Category: Education 2143

The DREAM Act (Development, Relief, and Education for Alien Minors) is American legislation that gives youths whose parents do not have proper documentation of the opportunity to complete their studies. Also, the legislation creates a pathway for the youths to obtain citizenship. However, the applicants must adhere to several guidelines before they become eligible for the benefits of the legislation.

The applicant must have lived in the US for at least five years prior to the enactment of the bill (Bruno 4). In addition, applicants must have entered the US before they reached the age of 16 years. The applicant must also be morally upright. Finally, the applicant must have obtained a high school diploma, or be enrolled in a college or other institution of higher learning (Preston para 13). The DREAM Act has prevented the deportation of hundreds of thousands of youths. It allows the youths to complete their education and start contributing towards economic development.

Youths are victims of illegal immigration. Therefore, it would be wrong to punish them due to the mistakes of their parents or guardians. It is vital for the government to nurture the youths to enable them to achieve their dreams. The youths should have access to various social services that would enable them to achieve their dreams (Trigg 69). Education is one of the major factors that would make the youths achieve their dreams. Therefore, no government should deny the youth the right to education. This is because it is not their fault that their parents are aliens.

The DREAM Act requires youths whose parents do not have proper documentation to spend two years in the military to obtain a temporary residence of six years (VanderMey et al. 225). Therefore, the DREAM Act would increase the recruiting pool of the US military. This would enable the military to get highly competent individuals. Also, it would help in increasing the readiness of the military. Therefore, the DREAM Act may help in increasing the capabilities of the US military.

The DREAM Act will have huge economic benefits for America. The act would enable students to complete their education. This would enable the students to get high paying jobs. However, if the government does not allow the youths to complete their education, the youths would get employment in low paying jobs (Trigg 69). In the long term, the economic benefits of allowing youths to finish their education would outweigh the financial burden that youths place on the government. Also, increased knowledge would increase Americas competitiveness in the global economy.

The DREAM Act requires applicants to be morally upright to be eligible for its privileges. Youths pose very little threat to American national security. Therefore, the act would enable law enforcement agencies to focus their attention on people who pose a threat to American national security (White House 1). This would increase the efficiency of law enforcement agencies.

The DREAM Act would enable youths to complete their education. This would help them become responsible citizens who contribute towards nation-building. In the short term, the DREAM Act may seem expensive. However, the DREAM Act would enable the government to reap huge economic benefits due to the education of the youths.

Works Cited

Bruno, Andorra. Unauthorized alien student: Issues and DREAM Act legislation. Darby, PA: DIANE Publishing, 2011. Print.

Preston, Julia. Young immigrants, in America illegally, line up for reprieve. The New York Times, 2012.

Trigg, Mary K. Leading the way: Young womens activism for social change. Piscataway, NJ: Rutgers University Press, 2010. Print.

VanderMey, Randall, Meyer, Verne, Van Rys, John and Sebranek, Patrick. Comp. Belmont, CA: Cengage Learning, 2012. Print.

White House. The DREAM Act: Good for our economy, good for our security, good for our nation. Washington, DC: White House, n.d.

Introduction

Every year, several undergraduates join the American universities to begin their fresh undergraduate courses or to proceed with their courses (Schmidt and Wesley 2). Florida National University receives several students for different course purposes. The university has several students and employees who possess personal cars. Roen, Glau, and Maid (17) state that convenience makes learners happy. These personal cars are for convenience purposes when the students and employees are commuting to the university for studies or for work (Schmidt and Wesley 1). The inadequacy of car parking spaces has been a persistent problem in the Florida National University. Therefore, this essay analyses the problem of the inadequacy of car parking in the Florida National University.

Critical Issues in the Parking System

The problem of the inadequacy of car parking spaces ranges from the student parking lots to the staff parking lots. According to Shoup (121), big American universities and colleges resemble small cities with crowded people. In the Florida National University, there are over 2500 full-time students and about 500 workers. Out of this population, over 900 students and 200 faculty members have personal cars. The university parking lots are frequently in chaos. While some are driving from the institution gate, others are driving towards the same gate. Some people even find parking spaces around the fences (Shoup 123). The parking area seems congested, even as the number of personal cars continues to increase.

Inadequate parking space forces the students and the faculty members to commit parking offenses or drive carelessly while hankering for the parking space. Such behaviors are violations of the institutional parking policies (Shoup 123). The employees parking spaces, the students parking spaces, and the visitors parking spaces are all prone to overcrowding. This overcrowding threatens the proper functioning of the security officers, the insurance regulators, the hazard control workers, the traffic regulators, and the permit workers (Schmidt and Wesley 4). Interfering with the functions of the above officials normally risks the safety of the thousands of people who operate within the institution for various purposes (Schmidt and Wesley 3). In addition, the congested parking lots cause disturbances to the institution and the car owners.

Factors that Aggravate the Problem

The initial factor that puts the university into this problem is the space issue. The university just upgraded in 2011, when it received accreditation from the accrediting agency to offer degrees at advanced university levels. Since then, the numbers of the students and employees have soared dramatically, yet the old administration systems and infrastructures have remained the same. The parking problems in the university also arise from the permit departments (Shoup 126). The university department that issues parking permits and collects parking levies has been reluctant to implement changes that may solve the parking dilemma. The institution has registered several cases of unauthorized and altered permits that students illegally use to park their cars.

Conclusion

Students and employees are increasing rapidly in American universities. This is because of the high number of students who join the universities for various higher education achievements. In the Florida National University, the increasing numbers of students and workers are creating havoc in the institutional parking lots because the majority of the students and workers possess personal cars. This problem originates from the historical development of the university. The university seems to expand in its human population, yet the old infrastructure can no longer accommodate the surging population. Since it upgraded from a mere college to a university, congestion in the parking lots is becoming a nuisance. Additionally, the institution permit department is also failing in its policymaking strategies.

Works Cited

Roen, Duane, Gregory Glau and Barry Maid. The McGraw-Hill Guide: Writing for College Writing for Life: Second Edition, London, UK: McGraw-Hill Higher Education, 2012. Print.

Schmidt, Bill, and Christopher Wesley. The University-as-Monopolist: Why Parking Problems Persist at University Campuses. Journal of Applied Business and Economics 2.1(2007): 1-6. Print.

Shoup, Donald. The Politics and Economics of Parking in Campus, Aldershot, UK: Ashgate Publishing, 2008. Print.

Women, just as men, are sexual beings, but the abstinence programs are reinforced mainly among women (Tolman 284). The issue about sexuality and adolescence gains importance right from adolescence when puberty begins. Abstinence programs are a means to disempowering women because women are not given the chance to express their feelings, observations, knowledge and experiences.

The abstinence programs are centered on women, who have to carry the weight of it all while the men enjoy every bit of their sexual lives. The abstinence programs seem to emphasize on sex avoidance instead of helping the individuals handle their sexual desires. The abstinence programs delineate sex as an abomination, and without proper guidance, individuals tend to think that their sexual desires are also unacceptable. As a result, these individuals become confused, and it becomes difficult for them to control their sexuality in a healthy manner (Tolman 286-7).

The education program supported by SIECUS is not restrictive as to teach about abstinence outside marriage only, rather, it has taken up a more practical approach. This education program appreciates the notion of sexual desire; hence, fearful and shameful messages are not used to describe sex. SIECUS is in favor of sex education that promotes delayed sexual activity until an individual can face the consequences of his or her sexual behavior.

Seemingly, this program seems to encourage responsible sexual behavior by encouraging the use of condoms. Sexuality is part of life, and instead of creating a lift between sexuality and man, SIECUS has opted to embrace it with the aim of reducing adverse consequences associated with unhealthy sex. The education programs by SIECUS targets adolescence because they are perceived to be at high risk of sexually transmitted diseases and accidental pregnancies (Jemmott III, Jemmott and Fong par. 1).

I am not surprised by the findings revealed by SIECUS. These findings have only confirmed my speculations. Adults spend most of their time promoting and reinforcing abstinence among the adolescents and young adults, without factoring in their sexual desires. Human beings were created as sexual beings, and sex is inevitable. Preaching abstinence is not the way to go, but safer sex should be encouraged because just as SIECUSs results indicate, there is no apparent significant difference in sex engagement between the participants in the abstinence only program and those participating in other programs.

The abstinence program by SIECUS differs from Scarleteens comprehensive program in various ways. First, Scarleteens program is individualized, that is, it offers specified intervention to specific individualized cases. In addition, this program is more practical because it handles each case with its own uniqueness and offers practical interventions for each case, including making referrals.

Also, Scarleteen is interactive, and the youth can pose questions to experts online. Seemingly, SIECUS takes up a research-based based approach, while Scarleteen, due to its practicality, goes a notch further to devise feasible and effective solutions to solve sexual issues despite the fact that these solutions may not have been subjected to scientific evaluation.

The Scarleteen website (Sex ed for the real world par. 1) is doing a great job by creating awareness and empowering the youth on matters related to their sexuality while embracing technology. Scarleteen achieves this by answering questions, training, and mentoring those taking part in the comprehensive program.

But, being a program that targets all populations across the social ladder, some disempowerment may be realized in lower socioeconomic groups that may have different needs compared to those of higher socioeconomic groups. In addition, some online messages may be perceived in a manner that is not intended. Also, the fact that Scarleteen supports the different sexual orientations may bring about conflict within an individual as he or she may doubt the ethical principles governing the program.

Works Cited

Jemmott III, John B., Loretta S. Jemmott, and Geoffrey T. Fong. Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months: A Randomized Controlled Trial with Young Adolescents. Archives of Pediatric and Adolescent Medicine (2010): 152-159. SIECUS.

Sex ed for the real world. Scarleteen, 1998.

Tolman, Deborah. (2012). Doing Desire: Adolescent Girls Struggles for/with Sexuality. Feminist Frontiers. Ed. 9th ed. Verta Taylor, Nancy Whittier, and Leila Rupp. New York: McGraw-Hill, 2012. 284-294. Print.

There is no use denying the fact that nowadays, the sphere of education is given great attention. Coherent society believes that knowledge obtained in the process of studying can help a person to find a good job and make a good career. That is why education becomes more and more popular.

However, people prefer to study at the most known and prestigious educational establishments that guarantee a good level of knowledge and skills for their graduates. Moreover, people choose certain institutions because of the absence of serious problems, either organizational or connected with academic activity. Thus, it is impossible to get rid of all drawbacks and, that is why some of them remain.

It should be said that Florida National University could be taken as one of the above-mentioned institutions that attract a great number of people from various states and countries. The given institution is situated in Hialeah, Miami-Dade County. Nowadays, there are about 1500 full-time students who study there (University Facts para.3).

Resting on these facts, it could be said that the area around the building of the establishment is a noisy place where a great number of people move. Additionally, taking into account the number of teachers who work at the given university, it is possible to conclude that there are many people who want to reach the building.

Thus, under these conditions, the problem appears. The fact is that there is not enough parking space for cars of all the people who wants to reach the University and enter the building. That is why, very often a student, or a teacher, who has arrived by car, is not able to find the place where to park and has to spend much time looking for a free parking place in some other districts.

The problem is complicated by the fact that there is a tendency towards the increase in the number of cars among people who attend the university and the number of students studying there (Pressler para. 4). That is why, in the future, the problem could become more complicated.

With this in mind, it becomes obvious that a certain solution should be found immediately in order to improve the situation and get rid of the nagging problem which disturbs people and distracts them from the academic process. First of all, everyone, who is not related to the Florida University, should be prohibited from parking near the University in order not to create various problems (Parking Space Management para. 5).

Moreover, there should be a certain schedule according to which only people who have classes at a certain period of time could park there. Finally, in case of the further development of the University, some additional parking spaces should be created in order to guarantee a place for all students and professors of the given educational establishment.

Resting on these facts, it is possible to make a certain conclusion. It should be said that Florida University could be taken as a popular educational establishment, which is attended by a great number of students and professors. That is why the problem of the lack of parking space should be solved in order to guaranty the further development of the given establishment and satisfaction of people who are related to it.

It is possible to recommend several important steps, such as the creation of a certain schedule, the introduction of the prohibition to park for common people, and enlargement of parking areas, which could help to solve the given problem.

Works Cited

Parking Space Management. n.d. Web.

Pressler, Kimberly. Too Many students, too many parking. Web.

University Facts. n.d. Web.

Prior to joining the Walden learning community, I used to have a limited view of a learning community as nothing more than a virtue or physical network of friends with similar interests and drivers in life. Although my description was valid to the extent of sharing similar interests and drivers in life, I have now come to realize that a learning community can be described as a unique and transformative way that assists students with similar academic objectives and personal needs to connect their living and learning experiences at the learning institutions, hence assisting in their transition to college life.

In this context, the Walden learning community has assisted me not only in developing a supportive network composed of peers, faculty and staff, but also in connecting with professors in and outside of classroom, developing lasting friendships, and experiencing events designed specifically for my personal and academic needs. Courtesy of the Walden learning community, I can say with objectivity that my residency experience in campus has been ecstatic not only in terms of surpassing the challenges of college life, but also in assisting me to meet new friends, enhancing my learning experience by being a member of a residential community which supports my academic and personal growth, and having a good time while at the university.

Owing to the fact that every member of a learning community must play an active role in the hope of broadening their perspectives and understanding of the world around them, I have accepted the responsibility of fostering peer-to-peer support for learning, with the view to maintaining a clear and consistent focus on shared objectives within our learning community. Although this role requires considerable effort particularly in convening regular meetings with other members of the community, I must say that it has been instrumental in complimenting my classroom experiences and in laying the foundation for me to become better prepared to succeed in life beyond the university.

The benefits that I hope to gain by joining the Walden learning community include (1) boosting my chances for academic success by providing a framework to share intellectual experiences with my peers, (2) developing close personal relationships with other students in the classroom with common interests and facing similar academic demands, (3) enhancing my GPA, (4) triggering greater involvement on campus and in professional management-oriented organizations, (5) easing my transition from high school to college, (6) enjoying a small college atmosphere but nevertheless benefiting form a large universitys resources, (7) developing a personal relationship with faculty members and academic advisors at the university, and (8) providing an opportunity for me to make connections with my university and explore career opportunities in my field of study as a freshman.

Lastly, as already mentioned in this paper, joining the residency using the learning community framework has obvious benefits for students. At a personal level, I hope to benefit from the residency in terms of meeting and residing with new friends with similar objectives and academic demands, improving my learning experience and capacity by being a member of a residential community which supports my academic and personal growth, residing in a secure and supportive environment which has the capacity to ease the transition from home to college, discovering and appreciating diversity, learning to live more independently, and experiencing personal growth and development at a fundamentally important phase of my life.

Introduction

Every child, regardless of race, ethnicity, social status, and disability, has the right to receive an education. Special education is a term used to describe the set of instructions that have been specially developed to meet the educational needs of children with disabilities. Individualized Education Program (IEP) defines the necessary services and supports for children with unique needs. The government guarantees access to special education for all children with disabilities. In the following paper, the primary federal laws reflecting special education will be examined as well as the special education process in New York City.

Important Laws Regarding Special Education in the United States

The new age of American education commenced during the presidency of George Bush. President Bush was deeply concerned about the condition of education in the whole country. The educational reforms were aimed at enhancing the academic skills and achievements of all students. In 2001, Congress reauthorized the law that is currently known as the No Child Left Behind Act of 2001. According to Gargiulo (2014), the Act served as the example of Bushs commitment to educational issues. However, the No Child Left Behind Act (NCLB) reflected the concerns in the sphere of special education only to some extent. The principal law that addresses this problem is the Individuals with Disabilities Education Improvement Act of 2004. This law predetermines the new roles and opportunities for parents and children with disabilities (Gargiulo, 2014).

The No Child Left Behind Act

The primary goal of the NCLB was to provide every child in America with equal opportunities concerning education. The other objective of the Act presupposed the increase in the quality of studying and academic expectations of both teachers and students. The core principle of the NCLB is the accountability of all schools. Before that time, schools and teachers were not obliged to report the test scores of students. On the one hand, this initiative was positive. It assisted the government to evaluate the effectiveness of studying of all children, including the pupils with disabilities properly. However, there is the adverse side of the Act too. According to Gensler (2006), the government aimed at spreading the idea of impartiality concerning quality expectations.

Thus, officials emphasized that they believed all children could meet the same standards. Such a direction became rather a challenge for both teachers and children with disabilities. There are cases when the child cannot meet the standard requirement because of problems with development. The lack of knowledge or inability may frustrate pupils. Teachers can also be blamed for ineffective teaching. That is the primary concern relating to the NCLB. Gensler (2006) suggests a way out stating that Possible solutions for how to improve how NCLB affects special education would include creating reachable standards for special education students (p. 13).

The Individuals with Disabilities Act

The Individuals with Disabilities Act (IDEA) was initially passed in 1990. The principal goal of the IDEA is to provide all students with disabilities with a free appropriate public education (FAPE). IDEA is the primary law that protects the rights of students with disabilities. IDEA defines the Least Restrictive Environment (LRE), which means that students with disabilities should be educated with pupils without disabilities. Such an approach should provide an adequate education. IDEA also predetermines the necessity to provide every student with the Individualized Education Program. In 2004, the IDEA was reauthorized, and it included a new notion  Response to Intervention. According to Graves (2012), schools should identify children with disabilities as soon as possible to provide timely intervention and, in such a way, enhance future educational prospects.

The IDEA promotes special education by authorizing various grants. Before the reauthorization in 2004, the government increased funding. Thus, overall funding raised almost by forty percent in 2002 since 2000 (Jones, Apling, & Smole, 2004). The peak of special education services was in 2004-2005 when more than six million pupils with disabilities received necessary assistance (Graves, 2012).

Both IDEA and the NCLB have increased the level of assistance for children with special educational needs. Although there are particular flaws, the overall outcomes are positive and give hope for equal educational opportunities for all children.

The Current Referral, Evaluation, and Classification Process in the New York City

The New York City Department of Education has developed the Family Guide to Special Education Services for School-Age Children for parents to be aware of the special education process.

According to Advocates for Children in New York (2013), the first step in the process is the referral. The right to refer has the parent or legal guardian of the child as well as chairperson of the Committee of Special Education. Besides, a school psychologist, licensed doctor, or other authorized school personnel can request the evaluation of the childs abilities. The primary reason for referral is the observation of the poor performance of the child. After the referral, parents have to give written consent for the childs evaluation.

The second step in the process is an individual assessment. The individual evaluation includes psychological and physical evaluation. Besides, the behavior of the child in natural educational settings is to be observed (New York City Department of Education, n.d.). The evaluation should be conducted by the Department of Education of New York City within sixty days after the consent is given (Advocates for Children in New York, 2013).

The classification step has two possible outcomes: the child is recognized as eligible or ineligible for special education. If the child is ineligible, the Committee has to provide reasons. Parents may request a new hearing in the case of doubt. If the child is eligible, the Individualized Education Program will be developed according to the individual needs.

Despite the regulations provided by IDEA, students with disabilities have been studying in separate classes from those who have no disabilities. The New York City Department of Education commenced the new initiative known as New York Citys Special Education Reform. The goal of this reform is to provide almost 200 000 students with disabilities from this area with opportunities to study with pupils who do not have unique needs (New York City Department of Education, 2012). Besides, it can be useful for parents and teachers to become familiar with special education programs and services. All necessary information can be accessed on the official website of the NYC DOE.

Conclusion

The No Child Left Behind Act and the Individuals with Disabilities Act are two major laws that protect the right of students with disabilities and provide them with equal learning opportunities. The current special education process in the New York City comprises of the four steps. They are the referral, the individual evaluation, the eligibility or illegibility for special education, and, finally, the creation of the Individualized Education Program.

References

Advocates for Children in New York. (2013). Special Education. Web.

Gargiulo, R. (2014). Special Education in Contemporary Society. Thousand Oaks, CA: SAGE Publications, Inc.

Gensler, R. (2006). Effects on No Child Left Behind Act of Special Education Regarding Standardized Testing. Law and Disorder, 1(1), 10-15.

Graves, S. (2012). The Individuals with Disabilities Education Act and its Impact. Web.

Jones, N., Apling, R., & Smole, D. (2004). Individuals with Disabilities Education Act (IDEA). New York City, NY: Nova Publisher.

New York City Department of Education. (2012). New York Citys Special Education Reform. Web.

New York City Department of Education. (n.d.). Family Guide to Special Education Services for School-Age Children. Web.

The lack of parking spaces has been a persistent problem at Florida National University lately. It causes numerous inconveniences to the university staff, students, and guests. It is apparent, though, that this problem is not unique; many other universities and colleges in the United States experience a similar situation (Batabyal and Nijkamp 112-113). The analysis of this issue shows that, to solve it, it is recommended to diminish the universitys monopoly on parking, and/or give the parking ownership to non-profit organizations such as student or faculty organizations.

It is often rather hard to predict the number of parking spaces that will be sufficient to satisfy the needs of car owners connected to a university while designing parking areas. This is because the number of short-term and long-term parkers is unclear to the parking lot planners (Batabyal and Nijkamp 113-114). Therefore, the issue of parking must also be addressed regularly, as the universitys population is defined each year, and the numbers become more or less apparent.

However, the fact that there persistently exists a shortage of parking spaces makes it apparent that this issue is either profitable for somebody, or that it would be unprofitable to address it properly. And indeed, it is argued that many universities earn much money by keeping the numbers of parking spaces insufficient and fining those car owners who have violated the rules for parking. For instance, it is noted that Auburn University was able to receive the average of nearly $365,000 annually for granting the permits for parking, whereas the profit obtained from fining the violators averaged approximately $641,000 each year in the middle of 1990s (Schmidt and Westley 40-41).

Such a situation makes it a profitable strategy for universities to actually encourage violations instead of creating a sufficient number of parking spaces. They can do so since they, in most cases, have a monopoly on providing parking for those interested in it. The mechanism is simple; the fines are not very high, and the majority of violations go unpunished. Given the fact that the odds of being fined are relatively low and the punishment is mild, car owners often prefer to risk violating the rules to spending an additional indefinite amount of time looking for a lawful solution (Schmidt and Westley 41-42).

However, such schemes are most inconvenient for those who wish to park near the university. If we take into account the number of money universities makes by levying fines in comparison to the sums earned for legal parking, it becomes clear that the parkers lose from such policies financially. Besides, they also often lose additional time while looking for a place to park, and they might endanger their vehicles if they leave them in some unsafe places.

Therefore, it is important to address the issue and provide a sufficient number of parking spaces for those who need them. To do that, it is required to diminish the monopoly of the university, and either has other organizations provide additional parking somewhere near the campus or give the ownership and control over the existing parking to those who would not profit from people violating the rules. Concerning the latter, non-profit organizations of students and faculty could be suitable candidates for the reputation loss after the failure to provide people with parking spaces should be highly valuable to them (Schmidt and Westley 42-43).

To conclude, it should be noted that the situation at FNU is similar to those which exist in many other American universities when the latter are interested in making people park illegally. Such a situation is highly disadvantageous to vehicle owners, and to resolve it, it is required to either have parking spaces alternative to the universitys ones or give the ownership to organizations to which the loss would be greater than the benefit in case of the lack of places, e.g., to non-profit students or staff organizations.

Works Cited

Batabyal, Amitrajeet A., and Peter Nijkamp. A Probabilistic Analysis of Two University Parking Issues. The Annals of Regional Science 44.1 (2010): 111-120. ProQuest. Web.

Schmidt, Bill H., and Christopher Westley. The University-as-Monopolist: Why Parking Problems Persist at University Campuses. The Journal of Applied Business and Economics 10.6 (2010): 39-43. ProQuest. Web.

The University of San Francisco (USF) always supports Jesuit education. It makes this education relevant in the present century. The universitys Jesuit mission is to support the religious and personal needs of every human being. The university educates students from all backgrounds and beliefs. The diverse student fraternity inspires every person in order to strive for justice. I possess some of the best values and skills that can support the institutions values and mission. This approach will make the University of San Francisco successful because it will focus on its Jesuit mission.

The universitys mission is to promote learning in order to ensure every student acquires the best values, knowledge, sensitivities, and skills they need to succeed as human beings, architects, and professionals. These skills will make them successful in a just and humane world. The first approach towards supporting the university is promoting its Jesuit values. I will begin by working hard in order to acquire new skills. I have good research skills.

These skills will make it easier to support the universitys Jesuit mission. I will follow the universitys procedures and regulations in order to be part of its mission. This strategy will ensure the university executes its mission.

I have developed the best teamwork competencies. Teamwork is a useful practice in every learning institution. I will support my colleagues to form new teams. Every team will work hard to support the institutions goals and objectives. These teams will ensure every person succeeds as a professional. Every team member should support the universitys Jesuit mission. I will always support the universitys strategy in order to achieve its objectives. This practice will also ensure every student from a different background will be part of the institutions mission.

I have a strong passion for human justice. This is a critical aspect of the universitys mission. I will assist many people in San Franciscos neighborhood. This calling is greater than my personal goals or achievements. I will engage in every philanthropic activity in order to gain new skills while at the same time supporting the needs of the surrounding community. This practice will equip me with new competencies. It will be my topmost priority to embrace the best ethical practices. This approach will ensure every member of my team supports the institutions social responsibility agenda.

I will begin by studying a lot about Jesuit Catholic tradition. This practice will equip me with new skills and values in accordance with the Jesuit tradition. I will always support every learning activity in the learning facility. I will study widely in order to gain new sensitivities and skills. My goal is to focus on every meaningful practice and concept in order to support the universitys mission. I will always support every learning activity and social responsibility in the school. The best practice is to encourage my acquaintances to focus on the institutions mission.

I am ready to apply my decision-making, problem-solving, and analytical skills in every situation. I will use the best leadership skills to mentor and support my teammates. I will collaborate with my lecturers, tutors, and fellow students in order to widen my professional and personal goals. Every practice will be in accordance with the institutions Jesuit tradition. I will be ready to support every activity intended to support the needs of the institution. The above practices will ensure the university achieves its mission.

Introduction

Bureaucracy is a term that has been defined by a lot of scholars. One of the most famous scholars who influenced the study of bureaucracy is Max Weber. The well-known sociologist defined bureaucracy as a hierarchical authority structure that uses legal order and has its own set rules. Weber identified some major characteristics of a bureaucracy. He argued that a bureaucracy must have a clear hierarchy. He explained that an organization has to have lines of authority that have fixed activities to be considered as a bureaucracy. He also argued that the organization must have recorded or written rules that govern it. The organization must also have people who implement those rules. Lastly, Weber explained that the organization has to have a form of elevation from one level to another to become a bureaucracy (Merz 3)

Preconditions of bureaucracy

According to Weber, there are some preconditions that will enable an organization to become a bureaucracy. Weber said that there has to be continuous growth in the size of the organization. He further explained that this growth refers to the population of the organization and not necessarily the growth of business. A second precondition of a bureaucracy is that there has to be growth in terms of the administrative duties conducted by the organization. The organizations administration must grow more complex for it to be a bureaucracy. This can be reflected in its duties. The third precondition that Weber presented was that there has to be the existence of a monetary system. This means that the organization has to have a formal way of getting and using money.

Bureaucracy in Middlesex County College

Weber argued that one of the most common forms of bureaucracy is the government. However, there are other organizations that are nowadays considered to be bureaucracies. These include business organizations and learning institutions. Middlesex County College is a college that is yet to reach the standards of an ideal bureaucracy, according to Webers traditional model of bureaucracy.

This learning institution is less hierarchical than most learning institutions. According to Weber, the ideal bureaucracy should have a hierarchy that denotes the levels of power in the organization. This is not the case with Middlesex County College. Even though the principal is on the top of the hierarchy, there is no clear distribution of power among the lecturers. Moreover, some of the students do not follow the rules that are set by the institution. One may find that many students do not attend class, even though this is a requirement.

Middlesex County College is not an ideal bureaucracy because it has no clear growth in the population of the students. Some of the recent statistics show that the number of graduates from the school in the year 2011 2012 was low. In the same year, the number of students who enrolled in the school was 12,907, whereas those who graduated were only 1,199. The statistics show that a lot of students do not progress, despite the fact that these are two different lots of students This, in turn, shows that the administration has not developed more elaborate duties and tasks to help the students improve. Of the students who graduated, those who graduated in the year 2012 were more by 5 students only. This shows that growth in terms of population is also very small.

There are, however, a few things that make Middlesex County College a form of bureaucracy. It is expected that Middlesex County College gets money from the government because the college is a county school. It is also true to say that there is some form of hierarchy in the school, despite the fact that the hierarchy might not be respected by the students. The principal of the school is at the top of the hierarchy. The lecturers come down one level after the principal, and some of them are ranked higher than others. Some of the lecturers form the disciplinary committee and other committees that enforce the rules that are set for the school. All these show a form of hierarchy.

The school also has some fixed activities and rules. According to Weber, an ideal bureaucracy has to have fixed activities and its own set of rules. The school has a set of rules that govern the attendance of classes, the passing of exams, and the requirements needed for students to enroll and graduate from the school. All these serve as rules that govern the school. It is also clear that the school has fixed activities. For example, attendance of classes and graduation are fixed activities. The lecturers who teach the classes also contribute to the fixed activities.

Conclusion

In conclusion, Middlesex County College does not fit into the traditional model of bureaucracy. The college has some aspects of the traditional bureaucracy, but they are not enough to make it an ideal bureaucracy. There has to be a clear hierarchal structure for the school to become an ideal bureaucracy. It also has to have an increase in the number of students enrolling and graduating from the school.

Works Cited

Merz, Felix. Max Webers Theory of Bureaucracy and Its Negative Consequences. Munich: GRIN Verlag, 2011. Print.

Environment plays a very vital role in the developmental studies of children. A larger percentage of childrens literacy skills are learned through observing the immediate environment. They then try to imitate the observed phenomenon before finally making it a habit and eventually a learnt skill. A good reading strategy should thus be centered on the childrens immediate environment and be as involving as possible in order to achieve the desired objectives. In the case of developing a certain literacy interest, the strategy should be designed in such a way that it incorporates as many literary activities as possible. Thus, such a strategy could entail the following concepts.

Expose the children to a rich variety of languages. In most cases, this is done through reading books as well as through discussions in a classroom setting. Such an exposure significantly enhances the childrens oral skills development. It is advisable that the teacher goes a step further to provide commentary on classroom activities. This will help familiarize and expose the learners to languages associated with the immediate context as children will tend to develop anxiety to know names of virtually everything surrounding them. They also try to recall all vocabulary related to the context. In the long run, they struggle to establish the correct pronunciation hence gradually developing an overall interest in literacy skills.

The learning environment (class) should be structured in such a way that it allows instructional activities. An environment like that will support the teacher in executing instructions thus helping the children internalize the meaning of various vocabularies through participation and this also applies to a classroom setting. Changes on the same environment should be minimized as much as possible, since maintaining an almost similar setting will help children anticipate and consequently try to predict each days activities and by so doing, they also anticipate the type of language that accompanies each activity. This will significantly increase their interest in literacy.

Systematically provide explicit instructions using vocabularies as children learn a lot by exposure. Hence, a resource person should ensure the introduction of a new but interesting instruction in childrens activity since sometimes reading the new words aloud encourages children to learn reading. However, these words should be closely associated with a theme in discussion so as to help children draw the relationship between the new words.

The final aspect of an effective strategy is childrens confidence. Effort should be made to develop the childrens literary confidence. This could be jointly done by teachers, parents and other members of the society and should include activities that encourage social interactions and self-directed involvements. Interaction helps children build confidence and be in a position to effectively employ a variety of literature.

In incidences where children use the wrong vocabulary they should be corrected politely and humbly. A sharp and harsh correction reduces their confidence and develops fear in children as corrections may also elicit emotions that might kill the whole literacy development process, since the affected children may end up keeping to themselves for fear of reprimand. It also becomes impossible to gauge the development progress in such cases.

Fostering literacy interest in children is such a delicate process that requires the best approach if the end results are to be achieved. However, the key factor in the whole process is the immediate environment. Parents and resource people should thus design the best atmosphere that encourages literary skills development.