Freshmen Orientation Program free essay sample

What is the level of effectiveness of Freshmen Orientation Program as perceived by incoming first year students for S. Y. 201 1-2012 as an entire group and when classified according to (a) sex, (b) High School of origin, (c) High School academic performance, (d) place of residence and (e) socio-economic status? 2. Are there significant differences in the perceived levels of effectiveness of Freshmen Orientation Program classified according to (a) sex, (b) High School of origin, (c) High School academic performance, (d) place of residence and (e) socio-economic status?In view of he preceding problems, this hypothesis was advanced: There are no significant differences in the level of effectiveness of F-Irishmen Orientation Program as perceived by incoming first year students grouped according to (a) sex, (b) High School of origin, (c) High School academic performance, (d) place of residence and (e) socio-economic status. The participants of this study were the first year students enrolled in baccalaureate programs at West Visas State University- Main Campus for the first semester of school year 201 1- 2012. We will write a custom essay sample on Freshmen Orientation Program or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The perception of the first year students of West Visas State University were measured by the use of a researcher-made rating scale. This duly accomplished rating scale was then subjected for appropriate statistical data analysis. For data analysis, Mean, Standard Deviation, t-test for independent samples, One-Way Analysis of Variance were utilized. The criterion on acceptance or rejection of the null hypotheses was set at 0. 05 alpha level. The findings of the study were the following: 1 .Whether taken as an entire group or classified according to sex, high school of origin, high School academic performance, place of residence and socio- economic status, the University Freshmen Orientation Program was perceived to be Very Effective by the freshmen college students. 2. Significant differences existed in the perceived effectiveness of the University Freshmen Orientation Program among the first year students grouped according to sex and STAFF bracket, in favor of the females and those in the middle socioeconomic status.First year students did not differ significantly in their perception of the Freshmen Orientation Program when classified according to high school of origin, place of residence and high school academic performance. Conclusions Based on the findings of the study, the following conclusions were made: 1. The first year students of S. Y. 201 1-2012 of West Visas State University- Main Campus, whether as an entire group or when classified according to sex, high school of origin, high school academic performance, place of residence and socioeconomic status perceived the Freshmen Orientation Program as Very Effective.They find the Freshmen Orientation Program very valuable when it comes to preparing them in their transition to college since it was able to address their needs accordingly. It was able to help them familiarize tit the different programs, policies, organizations and services the university offers as well as inform them of what is expected of a West Visas State University student. 2. Significant differences were noted in the perceived level of effectiveness of the Freshmen Orientation Program among first year students grouped according to sex and socioeconomic status, with females and those in the middle socioeconomic status having a higher perception. Females having higher perception may be attributed to them placing more value on the benefits of education. They pay attention more and they have a deeper interest on building a relationship with the university as a whole.Those in the middle socioeconomic status also have a higher perception of the Freshmen Orientation Program and this may be due to them valuing what they have as of the moment. Since they are neither rich nor poor, they make use of anything that can add up to their knowledge and help them achieve success in the future. On the other hand, differences in high school of origin, place of residence and high school academic performance of first year students did not significantly affect or influence thei r perception of the effectiveness of theFreshmen Orientation Program. Implications The outcome of the study provided the necessary information with regards to the theory and practice with relevance to the perceived effectiveness of the For theory. The results Of the study supports Beers Self-perception Theory which states that individuals come to know their own attitudes, emotions, and other internal states partially by inferring them from observations of their own behavior and/or the circumstances in which this behavior occurs.The individual perceives the effectiveness of the orientation program by observing myself during his transition period to the university and this may be evidenced by assessing oneself of how well he is familiar West Visas State University. The result therefore is anchored in individuality, where individual differences happen upon perceiving the effectiveness of the orientation program. Such differences may be caused by certain variables such as sex, or socioeconomic status.But the overall results of the study shows that the students perception of the Freshmen Orientation Program was very effective. Variables including high school of origin, place of residence and GAP did not effect the perception of th e first year students. However, there is a significant difference on the perception of first year students when grouped according to sex and socioeconomic status. For practice. The results of this study reflect the positive perception of first year students on the Freshmen Orientation Program.It emphasizes the major role of the Office of Student Affairs along with the University Student Council in maintaining and enhancing the effectively of the said program. The results also indicate the continuing need of conducting an orientation program that is comprehensive and educating by nature. The University Student Council must continue in maintaining or improving the organization of the freshmen orientation program, this is to further familiarize the freshmen with the university guidelines and policies and errors and mistakes can be avoided.The effectiveness of the freshmen orientation program shows the need of conducting it at every start of the school year. Recommendations Based on the findings and conclusions of the study, the following are the drawn recommendations: The Office of the Student Affairs, along with the university Student Council s hould be commended for the very effective result f the Freshmen Orientation Program. It is recommended that they continue the good practice and aim to further enhance the said program.

Special Educational Needs Essay Example

Special Educational Needs Essay Example Special Educational Needs Essay Special Educational Needs Essay Special education needs. The last fifty years have seen significant changes in the education of students with special learning needs. An estimated 1. 7 million pupils in the UK have special educational needs (SEN), with over 250,000 having statements of SEN (Russell 2003, 215). Many positive advances have been made in educating these children, with special needs children receiving more options and learning opportunities. How these opportunities are presented has been an ongoing source of debate. There are basically two schools of thought in special education: one advocates mainstreaming and inclusion, the other supports special schools and segregated programmes. Legislation and educational policy have swung back and forth between the two camps, and while there continues to be disagreement on how best to serve SEN children, legal advances regularly provide for better provision overall for these children’s learning needs. Entering the 1950s, SEN provision was based on the 1944 Education Act, which called on LEAs to decide a child’s need for special treatment and appropriate educational measures (Anon 2004, 1). Children deemed â€Å"ineducable’ were sent to special schools (Anon 2004, 1). These post-war educational classifications, while seemingly harsh by today’s standards,   â€Å"were seen as a positive improvement† (Potts 1995, 399). By the 1960s, terminology changed from mentally deficient and ‘feeble-minded’ to educationally sub-normal, and an emphasis on mainstreaming SEN students into regular public schools grew (Potts 1995, 399). The Warnock Report, The Education of Handicapped Children and Young People, was published in 1978 (Potts 1995, 398). The document â€Å"provided the foundation for revolutionary change in thinking about the educational needs of children with special needs† (Anon 2004, 2). The report sought to cover any student learning needs that could not be met by teachers in a typical mainstream classroom, and advocated inclusion rather than special schools (Anon 2004, 2). Lady Warnock contended in her report that â€Å"we should consider the ideal of including all children in the common educational enterprise of learning, wherever they can best learn† (Kent 2005, 29). The Warnock Report was soon followed by the Education Act of 1981, a sweeping legislation regarding education in general, but with significant impact for students with special learning needs (Potts 1995, 398). The definition of SEN broadened considerably, and more children were required to be evaluated for SEN, leading to steady increases in the number of special education students throughout the next two decades (Potts 1995, 398). Importantly, the Act prevented any child from being denied education, regardless of impairment, and strongly supported mainstreaming and inclusion whenever possible (Kent 2005, 29). The 1981 Education Act requires a formal assessment of all potentially SEN children, a provision retained by subsequent legislation (Kenworthy and Whittaker 2000, 220). A ‘Statement of Special Educational Needs’ is produced by educational authorities, who are responsible for defining the child’s areas of need and proposing educational guidelines to best serve the child (Kenworthy and Whittaker 2000, 221). The SEN Statements are to place children in mainstream schools if the child’s needs can be met there, his or her presence does not interfere with other children’s learning, and inclusion is an efficient use of resources (Kenworthy and Whittaker 2000, 221). The UN Rights of the Child Convention, adopted by the UK in 1991, continued the 1981 Education Act’s emphasis on inclusion. The Convention contended, amongst other things, that disabled children â€Å"should have effective access to and receive education which encourages the fullest possible social integration and individual development† (Anon 2004, 2). Not all parents or LEAs supported inclusion, however, and many families argued they should have more input into decisions regarding their children’s education, and that the complex and bureaucratic appeals process needed reform (Goldthorpe 2004, 130). Parents who disagreed with an LEA’s assessment of or recommendations regarding their children made an appeal before a local panel of elected representatives in a lengthy and complicated two-tier system (Kenworthy and Whittaker 2000, 224). The process often resulted in logjams, and delays were frustrating to all parties involved (Kenworthy and Whittaker 2000, 224). In 1993 the government responded with a new Education Act, which established the SEN Tribunal (Henshaw 2003, 7). The Tribunal provided parents with rights of redress, whereby they could challenge decisions by the LEA regarding their children (Henshaw 2003, 7). Parents’ (and later children’s) views were now required to be given   equal validity in the assessment and decision processes (Henshaw 2003, 7). In 1994, a revised Code of Practice on Special Educational Needs further supported family involvement (Kenworthy and Whittaker 2000, 224). The Code was designed to guide and improve the overall provision for SEN students, and â€Å"charges those responsible with providing the education which is appropriate with regard for the child’s special educational need† (Anon 2004, 3). Significant legislation continued throughout the 1990s. The comprehensive Disability Discrimination Act of 1995 detailed comprehensive civil rights for all disabled people, including SEN students (Anon 2004, 3). The 1996 Education Act continues government emphasis on mainstreaming and inclusion, providing â€Å"a legal framework for the assessment and development of special education provision for children with special education needs† (Anon 2004, 3). â€Å"In exercising their powers and duties under the current statute, LEAs must have regard to the general principle that pupils are to be educated in mainstream schools unless that is incompatible with the wishes of the parents and the needs of the child or the provision of efficient education for other children† (Henshaw 2003, 4). Additional regulations related to the Act and implemented in 1997 officially require parents to be consulted and their advice taken in creating a child’s SEN   statement (Anon 2004, 3). The Children Act 2000 requires government and educational authorities to make first consideration the best interests of the particular child holistically, rather than simply basing decisions his or her educational needs (Goldthorpe 2004, 129). The Act also affirms the importance of parental choice, and the view of the child as part of a family unit (Goldthorpe 2004, 130). In view of legislation one would assume parents would favour inclusion; however, more recently the pendulum appears to be swinging back towards the continuance of special schools over mainstreaming, at least in some camps. For example, Kent (2005, 30) contends Lady Warnock now believes that â€Å"the concept of inclusion was ‘the most disastrous legacy’ of her 1978 report,† and currently advocates â€Å"an immediate review of SEN provision and a moratorium on the closure of special schools. †Ã‚   [pic][pic][pic] Top of Form Order Now. It takes less than 2 minutes. 1. *  Email  Ã‚  [pic] 2. *  Phone  Ã‚  [pic] 1. *  Submit your essay question: please give as much detail as possible)  [pic] Submit Bottom of Form [pic]The passage of the Special Educational Needs Disability Act 2001 (SENDA) provides for closure of special schools only as mainstream schools have developed programmes and resources to meet SEN students’ requirements (Kent 2005, 29). This throws the SENDA into conflict with the pro-inclusion Education Act 1996. Henshaw (2003, 3) contends â€Å"We are beginning to see a remarkable growth in the tensions and conflict arising from the practical implications of implementing aspects of the Education Act 1996 and Special Educational Needs and Disability Act 2001.    Russell (2003, 221) however, argues SENDA has â€Å"created higher expectations of the potential achievements of disabled children and raised awareness in education providers of their duties to promote access and inclusion. †Ã‚   SENDA importantly establishes a new set of Tribunal regulations, the Special Educational Needs Tribunal Regulations 2001, which extends the Tribunal to also co ver appeals made on the basis of discrimination (Henshaw 2003, 7). This allows parties in the appeals process to invite any number of witnesses to attend the appeal and speak on their behalf, and opens the hearings to any invited parties (Henshaw 2003, 7). Wider government initiatives in the past few years have also increased opportunity and provision for SEN students. The Carers and Disabled Children Act 2001 provides financial and resource allocations, offering â€Å"new opportunities for flexible and individualised packages of support through the use of direct payments† (Russell 2003, 217). The government’s broader Special Educational Needs and Disability Regulations 2002 also includes provisions to address and prevent â€Å"discrimination against disabled people in their access to education† (Henshaw 2003, 8). The National Learning Disability Strategy and the Department of Health’s Valuing People Implementation Team both seek to encourage more and improved community-based services for SEN children and their carers (Russell 2003, 221). The government also created the Disability Rights Commission in 2002, designed to ensure all services consider the needs and rights of disabled persons and seek to address them proactively (Russell 2003, 215). Groundbreaking initiatives such as the new SEN Action Programme â€Å"offer real opportunities for positive change and development† (Russell 2003, 217), and additional legislative reform is currently being considered based on findings of the 2004 Ofsted Report regarding the effective provision for SEN students in mainstream schools (Kent 2005, 29). Students with special education needs have benefited from each of these legislative initiatives, with the provision and options for their education needs becoming more effective and their families gaining greater input. Whilst these students will always face learning challenges, they now have greater options for and input into the learning alternatives that most effectively address their needs.

Emergency Assignment for the subject Business Law. Writer MUST be ON Essay

Emergency Assignment for the subject Business Law. Writer MUST be ON TIME. Writer needs to send me some progresses on the 20thMarch UK time for tutor's permi - Essay Example The treaty of Rome 1957 established the European atomic energy community (EURATOM). A second treaty of Rome 1957 established the European Economic Community (EEC), now contained in the treaty of European Union 1992, consolidated into the treaty of Amsterdam. These are laws approved by the institutions of the European Union through the procedures defined within the treaties. This is mainly concerned with economic matters such as free trade, agriculture and transport. They represent the bulk of community legislation. This legislation most affects business and consumers. For instance Regulation (EC) No 261/2004 of the European Parliament and of the council of 11 February 2004, establishing common rules on compensation and assistance to passengers in the event of denied boarding and cancellation or long delay of flights. i) EU regulations: these are of general application in their entirety and directly applicable in all member states without the need for further legislation. They confer individual rights and duties which the national courts of the member states must protest. The object is to obtain uniformity of law throughout the member states. ii) EU directives: they are binding on all member states as to the objectives to be achieved within a certain time limit and member states must adopt measures to meet the stated objectives. ... es: they are binding on all member states as to the objectives to be achieved within a certain time limit and member states must adopt measures to meet the stated objectives. National authorities have the choice of form and means to be used. Directives have no legal force in member states until they are transposed into national laws. Decisions by ECJ: Are binding on all national courts in all the member states; but ECJ is not bound by its own previous decisions. In Walts v Bedford Primary care Trust, May 2006, Mrs. Walts travelled to France for hip surgery, due to a 1 year waiting list in the UK for the same operation. She argued that the NHS should reimburse her costs for the trip to France and the surgery. The ECJ agreed that in cases of "undue delay" the NHS should reimburse the costs iii) EU decisions: - These may be addressed either to member states or to an individual or institution. They are a formal method of enunciating policy decisions and they are binding on those to whom they are addressed. iv) EU recommendations and opinions: - are not binding but express the council's or commission's view on policy to the member states or to the individuals to which they are addressed. Whilst recommendations and opinions are not legally binding, they have political and moral significance and can be preliminary requirements to subsequent mandatory rules. 3. Case law - THE DOCTRINE OF PRECEDENT Case law includes judgments of the European court of Justice and of the European court of First instance, for example; in response to referrals from the commission, national courts of the member states or individuals. These types of legislation comprise the acquis communauitaire. Case law involves the following principles: 1. Stare decisis: This refers to