most frequently met mentoring model. It is

Development and Diversity Essay Example for Free

Development and Diversity Essay When a child is conceived they begin to develop in the mother whom and continue to develop until adulthood. Today we look at these developments and find new ways to teach children that all develop at different rates. Throughout history child development was ignored and little attention was paid to the advantages in their early abilities such as language usage, and physical growth that occurs during childhood and adolescence. Throughout the years there has been many people have come up with theories that support the growth of the development of children. I will talk about one of these theories here. B. F. Skinner, who carried out experimental work mainly in comparative psychology from the 1930s to the 1950s, but remained behaviorisms best known theorist and exponent virtually until his death in 1990, developed a distinct kind of behaviorist philosophy, which came to be called radical behaviorism. He also claimed to have found a new version of psychological science, which he called behavior analysis or the experimental analysis of behavior (Richard Culatta) The behaviorist theory is a worldview that operates on a principle of â€Å"stimulus-response. All behavior caused by external stimuli all behavior can be explained without the need to consider internal mental states or consciousness. Originators and important contributors of this theory are John B. Watson, Ivan Pavlov, B. F. Skinner. The behaviorist theory is based off of positive and negative feedback to students in a classroom. It is a way to train the students in learning the correct way so they can keep moving onto the level of their education. An example can be a mouse in a cage that is really thirsty. Well the mouse will do and try anything to get out of that cage to get something to drink but when it finds the feeding bottle and see that all it has to do is push the little tab on the end to get some water the mouse is satisfied. The same go for students and children. Children will fight tooth and nail to try and get out of anything that they do not like but if they see a reward at the end they will stay with it to get the reward. This keeps them focused and controlled at the same time. There are three main contributors to this theory John B.  Watson, Ivan Pavlov, B. F. Skinner. These three have all contributed to this theory in one way or another. John B. Watson conducted research on animals, children, and advertising to further the theory. Ivan Pavlov conducted research on temperament of children, conditioning and involuntary reflex actions. Finally B. F. Skinner invented his own philosophy called radical behaviorism. All of these men have helped to improve on the theory to help us understand children’s learn and development better so we can teach them in better ways. Education is what survives when what has been learned has been forgotten† (B. F. Skinner) The theory of behaviorism can be used in a classroom setting in many ways. It is the way that it is used that will determine if it works for the teacher and the student or hurts the teacher and the student. Giving children goals at an early age to accomplish tasks in the classroom can be a really good thing. Children always want a reward for the things they do. They are taught that at a very early age with their parents when doing thing like picking up their rooms and getting a reward for that at home. Well that carries into the classroom setting also. To reward students is giving them very positive feedback on their work many teachers use the star system. A large chart on the wall with all the student’s names and stars for the good work they have done. This gives students a little push to do their best because they want those stars so they can be proud or even get a reward for the most stars. This is a great idea in most cases but teachers need to be careful with this also because it can backfire on them. If you have a student that is a slower learner and does not receive stars like the others this can hurt that student and their learning. Yes there has be negative feedback with positive feedback but if all the child gets is negative feedback it can lead to them just giving up and we do not want that. So we have to walk a fine line when it comes to using different techniques in the classroom. All students are different and learn different so we have to work around that so all of our students receive the same education as the other. You can use activities in your classroom that go along with behaviorism and that will benefit your students in many ways. For example take ten sentences that go along with your lesson plan. Say you are teaching about animals in your class this week you can make up ten sentences and leave one word out of each sentence. Then you would list the missing words out of order and have the children fill in the blanks with the words that are off to the side. You can give rewards for their work to stimulate them in doing their best by giving a sticker for each one they get correct. This is a good way to do it because you have a really good chance of getting at least one sticker and all are happy but most of the kids will do well because they are going to try for more than just one. There are many different theories in education that can help a teacher in the classroom. These all work to give the student a better learning experience. It is the way you use them that will determine if they work or not for you and your students. With behaviorism you need to give positive and negative feedback to your student it is that you have to walk a fine line so you do not discourage your students from learning but make them want to be the best student they can be.

Professional Writing Essay example -- Exploratory Essays Research Pape

Professional Writing To answer the question of what professional writing is, there are many available avenues. Almost every career field imaginable can involve some sort of â€Å"professional writing† or vital usage of rhetoric. There is no strict definition of professional writing. Communications can take this form in marketing and advertising, social science, engineering, business management, education, political science, natural science and life science among many others. I will examine, more closely, the latter of the group, life science, particularly in the human medical world, an area where professional writing refers to following strict sets of guidelines and appeasing to pressures applied for several different source; not merely a means of communicating. What do medical writers do? Even after narrowing down professional writing to its different career fields, it can still be a little more specific than the term â€Å"professional writing† itself. The medical field is a great example; writers can play crucial roles in pharmaceutical companies, communication resources, contract resource organizations, or perhaps as freelance medical writers (EMWA). I will look more specifically at pharmaceutical companies, where incredible skill and efficiency is required as writers submit documents regarding clinical studies, and in preparing documents to submit to regulatory authorities regarding new products. Firstly, writers in pharmaceutical agencies can carry a larger burden than in other medical industries due to the fact that, not only does their work possess the ability to do both great social benefit and social harm, but on average, every new drug introduced swallows over $200 million in the United States, and seven to ten years ... ...d adaptability to the rigorous demands of many parties involved in the process. Works cited: European Medical Writers Association (EMWA). â€Å"Medical Writing†. Obtained from http://www.emwa.org/Mum/Career.pdf. Accessed 1/24/04. Bonk, Robert J. â€Å"Writing Technical Documents for the Global Pharmaceutical Industry†. Techinical Communication Quarterly. Summer 1998: Pp. 319-327. Hall, Katherine. â€Å"Simply Symposia†. The Write Stuff – EMWA Journal. Obtained from http://www.emwa.org/Articles/Symposia.html. Accessed 1/23/04. Pike, Eva. â€Å"What the Regulatory Authorities want to see†. The Write Stuff – EMWA Journal. Obtained from http://www.emwa.org/Articles/WhatRegulatory.html. Accessed 1/23/04. Jacobs, Adam. â€Å"The Contractor-Client Relationship†. The Write Stuff – EMWA Journal. Obtained from http://www.emwa.org/Articles/Contractor-client.html. Accessed 1/23/04.

My First Morning At School

It was the 17th March 1997. My first day of school. I dragged myself out of bed at 7:30 am. I went to the toilet to wash my face, where I saw a big red spot on my forehead: that was the first sign of bad luck. I heard my mum coming out of her room:, â€Å"Are you ready for your big day?† â€Å"No†, I moaned anxiously, pretending to be sick. â€Å"You are going to school today, so don't even try it!†. My mum could see right through me, and knew I wasn't sick. I was really scared as I stepped through the front gates of what was about to be my new school, counting every step I took. My mum led me to the general office; we were 20 minutes late. I was really scared. I started to shake. My heart started beating twice as fast. I knew all of the children were already inside the classroom. They were going to watch every move I made. We were kept inside the office for about half an hour. Shortly after came a frightening old women with grey hair, who looked remarkably like Cinderella's step mother. She came in and said to my mother, â€Å"Are you Miss Omar?† â€Å"Yes†, my mum said, sounding like a robot boring and repetitive, a blank expression on her face. â€Å"Come follow me. Right this way,† the women said, very happily. My mum and I followed her as she led us to my new classroom. She opened the door really slowly, causing the old and rotten door to make a terrifying noise. This attracted all the students' attention. I was really embarrassed as I stood outside of the classroom. She went in and called the leading classroom teacher outside for a moment, to have a word with my mum. I was told to introduce my mother and myself, and teacher introduced herself; her name was Ms.Willis. I went inside the classroom with my teacher. Even though I was taller than most of them I felt as though I was surrounded by giants. Ms. Willis told everyone to sit on a nasty dirty carpet that had chewing gum all over it, which was at the back of the classroom, and told me to introduce myself to introduce myself to everyone. We were told to sit in alphabetical order: I was told to sit next to three girls. I was really nervous because they kept on looking at my forehead. I got really angry, and said, â€Å"Stop it!† in a really deep and angry voice. They were shocked and had puzzled expressions. My teacher came to me with a blank exercise book and a reading book, â€Å"Can you read?† I nodded my head knowing little of what she meant. â€Å"Read this book for me†, Ms. Willis said. I read the book with an awkward accent. She gave me the exercise book and told me to write my name, maths and 5W, because that was my class's name. It was 12:00 pm. My teacher shouted out, â€Å"Stop what you are doing and line up outside†. I followed everyone as they stopped and lined up outside, and stood at the back of the line. My teacher came out locked the door and led us to this big shiny stairwell. It was so clean and shiny you could see your reflection on the floor. I stepped inside the stairwell: it was reeking of expired food. Every step I took, the smell was getting worse and worse. We finally got inside the dinner hall. It was big: there were 14 long tables inside it. You would have to be quiet to get your lunch but my table was noisy so we didn't get to go first. We eventually got there I felt humiliated by the food the school was offering. It looked like food that was cooked yesterday. That was the final humiliation of the day.

Theme of Voice in Their Eyes Were Watching God Essay

Breaking Through In the novel Their Eyes Were Watching God written by Zora Neale Hurston, Janie the protagonist is seen by critics as having no voice. For all women silence knows no boundaries of race or culture, and Janie is no exception. Hurston characterizes Janie with the same silence that women at that time period were forced into, (complete submission.) Women were to be seen and not heard. Janie spends forty years of her life, learning to achieve/find, her voice against the over-ruling and dominate men in her life. But in the end Janie comes out the victor, breaking the silence. In her essay What do Feminist Critics Want? Gilbert states, Like Wagners master singers....men had the power of speech,[but]....women†¦show more content†¦Janies actions are stronger than words, Janies trial at the end of the novel, proves, Janies silence to be more powerful than articulation. Hurston uses the narrative consciousness in Their Eyes, to characterize those who are silent and lack their own voice, by doing this Hurston gives depth, to those whose voices, are heard. Throughout the entire novel, the development of the male voice seems to parallel the development of Janies. The men in Janies life have voices, and it is by her relationships with these men, that Janies voice gets stronger. Janie becomes more self confident with each relationship she endures. Hurston, by using the consciousness narrative, is actually speaking for Janie; the narrator and Janie are like one. This might be the reason that Hurston gives little voice to Janies character. Janie is not silenced in the novel, she is expressed through the narrative. Which if the reader does not close read, the reader will not comprehend this aspect of Hurstons novel. Passion and control correspond to voice and silence, as expressed by the three relationships in Janies life. Hurston brings together the men and women in her novel, comparing Janies personal growth to the three significant men in her life ( Logan, Starks, Tea Cake, which all three were her husband.)Show MoreRelatedThe Life of American Women in Zora Neale Hurston’s Their Eyes Were Watching God895 Words   |  4 PagesZora Neale Hurston’s Their Eyes Were Watching God is a novel illustrating the life of an African American woman that finds her voice through many trials and tribulations. At the heart of the story, Hurston portrays a protagonist who moves from a passive state to independence, from passive woman with no voice who is dominated by her husband to a woman who can think and act for herself. Hurston achieves the greater theme of Their Eyes Were Watching God, of self-expression and independence throughRead MoreTheir Eyes Were Watching God893 Words   |  4 Pag esdesire for answers throughout her three relationships, displaying what she is longingly seeking for in life. Hurston’s Their Eyes Were Watching God, follows the life of protagonist, Janie Crawford, a confident, middle-aged black woman who goes throughout life discovering her quest for spiritual enlightenment and self-discovery. In the novel Their Eyes Were Watching God, Hurston explains the hardships as ideas of maturity, sexism, and social class. Throughout the novel, Hurston describes JanieRead MoreTheir Eyes Were Watching God1110 Words   |  5 Pagesâ€Å"She was seeking confirmation of the voice and vision, and everywhere she found and acknowledged answers. A personal answer for all other creations except herself. She felt an answer seeking her, but where? When? How?† (Hurston 11). This quote exemplifies Janie’s desire for answers throughout her three relationships, displaying what she is longingly seeking for in life. Hurston’s Their Eyes Were Watching God, follows the life of protagonist Janie Crawford, a confident, middle-aged black womanRead MoreMetaphor, Metonymy and Vioce895 Words   |  4 PagesBarbara Johnson’s critique focuses on the metaphoric, metonymic and voice in Their Eyes Were Watching God by Zora Neale Hurston. It focuses on the major character, Janie Crawford’s inner and outer change towards her various relationships. She focuses on the strengths, both vocally an d physically, gained after her first slap down by her second husband, Joe Starks. Barbara Johnson focuses on the metaphoric meaning of this transformation which was defined as the substitution based on the resemblanceRead MoreJanies Self-Discovery Essay1481 Words   |  6 PagesTheir Eyes Were Watching God by Zora Neale Hurston is about a young woman that is lost in her own world. She longs to be a part of something and to have â€Å"a great journey to the horizons in search of people† (85). Janie Crawford’s journey to the horizon is told as a story to her best friend Phoebe. She experiences three marriages and three communities that â€Å"represent increasingly wide circles of experience and opportunities for expression of personal choice† (Crabtree). Their Eyes Were Watching GodRead MoreThe Film Their Eyes Were Watching God692 Words   |  3 PagesThe film Their Eyes Were Watching God, based off of the novel by author Zora Neale Hurston, is a story of a young woman named Janie who spends the film narrating her life story to a friend. Janie ’s story is one of self-exploration, empowerment, and the ability to express her freedoms both as a maturing woman and African American, throughout her life experiences. As she navigates through sexism and racism to find herself it becomes more evident that it will be more difficult than she initially thoughtRead MoreWhose eyes were watching God?1400 Words   |  6 PagesWhose eyes were watching God? In the movie Their Eyes Were Watching God, Oprah Winfrey manipulates events that happened in the book by Zora Neale Hurston. Oprah morphs many relationships in the movie Their Eyes Were Watching God. She changes the role of gender, and also makes changes in Janie’s character strength. Oprah also changes the symbolism in the movie to where some important symbols in the book change to less important roles. Oprah changes many important events in the book Their Eyes WereRead MoreAnalysis Of Zora Neale Hurston s The Eyes Were Watching God Essay1690 Words   |  7 Pagesform specific and differing experiences of oppression. Zora Neale Hurston deals with the intersection of race and gender through the story of Janie in Their Eyes Were Watching God. However, rather than seeing the way in which Hurston deals with this intersection, the author Richard Wright claims, â€Å"The sensory sweep of her novel carries no theme, no message, no thought. In the main, her novel is not addresse d to the Negro, but to a white audience whose chauvinistic tastes she knows how to satisfy.†Read MoreGender Roles in Their Eyes Were Watching God1087 Words   |  5 Pagesï » ¿Gender Roles in Hurston’s Their Eyes Were Watching God During the 1900’s, women, specifically black women, were considered to be property of men in the United States, especially down south, in states such as Florida and Georgia. Legally, women had no voice. For example, if a woman was abused by her husband, the court system would not acknowledge it even if it did really happen. In the article â€Å"Sexism in the Early 1900’s†, Becca Woltemath states that â€Å"†¦a woman’s job is to take care of the houseRead MoreThe Sentiment of Oprah, Not Hurston: Their Eyes Were Watching God1502 Words   |  7 PagesOprah took a magnum opus, Their Eyes Were Watching God, and remade it into an entirely different story that did not comply with the book. By altering Janie’s character, moral fiber, relationships, and public acts, it changed the meaning of the novel. The symbolism and the significance of the title varied from the book and the story morphed into a tale of love when made into a movie. Zora Neale Hu rston’s book held a disparate meaning before it fell into the hands of Oprah, who annihilated it. Janie’s