OVER THE LAST DECADE, PUBLIC CONCERN ABOUT EDUCATION IN THE UNITED STATES INCREASED SIGNIFICANTLY. IN RESPONSE TO THIS CONCERN, NUMEROUS EFFORTS HAVE BEEN INITIATED TO REFORM PRIMARY AND SECONDARY EDUCATION. AMONG THE MOST VISIBLE REFORMS PROPOSED HAVE BEEN A VARIETY OF PLANS TO MAXIMIZE PARENTAL CHOICE AND PRIVATIZE EDUCATION. THIS ARTICLE DESCRIBES AND ANALYZES A WIDE RANGE OF CHOICE PROPOSALS IN TERMS OF FOUR VARIABLES: THE PROPOSED ORGANIZATION OF SCHOOLS, STUDENT ELIGIBILITY, SCHOOL AUTONOMY, AND FUNDING METHODS AND LEVELS. THIS ARTICLE CONCLUDES THAT DESPITE MAJOR EFFORTS TO INTRODUCE GRATER CHOICE INTO EDUCATION, IT IS NOT IMMEDIATELY APPARENT THAT CHOICE REFORMS WILL HAVE A MAJOR EFFECT INT EH NEAR FUTURE ON WHAT HAPPENS IN MOST SCHOOLS AND CLASSROOMS.
Examines the federal policy response to urban problems in the aftermath of the 1992 riots in Los Angeles, CA. Although the federal government failed to enact a long-term urban aid initiative, a number of locally based comprehensive urban initiatives are under way in several cities across the country. The future of national urban policy, however, will require a reconceptualization of the problems of inner cities, & ultimately will depend on significant restructuring of fiscal federalism relationships among & between federal, state, & local governments. 2 Tables. Adapted from the source document.
THIS ARTICLE EXAMINES THE DEGREE TO WHICH FEDERAL COMMUNITY AND ECONOMIC DEVELOPMENT PROGRAMS TARGET FEDERAL ASSISTANCE TO THE NATION'S NEEDIEST COMMUNITIES. THE ANALYSIS SHOWS THAT WHILE URBAN CONDITIONS IN THE NATION'S MOST DISTRESSED CITIES CONTINUED TO DETERIORATE DURING THE 1980S IN BOTH RELATIVE AND ABSOLUTE TERMS, GRANT ALLOCATIONS UNDER THEIR MAJOR FEDRAL URBAN PROGRAM, COMMUNITY DEVELOPMENT BLOCK GRANTS, HAVE NOT RESPONDED TO THE CHANGING INCIDENCE OF URBAN HARDSHIP.
ABSTRACTThroughout the 20th century, business organizations have been subject to and have contributed to enormous changes in the way they work and the situations with which they have to deal, from revolutionary technology developments to the changing competitive environment. Since 2007, business has changed following the financial crisis. Management education needs to take account of these changes when developing degree programs that prepare students for business life.This article is based around a case study of the 1st year of a business studies degree in the United Kingdom. The degree was redesigned in the light of an understanding of what employers want from graduates, and the design was informed by pedagogic and organizational ideas ranging from Aristotle's concept of "phronesis," to Grint's work on wicked problems, to the need to balance rational and intuitive aspects of management, as identified by Sadler‐Smith and Burke. Running through the new design was an intention to equip students to make effective and appropriate decisions in a complex and continually evolving environment. There is a recognition that changes in the business landscape have led to changes in decision science. Within the article, three modules which form part of the redesigned 1st year are discussed, and the contribution of each module to the overall pedagogic approach is analyzed.Experience from delivering the three modules supported the view that it is possible to construct worthwhile learning experiences which take undergraduate students out of their comfort zone, and which build the competencies that can be expected to be valuable in their graduate employment. However, to achieve this required overcoming some resistance from a minority of students who were reluctant to accept any innovative approaches to learning.
