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Higher Education: A Right or a Privilege, 2005.
A position paper arguing that higher education is a privilege, not a right.
900 words (approx. 3.6 pages), 6 sources, APA, £ 22.95
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Abstract
Citing Jack Donnelly's definition of human rights, this paper argues that receiving a higher education is a privilege, not a human right and that not everyone is suited to the rigors of a post-secondary education.
From the Paper
"Donnelly defines human rights as both natural and inalienable, which is to say that these are rights that cannot be bestowed, granted, limited, bartered or sold. Human rights are said to be those rights necessary for freedom and for the maintenance of a reasonable equality of life. The essay presented here defends the claim that higher education is a privilege and not a right. Several reasons can be offered in defense of the claim that higher education is a..."
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Gender Inequality in Indian Education, 2007.
This paper describes the gender inequality that exists in Indian education and recommends changes to India's education system.
3,450 words (approx. 13.8 pages), 7 sources, MLA, £ 68.95
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Abstract
This paper analyzes the situation of under-privileged girl children in India in terms of the education system there. The paper makes this analysis through the examination of the interplay of several historical, social, cultural and political factors. The paper relates that it was during the end of the nineteenth century, when the Indian government realized the need for the education of women. The paper further relates that measures adopted during the later years, proved insufficient and, at the time of independence, the government was faced with the formidable task of educating a large section of the uneducated, illiterate population. The paper notes that the government of India thus under took several policies to improve girls' accessibility to education, at least during the early years of the child's life. The paper then points out that it has been widely perceived that bridging the gender gap in education will provide an effective solution to the problem of gender equality. This paper re-examines this contention.
Table of Contents:
Introduction
Gender 'Inequality' in Education
Measuring Gender Inequality
Achieving Gender Parity in Primary Education
Reducing the Gender Gap
Increasing Enrollment Levels of the Girl Child
Focused Interventions Gender Parity in Education
Social Dimension of the Problem
Gender Division of Labor
Focused Interventions Recommendations
Schedule Castes and Schedule Tribes
Rural Urban Divide
Moving towards Gender Equality
Right to Education
Ensuring Access with Equity
Physical Accessibility
Creating a Physical Environment
Improvement in State Functioning
Rights in Education
Creating a Safe and Equitable School Environment
Sexism in the Curriculum
Right through Education
Conclusion
From the Paper
"Unequal gender relations may arise due to domestic violence, stress as well as cultural practices of exclusion. These factors, not only promote unequal gender relations but also impact gender related development outcomes. It has been argued that irrespective of the overall socio-economic background, in most cases views on femininity come in conflict with the goals of education, which are directed towards survival and unity. Although education emphasizes on independence and promotes a spirit of inquiry, traditional notions of femininity seek; to create a docile and submissive character of the girl child."
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Choice-based Education Reform, 2005.
This paper discusses choice-based education reform designed to ensure that under-privileged individuals receive a good education.
5,660 words (approx. 22.6 pages), 35 sources, MLA, £ 97.95
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Abstract
This paper explains that the most promising systemic educational reform plan involves school choice, a school system that allows parents to select which school their children attend, thus giving parents the freedom to move their children out of ineffective schools while at the same time motivating the ineffective schools to improve. The author stresses that the government should only open the school choice program to families who 1) demonstrate economic need and 2) whose children would be assigned to an inadequate public school. The paper states that an effective educational system based on choice must include religious schools among the choice options.
Table of Contents
The Significance of Education
School Reform Efforts
School Finance Reform
Reform Plans Involving Forms of School Choice
Inter-district Transfer Plans and Controlled Choice
School Choice Systems in Milwaukee and Cleveland
Barriers to Choice-based Education Reform
Legal Obstacles to School Choice
A Pyrrhic Desegregation Policy
Political Barriers to School Reform
Conclusion: Constructing a Feasible School Choice System
Overcoming Legal Barriers
Religious "Choice" Schools
Designing a School Choice System
Targeted Participation
Maximum Number of Available Options
Funding School Choice
The Choice Process
Evaluating a School Choice System
From the Paper
"Ironically, reform efforts to ensure equal educational opportunity have faced opposition from interests pursuing a strict desegregation enforcement policy. Some of these proponents of a strict desegregation policy have confused the means with the ends in providing for equal education through the desegregation doctrine established in Brown. The reasoning by the Court in "Brown" implied that the purpose of integration was to ensure that racial minorities received an equal educational opportunity: "We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities?" This implies that equal "tangible" factors are necessary elements of an equal educational opportunity."
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The American Education System, 2008.
An examination of the tension between liberalism and democracy in the American education system.
1,548 words (approx. 6.2 pages), 4 sources, MLA, £ 35.95
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Abstract
This paper argues that the U.S. education system has dealt with the the tension between liberalism and democracy in the American education system by creating a public school system that embraces as many different cultures as possible via a policy of accommodation. In short, the paper looks at how the American education system earnestly seeks to give private individuals and their families some semblance of choice while pursuing an agenda that satisfies the socialization goals of liberal democracies. The paper then discusses and defines the uneasy relationship between the liberal dimension of political liberalism and the liberal democratic demands of political liberalism and briefly looks at how America has dealt with this schism in general. The paper concludes by exploring the modern-day education system's efforts to privilege tolerance for others in a way that still permits individuals to exercise some autonomy - even if the traditional role of parent has increasingly fallen into the hands of the public school.
From the Paper
"The relationship between liberalism and democracy is undeniably tense in modern American life and this is especially evident in the United States education system. Meira Levinson writes that the "liberal" dimension of political liberalism seeks to keep as much of the individual citizen's life in the private domain as possible; in short, the objective is to shield people from state interference. Conversely, the aforementioned political liberalism also has a democratic dimension wherein the maintenance of liberal democratic institutions is considered of the utmost importance. Consequently, there is a countervailing insistence that citizens identify with the political community and demonstrate the public virtues of critical reflection, mutual respect, and tolerance (Levinson, 333-334)."
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The Tenure System in Education, 2008.
A critique of the tenure system in education.
1,230 words (approx. 4.9 pages), 3 sources, APA, £ 29.95
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Abstract
This paper discusses issues surrounding tenure, a system of professional employment whereby an employee achieves permanent status pursuant to which continued employment is guaranteed, largely without regard to critical evaluation. The paper points out that, historically, the purpose of tenured academic faculty was to ensure the academic freedom to teach material and promote critical insight that could otherwise expose educators to reprisals and intellectual coercion for teaching or promoting views that were controversial or that contradicted the philosophical, religious, or political positions of the government or academic institutions. In principle, the paper adds that academic tenure was designed to promote lifelong devotion to teaching. The paper explains that of the institution of academic tenure is criticized because, in reality, it promotes an initial period of intense career focus and achievement intended more to achieve tenured status than anything else, followed by professional mediocrity for the duration of an educator's professional career. Ultimately, the paper suggests that educational tenure should instead provide appropriate rewards and privileges in conjunction with standards that promote continued performance.
Outline:
Background and History
Conflicting Issues and Criticism of Academic Tenure
Re-evaluating Educational Tenure in Contemporary Society
Conclusion
From the Paper
"In academic institutions, professors are initially hired as associate professors or adjunct professors and only considered for tenured professorships after a term of employment in that capacity; generally, academic tenure is awarded after 5 - 7 years of employment as an associate or adjunct professor. The evaluation for academic tenure usually includes a formal review of an educator's performance, as measured by published research and academic writings, as well as a review of feedback solicited anonymously from a candidate's current and former students (Hohm & Shore, 1998)."
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Executive Privilege, 2002.
A discussion of the concept of executive privilege for government officials and whether this is being abused.
1,370 words (approx. 5.5 pages), 6 sources, MLA, £ 32.95
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Abstract
This paper analyzes and examines the multitude of issues related to the executive branch of government at the federal level. Part II examines the definition and applicability of executive privilege as seen by both the executive and legislative branches. In Part III, past and present controversial use of executive privilege in cases such as Enron and Watergate are outlined. Lastly, this paper concludes with recommendations for improving the use of executive privilege.
From the Paper
"After Vietnam and Watergate, the issue of executive privilege had not registered much of a blip on the radar. However, the recent Enron scandal has allowed Congress to question the validity of the executive privilege argument. In January 2002, Comptroller General David Walker, head of the non-partisan Government Accounting Office, announced that he would sue Vice President Dick Cheney in order to obtain information about the National Energy Policy Development Group that Cheney chaired last year. Walter contended that the unprecedented lawsuit was made necessary by Cheney?s refusal to cooperate voluntarily."
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Whiteness, Institutional Racism and White Privilege, 2005.
A discussion into institutional racism in Canada, compared to the U.S./U.K, that maintains white privilege
900 words (approx. 3.6 pages), 2 sources, £ 24.95
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Abstract
This paper discusses the dynamics of systemic or institutional racism that maintain white privilege. The paper presents a critical view of US/UK bedrock of theory, when discussing Canadian phenomenon. The paper presents fieldwork which reveals that most homeless persons in a Toronto facility were 'white' and when speaking with a white mentally ill vagrant man, it was realized that his 'privilege' did not mean any institution was responsible for him.
From the Paper
"'Whiteness', Institutional Racism, and 'White Privilege'. Course materials indicating institutional racism pertain most often to British or American examples, and employing a jargon of 'privilege' that is interesting to examine in relation to contemporary Canada. One is to assume that the situations of these quite strongly racist societies are pertinent to Canada, in which racism certainly exists, but in a condition not to be compared with what is encountered in the others. Should we be examining institutional racism and white privilege in Australia, for instance, or other communal distinctions in India, or in Israel? An interesting approach is taken in John Hartigan's discussion of the American case, in reference to 'rednecks', 'hillbillies' and 'white trash', as marked racial subjects. (2003: 95-111) "
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Class and Privilege, 2002.
Examines the issue of social privilege in relation to one's class, using the works of Noam Chomsky and Marxist theories as references.
1,540 words (approx. 6.2 pages), 7 sources, MLA, £ 35.95
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Abstract
Pierre Bourdieu observed that human beings demonstrate a strong need to classify objects and groups. A large part of a person?s identity is determined by how he or she is classified into social groups that are divided by factors like ethnicity, social or economic status, race and gender. In addition to identity, a person?s social and economic privilege are derived from and defined by his or her economic class. In many ways, the economic class a person is born into remains a determining factor over other aspects of his or her life. This paper thus draws from the writings of Marxist theory and Noam Chomsky to examine the continuing influence of class and its concomitant social and economic privilege.
From the Paper
"Despite the astute realization that consciousness is defined in relation to one?s economic conditions, this classical Marxist analysis of a superstructure (political institutions and consciousness) resting on an economic base proves inadequate to explain the many forms of social stratification. For instance, gender and race often affect privilege, even more than class. Furthermore, even Marx himself recognized that the peasant and working class often use their limited voting rights to further subjugate themselves, rather than establishing themselves as a revolutionary challenge to the ruling class (Fletscher 89)."
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Executive Privilege, 2001.
This paper looks at the concept of "Executive Privilege" in the American political system.
1,400 words (approx. 5.6 pages), 5 sources, £ 32.95
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Abstract
An analysis of the concept "Executive Privilege". It discusses the history and origins of the term and proceeds to detail examples of when this concept was instituted and practiced. It analyzes the constitutional basis for this law and provides pros and cons.
From the paper:
"The actual phrase, ?Executive Privilege,? was not a part of the common language until the Eisenhower administration. The first time the term was used occurred in 1954 when Senator Joseph McCarthy was investigating the Eisenhower administration. McCarthy had planned to subpoena Eisenhower's chief of staff, but Eisenhower told his advisers that Congress had no right to ask White House personnel to testify in any manner concerning conversations with the President "at any time on any subject."
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Health Care: Right or Privilege?, 2005.
A discussion on whether health care in the U.S.is a right or a privilege.
675 words (approx. 2.7 pages), 3 sources, £ 18.95
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Abstract
This paper examines how the question of whether health care is a right or a privilege is highly controversial. It looks at how some feel that in a wealthy country such as the U.S.A., all citizens should have access to free health care, as a basic human right and how others believe that, like all commodities, health care should be paid for. The paper argues that health care is a basic human right that should be available to all U.S. citizens, regardless of whether they are able to pay for it.
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On-Site Child Care at Troy State University, 2001.
The paper discusses the need for alternative childcare facilities in higher education institutions.
5,000 words (approx. 20.0 pages), 14 sources, £ 89.95
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Abstract
This paper addresses the issue of child care. It starts off by providing a history child care and brings us to the present day hurdles facing this topic. With the modern day phenomena of single and teenage mothers, alternative child care facilities need to be made available at educational institutes. This paper provides a broad look at child care in the US, focuses on Alabama and finally on Troy State University.
From the paper:
"Day care is most often thought of as a contemporary issue. On the contrary, most American mothers, whether in urban settings or on farms, were responsible for much more than child care. Before the idea of day care was conceived, mothers often depended on family members, older children, and other women to look after their children. It was not until the 1800s that American urban middle class society originated the stay-at-home mother concept.
In the late 19th-century, privileged, affluent women founded day nurseries to meet the needs of poor and working class mothers who were employed to support their children. There were more than five hundred nurseries across the country by 1912. Initially, day care was offered as charity to the deserving poor. It was not the intent of these nurseries to encourage mothers to work outside the home. "
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Higher Education Leadership, 2005.
This paper discusses theories of leadership appropriate for the environment of higher education.
6,295 words (approx. 25.2 pages), 35 sources, APA, £ 103.95
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Abstract
This paper explains that the widespread retirement of many of today's "Baby Boomer" higher education leaders will hasten the need for a new generation of education leaders and new leadership approaches; thereby, a fresh assessment of higher education leadership roles, styles, approaches, practices and goals is needed. The author points out that contemporary higher education leadership is most often characterized as collaborative rather than unilateral or hierarchical as in corporate leadership. The paper recommends participative, contingency (to an extent) and transformational leadership theories and practices as the best practices for tomorrow's higher education leaders but does not recommend dyadic role making or LMX theory.
Table of Contents
Introduction
Background of the Study
Increases in Female and Minority Higher Education Leaders
The Nature of Higher Education Leadership.
Leadership Theories
Participative Leadership Theory
Dyadic Role-Making Leadership Theory
Contingency Leadership Theory
Charismatic Leadership Theory
Transformational Leadership Theory
Emotional intelligence Leadership Theory
Adult Learning Theories and Practices and Higher Education Leadership (Knowles' "Andragogy" Theory)
Conclusions and Implications for Higher Education Leadership
From the Paper
"Dyad role-making leadership theory, also known as Leader-Member exchange theory (LMX) "focuses on dyadic relationships, and roles carried out, between leaders and managers." In addition, the theory describes how leaders develop different exchange relationships over time with various subordinates. LMX theory is also called vertical dyad linkage theory, due to its focus on reciprocal influencing processes within vertical "dyads" consisting of an individual with supervising authority over another individual. The "dyads", within this theory, consist of two people (a leader and a subordinate, with the leader (e.g., college president or other high-level administrator) forming a separate "dyad" with each individual subordinate); the "roles" are their agreed-upon interacted relationships and (usually tacit) assumptions about one another and expectations of one another."
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Leadership Strategies in Higher Education, 2005.
Examines two books that relate to leadership strategies in higher education.
1,150 words (approx. 4.6 pages), 6 sources, APA, £ 27.95
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Abstract
This paper discusses and recommends two books relevant to higher education practice and innovative leadership strategies in higher education. The books are: "Leadership in Continuing and Distance Education in Higher Education" by Shoemaker, and "Universities in the Marketplace: the Commercialization of Higher Education" by Bok.
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Affirmative Action in Higher Education, 2007.
An analysis of the benefits of racial diversity in the American higher education system.
1,604 words (approx. 6.4 pages), 10 sources, MLA, £ 36.95
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Abstract
This paper examines the role of racial diversity in the affirmative action issues currently being debated within higher education. The writer discusses how the beneficial aspects of affirmative action in higher education help to create a diversified and culturally multi-lateral academic institution. The writer advocates that by understanding the critical issues such as reverse discrimination for "reserved spots" and the concept of "reverse racism", one can realize the arguments that are counter productive to a more diverse higher education. The writer concludes that affirmative action integrates both minorities and whites into a system that provides a greater academic and cultural multiplicity to the American higher education system.
From the Paper
"The issue of inclusion in higher education has often been a major problem for the United States in relation to the adhering to the Bill of Rights and the irony of problems with institutional racism in a so-called democracy. Affirmative Action has played a role in lessening these barriers within academic institutions, which has been a slowly changing racial factor within the diversity needed for an idealized society of this type. Although the strict racism of past eras has been reduced to a certain degree, there are still problems with the system:
Skin color is no longer as much of a barrier to higher education as it once was. But skin color --and race, gender, sexual orientation, physical ability, national origin, and economic status-- continues to be a very real barrier to higher education, employment and full participation in this "democracy" (Soto para.5)."
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