Summer is not just fulfilled with holiday. This can be a good moment for students to get deeper understanding of your previous lessons.

You can join cours math class with your friends. There will be many soutien scolaire who are ready to help you do your summer assignment.

If you are interested to find best cours de maths à paris, you can directly come at Profadom.fr. You can also get guide book and formula of mathematic theory.

User Friendliness

With or without geographical references related to search engine marketing, user friendliness should be one of the primary components to designing a web site.

Many people have experienced the frustration and irritation caused by going to a particular website, finding links or references to the information being sought, and then having to navigate several windows or pages just to get to the information itself.

This can be so excessively aggravating to some consumers that, even if they find what they are looking for, they may still decide not to use a particular company. This type of disorganization leaves a lasting impression that is contrary to the image your company will want to portrait.

For this reason, website designers who want to keep visitors to the website will ensure that the home page is easily navigable. Using such features as drop-down menus and point-and-click options are one way of doing this.

Website designers know there are different types of website layouts, each with its own merits. Which design works best for a particular company depends on a number of factors. A website should be well thought out in advance so that all of these factors can be taken into consideration. The information can be summarized in the form of a series of questions that web page designers may want to ask themselves:

* Does the type of layout chosen make it easier or harder to invite “clicks”?

* Does the type of layout easily allow for expansion, updating, and even complete changing if necessary?

* Will the type of layout used make it easier or harder for consumers and users to find the company and its information, both through the preliminary SEO and the succeeding website pages?

When asked what they do and don’t like about websites, many consumers often say that they don’t like a site that is too “busy”, particularly where the homepage is concerned. There is such a thing as too much information being presented too rapidly.

It should go without saying that web pages should be written in clear, concise English, with little, if any, business jargon. This is especially important if a website is being designed to be seen by everyone rather than those within a certain field or occupation.

Although, it may be possible to take some liberties with tone on some of the pages, transition should flow smoothly. Website designers can do this by placing drop-down menus or point-and-click options for pages that may be slightly different in tone in other locations on the home page.

This technique can also be utilized for every separate page or window on the website. The different windows subjects are listed on the left-hand side of the homepage, so it is simple to see the particular topic being discussed on that particular page.  It is then simply a matter of placing the mouse cursor over the desired page, and clicking.

Tone of the Content

When it comes to consistency, one of the first places to look is the tone of the material being written. Oftentimes, the domain under which the website is being published will dictate the tone in which the material can or should be written. Domains under the .com or .org format can choose a style between a very casual tone or an “all business” tone, Top level domains such as .gov and .edu domains may require that only a professional tone can be used.

A company that is in a position to adopt a tone that lands directly in the middle of the casual and all business categories may, strictly from that fact alone, already have an advantage over a competitor. Most often, we recommend a tone that is professional, yet at the same time inviting so that a visitor feels welcome to stay and learn about the company.

Design Elements

The style of the pages on the website is another factor to consider. Again, the type of business will actually determine if a particular style should be used or what choices are most appropriate.

A brochure style website is one option. In a brochure style, information is laid out succinctly; yet, thoroughly enough that consumers can see the advantages of one company over another. A brochure-type style also allows for flexibility in choosing between a casual or business tone.

Newsletters provide room for additional information; however, the contents should be written interestingly enough so that the reader’s attention is held. Newsletters often require updating, but if a company is very forward-moving and wants to get that across, this style may actually help.

Again, newsletters allow for flexibility, as both casual and business tones lend themselves well to a newsletter format. We always recommend that a website has the ability to collect opt-in email addresses whether or not the company currently has a newsletter. This allows a business the option of keeping in touch with a particular target market

An information page style is also quite useful. Information is presented in a clear, concise format, with sections headings where applicable. This is often used on a home page, with links to other sections of the website either embedded in the information itself or otherwise located above or around the information.

Many companies are using blogs as part of their overall website. This can be especially helpful when circumstances dictate that other parts of the website be written in a more serious, businesslike tone.

Websites that are or will be designed to respond to consumer “clicks” may require a specific layout. The ease, or lack thereof, with which the website invites “clicks” can spell the difference between that company being chosen and the competitor getting the job. Experienced website designers will keep this in mind, and plan accordingly.

No matter what layout design is used, if it does not allow for expansion, or cannot easily be updated, then it is going to be counterproductive. Nothing will turn users away from a website faster than outdated information and the same tired graphics being seen each time the website is visited.

Seeing such a website may very well lead a consumer to think, possibly erroneously, that if the company does not care about its website image, then it may not care about its real image.

While it is true that the homepage is the first thing that one will see upon entering a site’s URL, this does not mean that less attention can be paid to subsequent pages. The goal of the designer and the company is not only to get the consumer to visit the site, but to “park” there for a while.

For this reason, the different windows in a website should be as easy to access and navigate as the home page. The same rules apply to them as to the home page: the information needs to be current and easily found and the other windows should offer drop-down menus and point-and-click options.

Depending on the subject or area discussed in a particular window, however, the tone can possibly change. Whereas circumstances may dictate that the home page and perhaps other pages on the website adopt a professional, no-nonsense tone, it may be possible to present information in other windows in a more casual tone.

This can be especially true of windows or links to blog pages or “about us” pages. Given the opportunity, people within an organization often want to come across as a person, not just a face or a name. Blog and “about us” pages offer a format in which this can be done.

Search Engine Considerations

Knowing your target audience

Depending on what it is, a keyword or phrase entered into the “Google” search engine alone can produce hits numbering in the millions. The more precise a keyword or phrase, the fewer hits will be generated; however, these may still number in the hundreds of thousands. So, it is no wonder that website designers constantly have to come up with new ways to design and present websites and domains.

The first page that is seen whenever any keyword or phrase is entered will contain at least ten different entries that a consumer can choose to click on. And, that doesn’t even count the “related searches” listed, or the advertising links that companies pay for on the search engine site. Therefore, a website designer is going to need something that will stand out right from the start.

Always, always, always make sure that your on-page optimization is reviewed by a search engine professional whether or not you choose to pay for more aggressive search engine optimization. The analysis MUST include keywords that people will actually use to search for your products or services.

Competitive Analysis

Those who are in charge of a company’s website, either designing it or determining what will go on it can get a better idea of how they want their particular site to look by visiting competitors’ sites. By making note of the things they do like and the things they don’t like, they can then determine how to “tweak” both the things they like and the things they don’t like to give them that all-important edge over the competition.

For example, as mentioned earlier, a common complaint of users is that a page looks too crowded or “busy”. By clicking on a competitor’s website homepage, and simply giving it a cursory glance, a webpage designer will most likely be able to form an immediate opinion as to whether or not the layout falls into the “TMI” (too much information) category.

On the other hand, if something in particular catches the eye, then a determination may need to be made as to how this same concept can be individualized and used on the webpage being designed.

Monitoring

Word about your company can spread to hundreds of people, sometimes even thousands, in less than a second. In this type of an environment, it is essential to know what people are saying about your products or services.

There are also a variety of tools that we suggest using so that we can see what people are saying about us. One of the services I strongly recommend is Google Alerts, which will email you anytime someone posts one of your respective key phrases online.

In Summary

The goal of a good website is to get people to click on it and then to stay there once it has been accessed. If a company’s website designer wants to blow the competition away, then having the best or most unique website will help to accomplish that and will result in increased business. However, as you can see there are a number of other factors involved.

The starting point is to analyze the current state of your business. I highly recommend that my customers use the SWOTT analysis method.

Secondly, it is imperative to set measurable goals. What gets written and measured will get done. Set goals related to what type of website conversion rates you want to see and then take the steps to get it done. Be sure to use SMART goals.

Allow interactive customer service options such as surveys, payment forms, and other communication tools directly from your website. Use social media and integrate it seamlessly into your Internet Marketing plan. Create dynamic content an keep it fresh. Use one of the many content management systems that allow you flexibility to change things on the fly.

Pay attention to the tone of your content and be sure the navigation is user friendly. Have several friends beta test the navigation of your web site. Be sure basic SEO procedures have been implemented in your site. Watch your competition and see what is working and not working for them. Finally, monitor the progress of your Internet marketing plan with web statistics and tools similar to Google alerts to ensure you know what people are saying about your company.

I want to introduct something about Mini Gum Vending Machine. Mini Gum Vending Machi
Vermont Academy
Location
Saxtons River, VT, USA
Information
Type
Private Boarding/Day
Religious affiliation
None
Head of School
James Mooney
Faculty
approx. 50
Enrollment
approx. 230
Average class size
10
Campus
Rural
Color(s)
Orange Black
mascot = Wildcat
Website

http://www.vermontacademy.org

Vermont Academy (also called VA) is an American coeducational boarding/day school and college preparatory school for grades nine through twelve and also offers acceptance for students seeking a post-graduate year. Founded in 1876, it is located in Saxtons River, Vermont. The school is coeducational, and college-preparatory, with a 515-acre campus. There are 228 students from 30 states and 12 countries (46 international students – 20%).
History
The school was founded in 1876.[citation needed]
In 1934 with the school teetering on the edge of bankruptcy, Dartmouth College president Ernest Martin Hopkins recommended a fellow Dartmouth graduate for the job of headmaster of Vermont Academy. Laurence G. Leavitt was headmaster for 25 years, during which time he doubled enrollment, retired the school’s debt and made many improvements to the school’s campus.
Academics
7:1 student-teacher ratio
Honors and advanced level classes: AP exam tutorials
Science Center: Classes include advanced biology, biochemistry, kinesiology
Foreign Languages: French and Spanish (5 levels)
Learning Skills Center: Available to all students, 6 full-time faculty members
Advisor Meetings: 6 advisees per advisor; four meetings per week
School accreditations: NEASC, NAIS, TABS, ISANNE, AISNE[clarification needed]
Athletics and Outdoor Activities
The school offers 19 interscholastic sporting activities: Alpine Skiing , Basketball , Dance , Football , Golf , Lacrosse , Nordic Skiing , Snowboarding , Softball , Track and Field , Baseball , Cross Country , Equestrian , Freestyle Skiing , Ice Hockey , Mountain Biking , Ski Jumping , Soccer , and Tennis.
5 playing fields and 2 practice fields
Skating Rink, with its artificial ice-making and maintenance system, and recently refurbished locker rooms
6 tennis courts(“composition” courts, newly resurfaced)
13-station Ropes Course
20kilometres (12mi) of trails (for cross-country running and skiing, snowshoeing, and walks)
Alpine skiing/snowboarding off campus
77 Winter Sports Park, complete with snowmaking, three different sized ski jumps, a modest ski slope, lighting, and a grooming machine.
Horseback Riding Program off campus
Outdoor Challenge (hiking, rock-climbing, kayaking, canoeing, camping)
The school belongs to the New England Preparatory School Athletic Council.
There has been a rivalry between the school and the other New England preparatory schools, especially with its close neighbor, Kimball Union Academy.
Studio and Performing Arts
Theater productions( 2-3 per year, plus cabarets and coffee houses)
Music (theory & composition, jazz & guitar bands, vocal ensemble, and music lessons)
Dance (winter and spring intensives: ballet, jazz, tap, hip hop, and kick-boxing)
Studio Art ( painting, drawing, pottery, 3-D art, portfolio development) Filmmaking, Photography
Buildings
A 350-Seat Performing Arts Center built in 2008. A wireless technology with HP Tablet PCs purchased in 2008. A dance studio with Harlequin hard-wood sprung floor built in 2008. A fitness center and locker rooms in renovated gym built in 2008. An observatory with high-powered telescope built in 2008. There are separate dormitories for boys and girls. There is space for 20 girls and 111 boys. There is a Winter Snow Park on campus for skiing, snowboarding, and jumping which was built in 2008.
Notable Alumni
John Barrett 1885, United States Diplomat.
Christopher A. Sinclair 1967, retired chairman and CEO of Pepsi-Cola.
Paul Harris 1888, founder, Rotary International.
Russell W. Porter 1891, Arctic explorer and a founder of amateur telescope making in America.
Archibald Query 1900, inventor of Marshmallow creme
Samuel B. Pettengill 1904, United States Congressman.
Anthony ‘Joe’ Perry 1969, lead guitarist, Aerosmith.
John Henry Williams 1989, son who froze baseball legend Ted Williams’ body.
Mark W. Smith, 1987, New York Times Best-Selling Author and prominent attorney
References
^ Laurence G. Leavitt, A Remembrance, Dartmouth College, dartmouth.edu
External links
Vermont Academy…(and so on) To get More information , you can visit some products about paper finish machine, electrical espresso machine, . The Mini Gum Vending Machine products should be show more here!

Five Reasons Florida Resort Jobs Rock

Food service job opportunities ablorida is one of the most traveled to destinations in the world. Between the beautiful Miami beaches and Disney World fame, visitors come not just from other U.S. states but also from other areas of the globe, which means Florida resorts are filled with thousands of hungry tourists.ound at Florida resorts. Some of the FL culinary jobs include:

Wait staff Greeters Restaurant managers Line cooks Bartenders Banquet staff Pastry chef or baking professional, and Executive chef

These roles, especially at Florida resorts, give the culinary professional a chance to implement their creative skills and manage full-scale kitchens and bakeries.

Theme Parks are Magical Places

While Disney World may be Florida’s most popular Florida resort, there are hundreds more resorts around. Because the beaches are so widely visited, because NASA draws space enthusiasts, and because year-round weather brings all level of golfers to Florida, food service jobs can be found throughout the state.

Here are just a few of the resorts around: Mandarin Oriental Miami, Silver Lake Resort in Kissimmee, Sailport Resort in Tampa, and Hyatt Key West Resort & Spa.

Cooking in Florida is Hot

So why do these FL culinary jobs rock? Florida resort food service jobs are great for five reasons:

1 – Social life. When working in food service you meet many new people; both co-workers and customers. Of course your first role is to provide excellent food service, there is always an opportunity to interact for a short time each and every day.

2 – Career development. When you work in a FL culinary job you will soon realize there are many job opportunities within a Florida resort—whether you are a chef or just starting out as a bar back. Some resorts have multiple restaurants and banquet facilities meaning there can be a lot of sideways movement within a company. Additionally, most resorts are one of many resorts under an umbrella organization such as the companies that run the Marriott or Hyatt, for example.

3 – Education. Through on the job training and experience you will learn about food preparation, customer service, trends in Florida cuisine, restaurant management, and the hospitality industry while working in a resort.

4 – The perks. Usually employees of a Florida resort receive discounts on night stays at the resort and associated resorts and hotels. Additionally, this may give you discounted rates at golf courses, swimming pools, spas, theme parks, and more.

5 – The tips. Almost all people working in food service positions accept tips. Now if you are a baker or a chef in Florida that might not be the case, but the notoriety and the salary will make up for that fact.

This article is presented by The Orlando Culinary Academy. The Orlando Culinary Academy offers Le Cordon Bleu culinary education classes and culinary training programs in Orlando, Florida. To learn more about the class offerings, please visit http://www.Chefs.edu/Orlando for more information.

The jobs mentioned are examples of certain potential jobs, not a representation that these outcomes are more probable than others. The Orlando Culinary Academy does not guarantee employment or salary.

CREATING A SYSTEM THAT SUPPORTS CURRICULUM CHANGE

Introduction

In daily life changes in the rules, roles and relationships that controls people’s lives demand corresponding changes in their behaviors. In regard to real structural change the demands are even higher because it requires re-arranging of entire systems of value and meaning that orders people’s lives. No wonder it is so difficult to bring about change. Real structural changes such as curriculum change, often challenge traditional views of educational stake holders and meet with a lot of resistance. It is no surprise that a principal who would have excelled as a strong controlling figure when thrust into a more participatory environment of change has to unlearn much to survive, much less excel in a more supportive and less authoritarian role.

Resistance to curriculum change is not a new phenomenon. In 1939 a satire was published in United States of America that featured the famous “Saber-tooth Curriculum”.  It focuses on a prehistoric tribe whose attempts to curriculum change met with a lot of resistance. In an attempt to survive the drastic whether alterations, the following changes were made in the curriculum to secure more and better food, shelter, clothing and security; there was to be change in subject matter-from the original core subjects like fish-grabbing with bare hands, wooly-horse-clubbing and tiger scaring with fire to new subjects such as net making, antelope snaring and bear killing. Learning experiences now included having students play with sticks, bones and pebbles.

This met with resistance from wise men who advocated for retention of the original subjects, arguing that the essence of true education was its timelessness. They did not understand how new skills such as net-making and Antelope-snaring could replace the cherished old methods like grabbing fish with bare hands, wooly-horse –clubbing and tiger scaring by fire. Alternative diagnostic evaluation methods such as formative and impact evaluation was considered a threat to their accustomed summative methods. According to Hooper (1971) such resistance to curriculum change comes about as a result of people’s misconceptions about change. Many education stake holders do not understand the concept of curriculum change, its process and values. The curriculum change managers who are supposed to sensitize and guide them into realization of success have also failed to create systems that support curriculum change.

In this paper the writer discuses ways of creating a system that supports curriculum change. The following questions will guide the discussion;

1. What is curriculum change?

2. Why should there be change in the curriculum?

3. Why does Curriculum change meet with a lot of resistance?

4. What are the strategies in creating a system that supports curriculum change?

5. How can Curriculum managers build a result driven system for effective Curriculum change?

6. Is there a possibility of balancing change with tradition to reduce the magnitude of resistance to Curriculum change?

Curriculum Change

What is curriculum change?  In answering this question several other questions can be asked like – what happens when change occurs, what is the source of change? Can people predict the consequences of change? Can educators control those changes that directly impact them? Bondi, J. & Wiles, J (1998) argue that education managers have some degree of control over the process of change if they understand the nature of change. Understanding the concept of change and the various types of change, gives individuals freedom to determine the sources of change. It also help them to realize that even though they can not predict change outcomes, they can make “best guess” forecast about its results.

Where as curriculum change is generally defined as the transformation of the curriculum scheme- for example its design, goals and content, we need to realize that with every curriculum change there needs to be clarifications about the parameters of the change. Educators need to be cautious in adopting curriculum change definitions that describe curriculum change as the entire transformation of the curriculum (Hooper, R. (1971). Curriculum change can occur at three levels-minor, medium and major. Minor changes may comprise of re-arrangement of the sequence of the subject content or learning activities or just the addition of one topic or method to the instructional program. Medium changes may include an innovation like integration of subjects, a new subject or a new approach to the existing subject. Major changes will affect many aspects of the curriculum, for example content, methods approaches, materials; subtracting or adding to what already exists. There could also be changes in the conceptual design and organization calling for new planning Shiundu, J. S., Omulando, S.J. (1992)

Reasons for Curriculum Change

There will never be perfect curriculum for all ages. The environment keeps changing and this creates new needs in the society, the curriculum has to change continuously to address these needs. Since the school is a social system serving the society, changes in the society will definitely provoke changes in the school curriculum. Consequently, changes in the community, its population, and professional staff need to be reflected in the related changes in the school curriculum as they directly alter the learner’s needs, interests and attitudes. Therefore, the main aim of curriculum change is to improve learning (Bondi, J. &Wiles, J., 1998).

In addition, educational change is among the variety of social changes. In itself, it is a function of change in the society. This contends with the view of education as an agent for social change. In this case curriculum change is necessary for broader changes in the society.

Resistance to Curriculum Change

When curriculum authorities and bureaucrats attempt to introduce curriculum change in schools, educational stake holders respond by opposing the new changes. Teachers often experience periods of engagements before frequently returning to the entrenched practices and resolutely awaiting the next innovation. Their personal learning may not even translate into the required changes (MacDonald, D. (2004); Hipkins, R. (2007). There are cases when changes are introduced in fashions that breed in rivalry among teachers, for instance when change brings about promotion to some while undermining the roles of others. Other times change interferes with the school routine and causes additional burden to teachers and administrators.

Whenever the opinions of influential or outspoken individuals such as the politicians and government educational appointees are ignored, there would be massive protests against change. Even though these individuals lack curriculum expertise, they possess the political will and the contextual support that determines vital factors in implementation such as funding and consent for new programs Gruba, P., Alistar, M., Harald, S., Justin, Z.  http://www.cs.mu.oz.au/).

Another factor that may contribute to resistance to curriculum change is lack of involvement of the community, especially parents, in the initial plans for change. Research has revealed that successful curriculum change is only possible if the community members are actively involved Montero-Sieburth, M. (1992). According to Zais (1976) people normally resist change because of fear of failure. Comfort with familiar routines and psychological glue to rigid and overbearing systems creates discomfort with the suggested changes. Given that curriculum change has implications on social values, and values take along process to change, curriculum change come gradually with more pressure for the change.

Strategies in Creating a System that Supports Curriculum Change

In traditional literature on organizational culture, culture and change are depicted as polar opposites, with culture acting in opposition to change. Even though resistance seem to be part of typical school culture, transformational leadership can foster school reforms through maintaining of collaborative norms such as collegiality, experimentation, high expectations, trust and confidence, tangible support, appreciation and recognition, caring ,celebration and humor, protection and involvement in decision making, traditions,, honest and open communication( Glickman, C.D., 2004).

Trust is a prerequisite in achieving all the above elements that are required in support of curriculum change, without it relations will flounder and the management will not get unified support for change. In order to have trust, the curriculum manager should build a school system anchored on respect, personal regard and integrity. (Bryk & Schneider, 2002). Cultures of collaboration and collegiality are promoted in an environment that supports interaction and participating, interdependence, shared interests and beliefs, concern for individual and minority views and meaningful relations (Zepeda, S.J., 2007).

It is possible to overcome resistance to change and bring about structural curriculum changes if support systems are established. Such systems can not simply be sold, they have to be marketed. Usually the concept of “sales” begins with a product and attempts to persuade prospective consumers that they need it. Curriculum marketing must begin by sensitizing the stake holders about the need for change. Once they are converted, production philosophies and capacities have to be adapted to their needs and values to make marketing more effective. It is wrong to approach change as a guarantee to solutions of existing problems.  The “quick fix deal” usually does not work and may cause further resistance Montero-Sierburh, M. (1992).

In order to satisfy needs and values of prospective customers, education leaders need to raise and provide answers for the following questions

-          If a specific change were adapted, how would the value structure of the various constituencies be influenced?

-          Would these values apply to all groups or to limited personnel?

-          How might the proposed changes be managed to maximize desired values?

-          If change is not possible, how might conditions be altered to prepare for change?

Answering these critical questions require educational leaders to be familiar with the nature of change to be implemented and an equal insight into the values and needs of the groups who will be affected by the change. It is important to note that support groups are key figures in reducing opposition to change, and in developing the zest for restructuring.  The leader needs to identify the target groups that are crucial in for affecting change. Some of the critical individuals in this group are teachers, and teacher organizations, school administrators, school boards, parents, civic, business, political leaders and tax payers in general (Schlechty, P. & Bob, C. 1991).

Among these groups the key “markets” for change are the persons, groups or agencies that will be required to alter their behaviors to give up established interests or to provide funding for change. Since the issue of support logs at the center of any curriculum change, certain requirements have to be met to win the support of educational stake holders.

a) Gaining teachers’ Support

Fulfilling teacher’s needs is one way to getting their support for curriculum reform. In the event of change teachers have a crucial need for recognition and affirmation – affirming peoples’ importance to the future of an enterprise does not only affirm them, but it also affirms the enterprise itself. Secondly, recognizing their need for support, collegial interaction, intellectual variety and success in the proposed changes will make a positive difference in their attitudes (Schlechty, P. & Bob, C. 1991).

Further support can be achieved by recognizing and addressing various stages and expressions of teachers’ concerns. This will range from creating awareness, giving information, clarifying teacher involvement in terms of resources he may need, who he may need to work with, how his ideas may be in cooperated and the expected out come . A forum based on listening, recognizing and praising success is more likely to be productive. (Glickman, C.D., et al. 2004; Balflour, L & Mackenzie, A., 2009).

Enthusiasm will be guaranteed when teachers are actively involved in the change process, and feel assured that their suggestions and views will be taken seriously. In addition, collegiality assurance is vital for teachers as change initiators. They need to be assured that by working together, routine matters will be managed while they are busy with the change process. It is also important to upgrade teacher’s competences and employ additional staff to share the burden that may be brought about by additional programs, methodologies and enrollment. Curriculum supervisors need to be aware that the use of “Seasonal” or adjunct staff and ill prepared teachers is inadequate to bring about expected curriculum changes. Gruba, P., Moffat, A., Sondergaard, H., & Zobel, J. http//www.cs.rmit.edu.au/

According to Cheng (1994) the curriculum manager needs to approach teachers in the following ways to ensure their cooperation in the change process;

1. Provide important human resources in terms of participating time, experience, knowledge and skills for better planning and implementation o curriculum change.

2. Produce high quality decisions and plans of change by invoking different perspectives and expertise.

3. Promote greater responsibility, accountability, commitments and support to implementation and results of curriculum change.

4. Develop meanings and culture which contributes to team spirit and organizational integration in the school.

5. Provide opportunities for individuals and groups to enrich their professional experience and pursue professional development

6. Provide more information and greater opportunities to overcome technical and psychological resistances and change ineffective practices at different levels.

Accepting curriculum changes without much resistance also requires that teachers be allowed to operate in an atmosphere of academic freedom. An environment where they can grow, gain stimulation and exploration into new horizons. It is the responsibility of the curriculum manager to create and maintain such an environment that can stir up and accommodate curriculum change (Holmes, A.F., 1977).

b) Getting the Support of other Education Stake Holders

Once the teachers are on board, other educational stake holders also need to be persuaded to accept the intended change. It is crucial to gain support of parents, union leaders, business and political leaders who influence curriculum school policies and actions. The values and needs of these outside groups may not be easy to identify and satisfy, but attempts must be made to maximize their satisfaction. As much as their needs vary from each other, it is essential that educators learn to listen and hear what each one of them is saying (Shiundu, J.S. & Omulando, S.J., 1992). For instance, parents should be listened to and answered – as they ask about how their children will benefit from the proposed curriculum change. Business leaders, political activists, and other community members may want to be convinced that the new curriculum will provide opportunities for learners to learn what is socially and culturally valued. Like parents, these groups simply want to be sure that the schools will continue to perform as they want them to perform.

c) The Learner’s Support

In this process it is not wise to ignore learners; they are the direct recipients of curriculum change.  Success in curriculum change depends largely on the extent to which they have accepted to embrace the change. The first step in formulating goals and content for the new curriculum is in establishing learners’ current needs, concerns, interests and attitudes in relation to the intended change.

If the change address all these, then it is likely for them to accept it. If not alterations must be made, for no child will ever be willing to learn things which are not interesting and none of their concern. In reference to the American learners today, Kauchak, D. & Eggen, P. (2009) recommends curriculum change that will address changes in the learners; with regard to sexuality, drug abuse, obesity, crime and violence, and drop out.

Building a Result-Driven System for Effective Curriculum Change

Whenever curriculum change is accepted people want to see immediate improvements in the learning process. Unfortunately this is not usually the case. Many times curriculum change programs are founded on large scales, vague expectations, and broad results that fail to link up cause and effect and confuse activities with actual improvements. Educators need to build a system of results oriented assessment that demonstrates the improvements resulting from the implemented changes. In stark contrast to the activity programs, Robert, H. & Thomson, H.A. (1992) found out that results driven improvements are better than lengthy preparation rituals and aim at accomplishing measurable gains rapidly. They are more likely to have an impact on both long and short term organizational outcomes. Why?

- Result driven approaches to innovation are implemented only as needed. They avoid excess investments that infuse he school with hodgepodge of improvements of activities, and focus on incremental innovations only when specific goals are supported.

-Results-driven approaches are incremental thus allows for testing to determine what really works. Assessment is constantly done to monitor how each improvement strategy contributes to the over all improved performance .This allows for rational decision making during the implementation phase.

- Knowledge of what is working both reinforces the effort and energizes the improvement process further. This is built on the notion that success inspires more success as it contributes to a “among change agents.

- Change-driven improvements that are implemented incrementally tend to establish a continuous learning cycle in the organization. Using incremental projects as testing grounds and closely monitoring results, lead to gradual overall improvement across the entire school program and creates a spirit for further experimentation and more improvements in the future.

Tips on Strategic Management of Results –Driven Programs

Lack of strategic leadership in task based change makes it wither or diffuse (Carless, D., 2002). The following tips have been suggested by Schaffer, R. & Harvey, A.T., (1992);

- The manager needs to ask each unit to set and achieve a few ambitious short term performance goals.

- Periodically review progress, capture the lessons that are being learned and when necessary reformulate the strategy.

- Institutionalize the changes that prove to be effective and discard the rest.

-Create the organizational context that encourages the workers to identify the crucial needs, and challenges confronting the organization.

Results oriented projects are more productive when the results are built around major integrating themes. Researches have established that restructuring efforts around such a themes or vision bring about more lasting change than those loosely understood. An effective direction setting vision is that which aligns all those involved in curriculum change to work together. Themes such as teacher collaboration, cite-based management, interdisciplinary learning, and school-community partnership are often used by Curriculum change activists. If change is viewed to be thematic many stakeholders will l support it (Norris, C.A., & Charles, M.R., 1991).

Balancing Change with Tradition

In order to garner support for curriculum change balancing change and tradition should be the new theme of global education reform. This argument is built on the premise that education is the society’s reproductive system; the means by which society norms, culture, beliefs, values and aspirations are passed on from generation to generation. True education is supposed to prepare individuals to be productive members of their society, in the way they embrace the society’s norms and practices.

Consequently, curriculum change needs to address the most current needs and concerns of the society as expressed in its values, norms and aspirations. Otherwise it (curriculum change) will be like a wave which lashes incessantly at a rock (traditions) without any success. As noted by Rotberg, I.C., (2004) a nation or society’s priorities are typically reflected in its education system. As a result when a society experiences major social shifts- political, demographic, or economic, attention is on educational reforms to address the changes. In the event that the proposed educational reforms are not matched with the changing social context, it will be resisted.

In analyzing educational reforms in 16 different countries Rotberg captured varying themes of educational reform and concluded that each country’s reforms, whether real or rhetorical, stem from its particular societal context and are molded by that context. I n some cases, the context facilitate change; in others, it limits it. Which ever the case, the reforms in all countries must balance change and tradition. In the context of the school curriculum, the curriculum managers have to ensure congruence of the changes with immediate societal needs and concerns. As change comes the curriculum experts need to also understand that in every culture there is a strain towards consistency that has to be accommodated in the expected changes (Park, R.E., 1950).

Conclusion

Curriculum change will always meet resistance, but this can be reduced if curriculum managers understand the nature of resistance and its triggers. In most cases these triggers can be avoided if the managers create systems that embrace change. A school system is comprised of several stake holders whose interests, concerns and aspirations have to be accommodated in the changes. A school culture and climate that embraces collegiality and collaborative efforts succeeds in having everyone on board for support of changes that everyone sanctions and envisions as coherent with societal, individuals’ and school values and objectives. Sharing in the vision, the process and results of change encourages support, participation and involvement of the stake holders.

REFERENCES

Balfour, l., & Mackenzie, A. (2009) Involving Teachers in Curriculum change.

Principal, March/ April.

Bondi, J. & wiles, J., (1998) Curriculum Development; A Guide to Practice (5TH Edition).

Prentice Hall, Upper Saddle River New Jersey.

Bryk & Schneider (2002) Trust in Schools: A core resource for Improvement: New York NY. Russell sage.

Carles, D., (2002) Curriculum Innovation in Primary ELT Classroom. Case Studies of      Three teachers Implementing Hongkong’s Target-oriented Curriculum (TOC) Unpublished Dissertation University of Warwick.

Cheng, Y.C., (1994) Effectiveness of Curriculum Change in Schools. An Organizational      Perspective. International Journal of Educational Management. Vol, 8 No 3, pp. 26-     34.

Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M., (2004) SuperVision and Instructional      Leadership. A developmental Approach; Allyn and Bacon.

Gruba, P., Alister, M., Harald, S., Justin, Z., (2004) what drives Curriculum Change.

Conferences in Research and Practice in information Technology, Vol. 30

Holmes, A.F (1977) The Idea of a Christian College. William, B. Berdmans Publishing Co. Grand Rapids Michigan.

Hooper, R., (1971)

Kauchack, D. & Eggen, P. (2009) Introduction to teaching; Becoming Professional. Merrill Prentice Hall.

Macdonald, D. (2004) Curriculum Change in Heath and Physical Education; The devil’s    Perspective. Journal of Physical Education; New Zealand.

Montero-Sierburth, M. (1992) Models and Practice of Change in Developing Countries;   Comparative Education Review, Vol. 36, No 2 pp175-193.

Norris, C.A & Charles, M.R (1991) Themes for Change: “A Look at Systems Restructuring Experiences” Educational Horizons Vol.69, No 2, pp 90-96.

Ornstein, C.A & Hunkins, F.P (1988)

Park, R. E (1950) Race and Culture: Essays in the Sociology of Contemporary Man, The Free Press of Glencoe Collier-Macmillan Ltd.

Rotberg, I.C. (2004) Balancing Change and Tradition in Global Education Reform;

Rawman and Little Field Education.

Schaffer, R. & Harvey, A.T (1992) Successful change Programs Begin with Results; Harvard Business Review, Vol. 70 No 1, Jan- Feb pp. 80-89.

Schlechty, P. & Bob, C (1991) Creating a System that Supports Change; Educational HorizonsVol. 69, No2 pp. 78-82.

Shiundu, J.S & Omulando, S.J.1992) Curriculum Theory and Practice in Kenya Oxford University Press, Nairobi.

Zepeda, S.J (2007) Instructional Supervision: Applying Tools and Concepts (2nd edition)

An Excellent Student’s Guide to Boston

Boston is one of the most entertaining places to live in as a student. There are plenty of things to do on a limited budget, and lots of nice coffee shops to pass the time while writing a paper or cramming for finals. This helpful guide has some tips on great places to go whether you’re looking for a day of fun or have work to do.

Cheap and Fun Things to do in Boston

It’s hard to find fun things to do on a student’s income, but Boston has an abundance of adventures to offer if you look in the right place. Whether you’re looking to go out with friends, or go on an inexpensive date, there’s always something for you to choose.

Frog’s Pond:

This public pond offers ice skating in the winter months, and provides a charming atmosphere for getting out when the cold tempts you to stay in. Admission is only $4 for adults, and you can rent skates for only $8. It’s the perfect place to take a date before heading out to a night on the town, and will be a memory that stays fondly in your mind over the years.

Shopping in Filene’s Basement:

This staple of Boston, which has been around since 1908, is a treasure trove of designer clothing for anyone looking to get great clothes at bargain-basement (literally) prices. Finding the perfect item at Filene’s is an experience in and of itself, with clothes piled in bins throughout the store. Always an entertaining outing, this one-of-a-kind clothes shop is a must for any student living in the Boston area.

Fenway Park:

Go to the stadium on a sunny afternoon and watch the renowned Boston Red Sox take on their opponent. The history of the park is evident throughout, and one can’t help but find themselves thinking back to long-gone days where thousands of fans crowded in to watch Ted Williams and other great players. Tours are also available for $12 and offer the chance to learn about the iconic stadium’s history, with the added bonus of a fantastic overlook atop the infamous Green Monster.

Studying in Boston

Every college student knows that coffee shops are a great place to go when you need to get some studying done. The quiet, thoughtful atmosphere gives you a place to focus without the distraction of roommates or the noise of a common area. There are a number of good coffee shops in the area, but one that consistently gets great reviews for both its atmosphere and drinks is Darwins Ltd. The shop is located in Harvard Square at 1629 Cambridge St. Cambridge, MA 02138. It’s about 8 miles from central Boston, so it should only take about 10 minutes to get there.

Whatever you do…

Make sure that you make the most of your time in this charming city. It’s easy to get caught up in school work, a job and all the other things that come with being a student. Just remember that it’s important to take time to learn about life as well as the things that you’re studying in school.

This article is presented by Le Cordon Bleu College of Culinary Arts Boston. Le Cordon Bleu College of Culinary Arts Boston offers Le Cordon Bleu culinary education classes and culinary training programs in Boston, Massachusetts. To learn more about the class offerings, please visit Chefs.edu/Boston for more information.

The jobs mentioned are examples of certain potential jobs, not a representation that these outcomes are more probable than others. LCB Boston does not guarantee employment or salary.  All trademarks are property of their respective owners.

Portland’s Rose Festival: Top 5 Things To See and Do

The flowers are blooming, the springtime sun is out, and Portland natives are eagerly emerging from winter hibernation. The change in season signifies one shining event: The Rose Festival is in town. With two weeks of fun and entertainment for all ages, the Rose City celebration feels like it lasts the entire summer — and it would, if Portlanders had their way. Because the 102-year-old festival has so much to offer, we’ve put together a list of the top 5 things to see and do during this annual celebration of Roses.

1. The Rose Parade

The Grand Floral Parade is an Oregon tradition that honors the natural beauty of the Northwest. One of the largest all-floral parades in the U.S., the Rose Parade features over 15 fantastic floats, including the presentation of the Rose Festival Court and fan-favorite, Reser’s Beauty and the Beast. Marching from the Memorial Coliseum to downtown Portland, the parade is led by a show stopping drum line and dance crew, and followed by two separate parade sections dedicated to PDX pride and cultural diversity.

2. Band Festivities

Generally held on the second Friday of the Rose Festival at PGE Park, BandFest features big band music at its finest. From high school ensembles to eclectic, harmonic string sets, this popular performance showcase is celebrated for bringing the march back in marching band.

3. Local Performer Showcase

Also available to enjoy throughout the event are performances by the city’s favorite bands along the waterfront stages, including blues, contemporary, jazz, and indie rock groups. When watching a local performer sing his or her heart out with the Willamette River dazzling in the backdrop, you instantly feel moved by the bond shared among Portland area citizens.

4. Waterfront Fun

What’s the best seat in the house at the Rose Festival? Smack dab in the water. When Fleet Week rolls around, boats of all shapes and sizes dock alongside Waterfront Park, enjoy the stretch of carnival rides from afar, and drink their favorite Oregon ale. At night, boat-bound viewers get to enjoy the brilliant firework show lighting up the sky, as well as see the carnival of colors mirrored in the Willamette alongside.

5. Dragonboats Race The River

Dragonboat races are also in full effect during festival season. Crowds gather to watch the beautifully crafted Chinese canoes split through the river, glide under the Morrison bridge, and disappear into the sunset.

Feeling Rosy

No matter what’s on your agenda for the Rose Festival, you’re guaranteed an enjoyable experience. Simply walking along the waterfront and sampling a cinnamony-sweet “elephant ear” will awaken your inner flower child. The theme of this year’s Grand Floral Rose Parade evoked the importance of community-building and partnership — a message that truly reflects the spirit of Portland.

This article is presented by The Western Culinary Institute. The Western Culinary Institute offers Le Cordon Bleu culinary education classes and culinary training programs in Portland, Oregon. To learn more about the class offerings, please visit Chefs.edu/ Portland for more information.