School and Communities Essay Example for Free

School and Communities Essay A school leader guides a student for such a brief moment, but is one of the connections that contribute to a student being successful and allowing for the student to transition easily in the learning environment? According to the recommended readings there is a correlation between the student’s home, community, and the school that facilitates the student’s transitions into and throughout the school system, leading to an environment that supports student success. There are several major transitions starting with kindergarten and progressing to the middle school level, and then onto high school. Each transitional time is critical and requires additional support to continue and to achieve academically. Based on my review of various articles, the following topics are promising directions that have emerged as areas that will make the connection powerful and successful. Family involvement during Kindergarten preparation is essential for young students to achieve to their potential. The importance of being prepared academically for school, and its implications for parents, has been the subject of extensive research and attention. One recent study suggests that fostering parent support and  parent learning about Kindergarten readiness can help ensure that children are adequately prepared to start school (Starkey Klein, 2000; Perroncel, 2000). In my readings it was suggested that a network of social connections that support children and families during the Kindergarten transition are needed, including interactions between teachers and children, children and peers, parents and teachers, and preschool teachers and Kindergarten teachers. While there is an increased amount of evidence about the elements that support Kindergarten readiness, there is also a need to better integrate the early childhood development literature to  fully understand the connections that make a difference and allow the student to be successful. For example, Fantuzzo et al. (2000) conducted a study to assess parent involvement for children in day care, Head Start, and Kindergarten. Studies such as this can begin to build understanding of how parent involvement changes from pre-school to Kindergarten. Future research can also build our understanding of the specific types of family and community connections that provide a strong support network for children, particularly those who come from disadvantaged backgrounds, as they prepare to enter Kindergarten. STUDENT TRANSITION THROUGH EDUCATION LEVELS 3 Despite the continued occurrence of the myth that family and community connections are primarily important at the elementary school level, researchers have begun exploring the effects of school, family, and community connections during transitions to middle and high school as well. Gutman and Midgley (2000) found that during the transition from the elementary level to the middle school level, both school factors and family factors were important to support academic achievement in African American students. Another study found that, contrary to popular belief, middle and high school students do want their parents to be involved, especially in terms of homework help and other home-based types of support and involvement (Catsambis Garland, 1997). This study found that parent involvement does not decline, as expected, but rather shifts as students move into middle and high school. Although they continued to be involved, parents reported increasing dissatisfaction with their role in relationship to the school, especially involving school policy (Catsambis Garland). These results confirm the importance of continued exploration of needs that students have during the transition to middle school and to high school, and roles that families play in supporting these transitions. The impact of school outreach is an important finding. School outreach and invitations to families and community members have a significant impact on the level and quality of family and community connections. In at least three studies, it has been found to have a greater impact than family characteristics on previous student academic achievement (Van Voorhis, 2000; Simon, 2000; Chrispeels Rivero, 2000). Simon found that when schools reach out, and families and community members feel that the school is extending invitations at a personal level, they respond with higher attendance at school-based activities and better quality of family involvement at home. The unique role that schools play in initiating and setting the tone for connections with families and the community cannot be denied. Researchers have also suggested that more research is needed regards to what motivates individual school staff members to reach out to parents and community and how  school staff can be further motivated and supported in building these relationships. STUDENT TRANSITION THROUGH EDUCATION LEVELS 4 There is a growing understanding of the role that relationships between staff in schools and community organizations play in the development of successful collaborations between school and communities. Jehlet al. (2001) suggests that there are â€Å"sticking points,† in organizational cultures and values that can hinder school-community connections. They suggest that these sticking points must be understood and addressed in order to build effective partnerships. These disconnects can be exacerbated by the lack of personal relationships that build trust and understanding between school and community staff (Center for Mental Health in Schools, 1999a). It is clear that family, school, and community connections can benefit children from before the time they enter Kindergarten until after they graduate from high school. Our charge in the educational field of study is to come together to address the issues highlighted in this synthesis paper and to clarify the concept and outcomes of family and community connections with schools. In doing so we will better understand these connections and create the knowledge needed to realize the potential of family, school, and community connections for student learning and student’s success. STUDENT TRANSITION THROUGH EDUCATION LEVELS 5 References Catsambis, S. , Garland, J. E. (1997). Parental involvement in students education during middle school and high school (CRESPAR Report 18). Baltimore, MD: Johns Hopkins University. ED423328. http://www. csos. jhu. edu/crespar/Reports/report18entire. htm Center for Mental Health in Schools. (1999a). Expanding educational reform to address barriers to learning: Restructuring student support services and enhancing school community partnerships. Los Angeles, CA: Center for Mental Health in Schools. http://smhp. psych. ucla. edu/pdfdocs/Report/Expand. pdf Fantuzzo, J. , Tighe, E. , Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-375. Gutman, L. M. , Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and  Adolescence, 29(2), 223-249. Jehl, J. , Blank, M. J. , McCloud, B. (2001). Education and community building: Connecting two worlds. Washington, DC: Institute for Educational Leadership, Inc. http://www. communityschools. org/combuild. pdf Starkey, P. , Klein, A. (2000). Fostering parental support for children’s mathematical development: An intervention with Head Start families. Early Education and Development, 11(5), 659-680. Van Voorhis, F. L. (2000). The effects of interactive (TIPS) homework on family involvement and science achievement of middle grade students. Unpublished Doctoral Dissertation, University of Florida.

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Availability It requires a great deal of money to fund the use of assistive technology in schools. There are training costs, teacher’s salaries to be paid, and the expenses of constantly upgrading technology. It also requires a great deal of testing to figure out what students have disabilities and what the best course of action would be to aid their learning. For students that attend school in a low income neighborhood, the facilities they are exposed to are most likely not up to par with the standards of higher education, or at least can not compete with the technology in schools in higher income neighborhoods. People with higher income live in better areas and they pay more in taxes, which, in part, goes to the schools their children attend. These schools are more likely to have teachers that are sufficiently trained in the different technologies used to help the students. The socioeconomic stand point also highlights the fact that people with more money will have more resources outside of schools to help their children receive the best education possible. Whether it be hiring tutors, investing in computer programs or just going over the children’s homework with them, it is often easier for families with higher income to provide these resources to their struggling children. Teachers must be well trained in the uses of the technologies needed to help the students in their classrooms. Mull and Sitlington stated in a 2003 journal article: Successful integration of computer technology and assistive technology into special education programs depends on the training of the professional required to use it, and they cannot be expected to teach students how to use the technology if they themselves have not been properly taught its uses. (pp. 26-32) If teachers are poorly trained, or not trained at all, students receive little or no useful assistance with their learning. There are many different kinds of technologies used to help students perform better in the classroom. There are proof reading programs, spell checker, speech synthesis (Bryant, Bryant & Raskind 1998), Braille calculators, printers and typewriters, as well as electronic readers (Bryant & Rivera, 1995). Also useful are tutors, interpreters and note takers, to name a few. Some other techniques that proved helpful in the classroom setting, as stated by Bryant and Rivera’s (1995) study, are instruction and modeling, grading, rewards, materials and resources, activity structure and roles, and both individual accountability and collaborative/social skills.

BHL Assessment

Advise Bob of his contractual obligations to WAY Ltd. In particular, assess and evaluate his common law duties in comparison to contractual obligations as an employee and the potential outcome of breach. A contract of employment may be written or verbal and there is not a lawful duty for an employer to supply the employee with a written contract. However under the Employment Rights Act 1 996 Section 1 (1) a written statement of particulars is required and under Section 1(2) this may be given in installments but not any longer than two months after the employment has started.Contracts contain terms' which can either be expressed or implied and it is important for employers to think carefully when creating a contract as it may need to be relied upon in the future should any dispute or ambiguity arise. Daniels (201 2 page 35) defines expressed terms as â€Å"terms that have been discussed and agreed between the employer and employee† â€Å"they may not be in writing and they can not diminish statutory rights†. She defines implied terms as â€Å"those that have not been specifically agreed between the employer and employee but are derived from collective agreement, statute, custom and practice and the courts†.Examples of what is considered express terms include the amount of sick, holiday and redundancy pay and the amount of wages or hours expected to be worked. Implied terms are different in that they will be the same for most contracts of employment no matter what the activity is including duties owed to the employee by the employer and vice versa such as the duty to pay etc. Bob should be aware that under common law there are certain duties owed by him as an employee to his employer WAY Ltd.Emir (2012 page 307) states â€Å"Since the relationship between employer and employee is one of trust ND confidence the law implies into the contract of employment the term that every employee should serve his employer faithfully'. In regards to all of t he clauses and what Bob is currently doing which is working for a competitor in his spare time he is already breaching one of the first common law duties which is the duty of faithful service, Emir (2012 page 308) states that â€Å"It is a breach of the employee's duty of faithful service to compete with the employer while he is still employed†.The cases of Adamson v B & L Cleaning Services Ltd (1995) and Ward Evans Financial Services Ltd v Fox (2001 ) are examples of not only a breach of faithful service but also of fidelity which will be discussed further on. Clause one instructs Bob that he is not to devote any time that should be spent in work on any other business or ‘charitable endeavourer unless he has written consent by the company.This clause set out by WAY Ltd is not reasonable in the way it is worded, as in some cases Bob has a duty to devote his time that should be spent in work to other affairs if it is necessary. One example of this would be jury duty whic h anyone meeting the specific criteria is obliged to take part in unless there are specific and exceptional resistances, and to enforce that Bob must have it in writing before he is to attend such activities is not reasonable.If it were found that this clause was unreasonable then the clause may become invalid. However if it was determined to be fair then this case would be similar to Wishes Dairies v Smith (1935) where the legal principle identified was that the duty of fidelity lasts until the employment has ended. Although Bob has not yet breached this duty, he has breached several others relating to this the first one being a duty of mutual trust and confidence.In the case of Mali v BCC AS (in Liz) 1997) Lord Steen stated â€Å"the employer shall not without reasonable and proper cause, conduct itself in a manner calculated and likely to destroy or seriously damage the relationship of confidence and trust between employer and employee† (Painter and Holmes 2012 page 145). The term ‘mutual' means ‘joint' or both in agreement so this statement works both ways in that the employee also has an implied duty not to act in such a way that would upset or cause animosity among employer and employee. Bob has broken this duty by working for a competitor even though it may be in his spare time.It should also be recognized that although Bob appears to be a senior engineer, if he is having to work for another company in his free time due to the business not doing as well as it has been then he must be on commission or a zero hour contract as if he was on a fixed term or full time contract his pay would remain the same no matter what hours he worked. Clause two states that during the period of his employment Bob should not partake in any other work which may affect the way in which he carries out his own work for WAY Ltd. The modern practice of ‘moonlighting' whereby an employee undertakes spare-time work outside his employment ours can raise prob lems, particularly if the work is in competition with the employers business† (Emir 201 2 page 318). The case of Gray v C & P Pembroke Ltd (1972) which is similar to Bob's situation supports this idea that working for a competitor is not deemed acceptable if it is expressed in the contract otherwise, however Frame v McKenna and Graham Ltd (1974) found that it was acceptable if it not mentioned in the contract of employment.Cases which would suggest Bob is in breach of his common law duties if followed would be Havoc Ltd V park Royal Scientific Instruments Ltd (1946), Nearby Dean of Westminster (1999), Lewis v Underworld Garages Ltd (1986), Reading v Attorney General (1951 ) and the most recent case of Vegetarian v Churchill Group Ltd (2013). Moonlighting links with the reasoning that a fiduciary duty should exist among employers and employees.Lord Wolf's view on fiduciary duty is that â€Å"The employer is entitled to the single-minded loyalty of his employee. The employee mu st act in good faith; he must not make a profit out of his trust; he must not place himself in a position where his duty and his interest may conflict; he may not act for his own benefit or he benefit of a third party without the informed consent of his employer† (Broodier 2012 page 1).However there is an argument as to how far this fiduciary relationship goes and it was recognized in the case of University of Nottingham v Tweet (1999) that ambiguous terminology may cause confusion as to the nature of the relationship between employer and employee. Although the common law duties require loyalty, good faith and honesty, to assume that an employee is to give his/her all to their employer and that the contract of employment is a fiduciary one is false. However the case of Helmet Integrated Systems Ltd v Tundra (2006) is a contrast in to the extent of fiduciary duty that is owed.The cases of Bell v Lever Brow (1931 ) and Osborn Corp. v Reecho (1984) are cases involving a senior me mber of the team and it is often applied that they have a greater duty owing to the employer to disclose their own misconduct than perhaps an employee would have. In clause two however, the restriction may be considered too wide in that it restricts him from undertaking any work which may prejudicially affect his ability to carry out his work for WAY and says that again it will be at he discretion of the company.It may be deemed UN-reasonable to consider that the company would need to be informed of every activity carried out in Bob's spare time and that it would be up to them to make a decision about how prejudicial it is. Painter and Holmes (2012 page 151) state that â€Å"The courts are very reluctant to accept that what workers do in their spare time should be of any concern of the employer as in Nova Plastics Ltd v Forget (1982). However, sometimes they are bound to do so. This statement emphasizes that although it is in the interest of the employer to be aware of hat their em ployees do in their spare time, the clause restricting Bob from carrying out any activity in his spare time unless the company has agreed may be to wide and unreasonable. A duty of fidelity is owed under common law and ensures that â€Å"Employees must not carry out activities that clearly conflict with the duty that they owe to their employer† (Daniels 2012 page 44).The obligation not to compete with an employer can be regarded as an expressed term and included as a restrictive covenant. Although he has already breached this duty by working for a competitor WAY could limit this damage further if there was a restrictive lease in the contract indicating that Bob could not set up a competing business such as the partnership he wishes to indulge himself in with Michael for a certain period of time and within a certain geographical location if it is deemed ‘reasonable'.Bob's case is similar to the one of Sanders v parry (1967) backed up by Coleman Dammar Ltd v Sakes (2001 h owever the cases of Helmet Integrated Systems Ltd v Tundra (2006), Customer Systems Pl v Ransom (2012) and Tim Russ & Co v Robertson (2011) all indicate that it can be difficult to enforce these covenants if they are not deemed reasonable or the employee can prove it was after the course of employment had ended.Along with a restrictive covenant being inserted to non-compete, if a garden leave clause were also present then it would prevent Bob from competing with WAY by going to another business such as Michaels or prevent him from setting up his own business within a certain amount of time. This clause is often inserted as it can be unclear what the interpretation of the courts will be regarding non restrictive covenants and employers wish to protect themselves from the possibility of employees leaving to work for a competing equines and taking with them knowledge they may have gained from the company.Garden leave was brought to the attention of the courts in the case of William Hil l Organization Ltd Tucker (1998) as if the courts feel the clause is too wide or UN reasonable, it may not be imposed as Simian Ltd v Christensen (2000). Garden leave often arises after the notice of termination of employment has been given either by the employer or employee and does not always have to be expressed in the contract to be effective but it can sometimes be imposed by the courts at a later date as in Christie v Johnston Carmichael (2010) and SO and R Valuation Service co LLC v Boudoirs (2008).The courts may also decide to modify the clause and not to render it completely inadmissible if they feel it may De-skill the workers if they have too much time off as in Provident Financial Group Pl v Hayward (1988) and GHZ Group Inc v Gallstone (1993), but in certain cases they may uphold the clause if they feel it is fair as in Euro Brokers Ltd v Rabbet (1995) and Evening Company Standard v Henderson (1987). The third clause identifies the common law clause of confidentiality an d again utility in which the employee is expected to operate in such a way as not to disclose confidential information about his employer.The fundamental case for this duty is Faced Chicken Ltd v Fowler (1985) in which the Court of Appeal recognized that there is a difference in duties owed by an employee who works for the company now and an employee who has left and gave several guidelines which indicated what information would be regarded as confidential. Bob would owe a greater duty of confidentiality to WAY at the moment as he is still operating as one of their employees compared to he situation he would be in if he left as the responsibility would be lessened but not diminished.In the case of Rob v Green (1895) Lord Asher MR. said â€Å"l think in a contract of service the Court must imply such a stipulation as I have mentioned (ii, that the servant will act with good faith towards his master), because it is a thing which must necessarily have been in view of both parties when they entered in to the contract† (Smith and Thomas 2008 page 169). The confidentiality clause is important as is protects both the employer and employee from any unnecessary information being disclosed about either party.If Bob were to disclose information to Michael about Highway's pricing strategy then he would be breaching his contract terms which may give reason for a fair dismissal or if he discloses it once he has left the company whether it be to Michael or anyone else then an injunction may be granted stopping him from disclosing the information. If it can be proved that the employee or ex employee has passed on confidential information and that the business has suffered a loss as a result as in Sanders v Parry (1967) and Ansell Rubber Co v Allied Rubber Industries (1 972), then damages may be awarded to the employer.When deciding the potential outcome of breach in this case it is important to look at both sides of the employer WAY and employee Bob. In regards to the first clause, it raises the question of whether it is fair and reasonable to be imposed as discussed in paragraph three and if it is not then the employee Bob is not bound by it and there fore would not be in breach of it.If it is found acceptable Bob has not breached it yet as he is working for Michael in his own time and not during his working hours, however if he were to breach this clause then he may be fairly dismissed by WAY under the principles et out in Wishes Dairies v Smith and any profits made by Bob could be obtained by WAY as damages if they were to take him to court. Bob has breached clause two as he is working for a competitor of the business and it is within the same trade that he works in now.As a result Of this breach again he may be dismissed with support of the cases of Gibson v National Union of Dyers, Bleachers and Textile Workers (1972) and Gray v C & Pembroke Ltd (1972). Clause three amounts to the highest breach of all with an almost certainty of summary dis missal if he informs Michael of his employers pricing tragedy as it is a breach of fidelity. Although clause one and two are significantly serious there may be situations where ACS may try and resolve the situation if it is in the interest of both parties and a solution may be sought after.

Marketing Plan Royal Caribbean Cruise Line - 2170 Words

Marketing Plan Royal Caribbean Cruise Line Samuel A Shore Ronnie Seamen HFT 3503 Professor Fiazan Ali 11/24/2016 Section I- Background Royal Caribbean Cruise Lines Introduction: identify and describe the company’s mission statement and marketing objectives. The mission statement for a business will state the organizations purpose, what it hopes to accomplish and should always stress the major policies that the company wants to honor. These policies define how the employees interact with suppliers, competitors, customers, and any other important groups. At Royal Caribbean Cruise Lines their mission statements â€Å"we always provide service with a friendly greeting and a smile. We anticipate the needs of our customers. We make all efforts to exceed our customers’ expectations. We take ownership of any problem that is brought to our attention. We engage in conduct that enhances our corporate reputation and employee morale. We are committed to act in the highest ethical manner and respect the rights and dignity of others. We are loyal to Royal Caribbean and strive for continuous improvement in everything we do.† This shows the level of service that they are dedicated to provide to their guests. When describing their marketing objectives we see that they want to increase their brand awareness by marketing and new areas such as Europe, Australia, and Asia. They also would like to increase their market share by 10% and increase the gross profit by $15 million. ThisShow MoreRelatedRoyal Caribbean Cruise Line Marketing Analysis1541 Words   |  7 PagesRunning Head: ROYAL CARIBBEAN CRUISE LINE 1 Royal Caribbean Cruise Line Marketing Analysis Queshaylon Pea Texas Woman’s University ROYAL CARIBBEAN CRUISE LINE 2 Royal Caribbean Cruise Line Marketing Analysis Company Overview In 1968, Royal Caribbean Cruise Line was founded and ever since then, they have been changing the way the world cruises. 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