What is an International Baccalaureate (IB) School

International Baccalaureate (IB) world schools are committed to active, creative cross-cultural education and allow the recipients of IB high school diplomas to study at universities worldwide. The goal of an IB education is to create responsible, socially conscious adults who use their cross-cultural education to promote world peace. IB schools have become increasingly popular in recent years, and there are more IB programs in public and private schools than ever before. The History of IB The IB diploma was developed by teachers at the International School of Geneva. These teachers created an educational program for students who moved internationally and who wanted to attend a university. The early program was concentrated on developing an educational program to prepare students for college or university and a set of exams that these students needed to pass to attend universities. Most of the early IB schools were private, but now half of the world’s IB schools are public. Arising from these early programs, the International Baccalaureate Organization based in Geneva, Switzerland, founded in 1968, oversees over 900,000 students in 140 countries. The United States has over 1,800 IB World Schools. The mission statement of the IB reads as follows: â€Å"The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.† The  IB Programs The primary years program, for children ages 3-12, helps children develop methods of inquiry so that they are able to ask questions and think critically.The middle years program, from ages 12 to 16, helps children make connections between themselves and the greater world.The diploma program (read more below)  for students ages 16-19 prepares students for university studies and for a meaningful life beyond the university.The career-related program applies the principles of IB to students who wish to pursue career-related study.   IB schools are notable for how much of the work in the classroom comes from the interests and questions of the students. Unlike in a traditional classroom, in which teachers design the lessons, children in an IB classroom help direct their own learning by asking questions that might re-direct the lesson. While the students don’t have total control over the classroom, they help contribute to a dialogue with their teachers from which the lessons develop. In addition, IB classrooms are usually trans-disciplinary in nature, meaning that subjects are taught in many different areas. Students may learn about dinosaurs in science and draw them in art class, for example. In addition, the cross-cultural component of IB schools means that students study other cultures and a second or even third language, often working to the point of fluency in the second language. Many subjects are taught in the second language, as teaching in a foreign language requires students not only to learn that language but also to often shift the way they think about the subject. The Diploma Programme The requirements to earn an IB diploma are stringent. Students must compose an extended essay of approximately 4,000 words that requires a good deal of research, using the critical-thinking and inquiry-based skills that the program stresses from the primary years. The program also emphasizes creativity, action, and service, and students must complete requirements in all these areas, including community service. Students are encouraged to think critically about how they acquire knowledge and evaluate the quality of the information they receive. Many schools are full IB, meaning all students participate in the rigorous academic program, while other schools offer students the option of enrolling as a full IB diploma candidate or, they can simply take a selection of IB courses and not the full IB curriculum. This partial participation in the program gives students  a taste of the IB program but does not make them eligible for the IB diploma. In recent years, IB programs have grown  in the United States. Students and parents are attracted to the international nature of these programs and their solid preparation for students to exist in a global world. Increasingly, students must possess an education in which cross-cultural understanding and language skills are valued and enhanced. In addition, experts have cited the high quality of IB programs, and the programs are lauded for their quality control and the commitment of their students and teachers. Article edited by  Stacy Jagodowski

Essay For Bursary Free Essay Example, 1000 words

My class performance has continually worsened over the years mainly because I always prefer to concentrate on accomplishing employment tasks. Normally, having excellent performance at work has enhanced my job security and continued income. However, excellent employment performance has existed at the expense of my educational brilliance. Obtaining the bursary would enable me to pay my tuition fees and adequately find more time to concentrate on studies. I believe in my potential to perform brilliantly if I pay my school fees in time and have adequate studies time. In addition, I would have enough time to attend classes, concentrate in class and diligently accomplish assignments. Though I have managed to secure employment in the past, part-time jobs have become difficult to find because many employers prefer permanent employees. Lack of constant employment has resulted into financial struggles, as I am not currently able to pay adequately my tuition fees. Sometimes I luckily secure temporarily employment and have to struggle looking for new employers. Searching for new employment besides being a struggle normally consume most of my studies time and consequently affect performance. We will write a custom essay sample on Essay For Bursary or any topic specifically for you Only $17.96 $11.86/pageorder now Moreover, the social stigma of working and studying at the same time has greatly affected my educational performance. Despite the struggles of finding employment, working, and concentrating on studies, I have managed to maintain hard work with hope for financial and educational success in the future. Besides employment struggles, I also face financial constraints in relation to transport charges. I commute daily using public transport to school, an activity that requires constant financial availability. With the constant inflation in public transport prices, I find it difficult to attend classes on a daily basis. Moreover, I sometimes have to forgo imperative classes when lacking enough transport charges. Missing classes has greatly affected my class overall performance. Challenges The world economy is experiencing significant financial meltdown and inflation. As a student, I face challenges the economy poses as any other citizen around the world. Personally, I cannot receive any line of credit because I do not have an eligible full-time employment. Inability to receive line of credit has been the primary challenge to me as a post-secondary education student. I believe that the bursary would greatly assist me in supporting my needs without depending on line credits. Balancing school workload and working part-time has been a challenge.

The Case Of Brown V. Board Of Education Of Topeka

In 1954, The United States Supreme Court made a landmark decision with its ruling in the case of Brown v. Board of Education of Topeka. The ruling was a monumental one for multiple reasons. Firstly, it was a major step in the Civil Rights Movement as it ended the legal use of â€Å"separate but equal† facilities, under the ruling that this violated the Fourteenth Amendment’s Equal Protection Clause. It gave African-Americans access to better schools, and also gave them a greater sense of dignity as they no longer could be legally forced to drink from different fountains or sit in separate sections. Another aspect of the decision that makes it so significant is the fact that it did the rare task of overturning a previous Supreme Court decision,†¦show more content†¦He believed that in order to understand law, one must first realize what law’s purpose is. He, like Thomas, argued that law’s purpose it to benefit society by creating a morally sound or der to human action and conduct. He detailed seven goods that he believed to be intrinsic and universal, and argued that laws should be enforced under the stipulation that they adhere to the enhancement of these goods, because they are what determines a fulfilling life. They are: life, knowledge, play, aesthetic experience, sociability, practical reasonableness, and religion. The goods that relate to the thesis of this paper the most are knowledge and sociability, as the result of the case has a direct benefit on them and is, therefore, moral and legitimate. Legal positivists, however, disagree that morality has any place in determining what legitimate law is. H. L. A. Hart based much of his theory on the previous legal positivist John Austin’s work. Austin believed that laws obtain their legitimacy from the recognition of a society’s members in the authority of their unruled ruler. This unruled entity that enforces laws with the backing of sanctions, is what Austin te rms the ‘sovereign.’ He believed that in order for a sovereign to exist it had to be habitually complied with by those it governs. What separates Austin’s theory from natural law theories is that he did not believe that laws had to be created or followed on the basis of morality. According to Austin’sShow MoreRelatedThe Case Of Oliver Brown V. The Board Of Education Of Topeka1991 Words   |  8 PagesThe question that this historical investigation and sources will be seeking to answer is: To what extent did the case of Oliver Brown v. The Board of Education of Topeka, Kansas further the progress of the civil rights movement in search of African-American equality? The first source being evaluated is â€Å"The Brown Decision: Its Long Anticipation and Lasting Influence.† This academic journal article originates from the Journal of Southern History, and is written by Linda Reed, an associate professorRead MoreBrown vs Board of Education600 Words   |  3 PagesThe Brown vs Board of Education as a major turning point in African American. Brown vs Board of Education was arguably the most important cases that impacted the African Americans and the white society because it brought a whole new perspective on whether â€Å"separate but equal† was really equal. The Brown vs Board of Education was made up of five different cases regarding school segregation. â€Å"While the facts of each case are different, the main issue in each was the constitutionality of state-sponsoredRead MoreOutline Of A Speech On History And Education846 Words   |  4 PagesSegregation in Education General Purpose: To Inform Specific Purpose: To inform my audience about one of the most notorious eras in politics and education. Thesis: â€Å"Brown V. The Board of Education of Topeka† and its reversal of the decision of â€Å"Plessy V. Ferguson† and the â€Å"Separate but Equal clause† is one of the most monumental, and impactful decision ever made. I. Introduction A. Attention Getter: B. Thurgood Marshall was responsible for rearguing the Brown v. Board of Education of Topeka case andRead MoreBrown V. Board Of Education830 Words   |  4 PagesBrown v. Board of Education The Brown v. Board of Education of Topeka case is a well-known case that went to the Incomparable Court for racial reasons with the leading body of training. The case was really the name given to five separate cases that were heard by the U.S. Preeminent Court concerning the issue of isolation in state funded schools. These cases were Brown v. Board of Education of Topeka, Briggs v. Elliot, Davis v. Board of Education of Prince Edward County (VA.), Boiling v. Sharpe,Read MoreBrown V. The Board Of Education1136 Words   |  5 PagesBrown v. The Board of Education Topeka, Kansas, 1950, a young African-American girl named Linda Brown had to walk a mile to get to her school, crossing a railroad switchyard. She lived seven blocks from an all white school. Linda’s father, Oliver, tried to enroll her into the all white school. The school denied her because of the color of her skin. Segregation was widespread throughout our nation. Blacks believed that the â€Å"separate but equal† saying was false. They felt that whites had more educationalRead MoreBrown V. Board Of Education Of Topeka1634 Words   |  7 PagesBrown v. Board of Education of Topeka, 347 U.S. 483 (1954), was a landmark United States Supreme Court case in which the Court declared state laws establishing separate public schools for black and white students to be unconstitutional. The decision overturned the Plessy v. Ferguson decision of 1896, which allowed state-sponsored segregation, insofar as it applied to public education. Handed down on May 17, 1954, the Warren Cou rt s unanimous (9–0) decision stated that separate educational facilitiesRead MoreBrown vs. Board of Education: Case Study1745 Words   |  7 PagesBefore Brown v. Board of Education of Topeka was taken to the Supreme Court, the ruling in earlier Supreme Court case Plessy v. Ferguson stood. Plessy v. Ferguson established the separate but equal doctrine, which pervaded nearly every aspect of American life. One of the realms that Plessy v Ferguson expressly applied to was the area of public schools. Public schools in America could be racially segregated, based on the assumption that African-American schools were equal to their white counterpartsRead MoreThe Court Case that Changed the World: Brown v. Board of Education1078 Words   |  5 PagesBrown v. Board of Education is a story of triumph over a society where separating races simply based on appearances was the law. It is a story of two little girls who has to walk through a railroad switchyard in Topeka, Kansas in 1950 just to attend school. With lunch bags and backpacks in hand, they make their way to the black bus stop which is a distance of the tracks. They have to walk this distance, pass the buses filled with white children because they are unable to attend the nearby whiteRead MoreBrown V. Board Of Education 347 Us 4831438 Words   |  6 PagesBrown v. Board of Education 347 US 483 (1954) Jim Crow Laws As society changes, laws change as well to keep up with changes in some cases, the law are for the better of the majority, however, there have been several laws that have been enacted to impose inequality. On May 17, 1954, the United States Supreme Court handed down its ruling in the landmark case of Brown v. Board of Education of Topeka, Kansas. Education of Topeka that Racial education of Topeka that racial segregation in public schoolsRead MorePlessy vs Ferguson678 Words   |  3 PagesPlessy v. Ferguson and Brown v. the Topeka Board of Education In the 1896 case of Plessy v. Ferguson the Supreme Court decided that having †separate but equal† accommodations for Whites and Colored did not violate the 14th Amendment (Wolff, 1997). This allowed states to continue segregation as they saw fit. The Plessy v. Ferguson case was centered on the segregation of railroad cars but the final ruling supported that all â€Å"separate but equal† accommodations were allowed by the constitution and was

Risk Management Issues In Project Planning

Question: Discuss about theRisk Management Issues In Project Planning. Answer: Project Context In recent times with rapidly changing business environment, project management has gained importance in every organization whether small, medium or large (Atkinson et al., 2006). This is mainly because of the benefits reaped from successful project management. Project Management proves to be beneficial for the business organizations to achieve maximum return by using minimum resources i.e. it helps in achieving cost efficiency and enhances the productivity of the employees by driving them towards working in a team (Larson Gray, 2011). In the present competitive business environment, an organization can succeed only if it adopts creativity and innovation and both these aspects are ensured by project management (Shenhar Dvir, 2007). Project management helps in completing the work systematically since in project management, everything is done in a proper sequence starting from setting of the goals and objectives to implementation of strategies for successful achievement of the project goals (Meredith Mantel, 2011). Thus Project Management has emerged as an attractive profession. Moreover, project Management has emerged as one of the prestigious professions in competitive market and this is because project management is more challenging and it enhances the learning of the individuals exponentially and acquiring experience by solving critical issues pertaining to the various requirements of different projects (Crawford et al., 2006). An individual who recognizes himself as a good problem solver and is ready to take the challenges upfront then, the profession of Project Management is best suitable for him or her (Meredith et al., 2013). Moreover, the Project Management as a profession demands good attitude towards work, good level acceptability and huge patience (Madter et al., 2012). In addition, it is also the fact that overall money matters and Project Management as a profession fetches an individual with starting remuneration between S20,000 to $35,000 on the basis of the industry norms. So, with respect to earnings an individual as a Project Manager can fi nd himself on good edge that can solve all his financial requirements and it also provides individual with the opportunity of leading a lavish life and various other benefits (Holzle, 2010). In order to become a professional Project Manager, it becomes important on the part of the individual to exhibit a broad a range of talents to bring teams together and assist the organization in reaching its goals. Thus there are various skills and knowledge required to become a professional Project Manager: Vision A professional project manager should possess a clear vision of where to go and the ability to articulate the same. Communication Professional Project Manager should possess effective communication skills to communicate the goals, performance, responsibility, feedback and expectations. He should also possess the desired negotiation and persuasive skills to ensure the success of the team (Brill et al., 2006). Integrity A professional Project Manager is responsible for setting ethical standards for the team and thus he should be characterized with honesty, loyalty and integrity. Enthusiasm and Passion The Project Manager should possess a can do attitude. He should be enthusiastic to remain committed to the goals and express the commitment through optimism (Thomas Mengel, 2008). Empathy and Compassion Project Manager should understand that team members have life outside the workplace and the individuals are not machines without emotions. So, considering these aspects, he would be able to develop personal relationship with the team members necessary for achieving better results (McManus, 2006). Competence The Project Manager should be competent in context to both the soft skills and technical skills. He should possess the ability to challenge, lead inspire, enable, model and encourage the team members. Moreover, he should also be aware of the technical know of the details of the project he or she is handling. Delegation The Project Manager should possess the ability to delegate and so he should be able recognize the expertise and skills of the team members and assign the tasks accordingly. Composure It is important for the Project Manager to remain composed and maintain his cool irrespective of the level of pressure. Team Building The Project Manager should be a good team builder and he should be able to maintain a sense of team spirit despite of the problems in project execution. Problem Solving The Project Manager should possess the ability of solving problems, may it be with the team or with the project itself. This would help in developing a sense of trust among the team members that the Project Manager can solve their problems (Middlewood and Abbott, 2012). However, Project Manager should involve the team in problem solving. Risk Management The skills required by the Professional Project Manager have undergone significant changes over the years. The technological advancements have led to increased uncertainty and thus risks associated with the project cannot be controlled by developing detailed project plans (Ferraro, 2008). Thus a successful Project manager emphasizes upon learning to adapt to the changes rather than making attempts to eliminate the risks. Project Proposal Working Title: Risk Management Issues in Project Planning Background and Definition of the Issue The studies conducted by (De Bakker et al., 2010) has revealed that a project generals fails when the plan is not met i.e. the project exceeds the timeline, overspends the budget or underperforms expectations. So, it can be said that the project tends to fail when the plan is too optimistic i.e. when costs and actions are forced for achieving the predetermined targets and when the external events influences the project plan i.e. lack of sufficient resources, unanticipated work and extraordinary events (Olsson, 2008). So, this leads to the necessity of risk assessment techniques for obtaining more realistic estimates that can lead to more attainable plan. This helps the project to be more likely towards meeting its forecasts and avoid disappointments. Risk Management emphasizes upon disclosing the sensitivity of the project to the participants and thus ensures the fact that all the threats are fully understood (Bannerman, 2008). This in turn leads to setting the targets and contingenc ies at correct levels, negotiating the contracts with accurate understanding of the potential challenges and provide opportunities for developing the risk mitigation strategies in advance (Kendrick, 2015). So, on the basis of the above aspects, it can be said that risk and uncertainty if not managed efficiently can lead to damaging consequences and this is the reason why risk analysis and management is an important aspect in project manager for achieving success. This, in turn makes it necessary on the part of the project managers to possess the right knowledge and experience in context to risk analysis and management. Thus, taking into consideration the above aspects, the researcher in the present study would emphasize upon analyzing the importance of risk management and identifying the risk management issues in project planning. Research Rationale Analysis has revealed that the success rate of the projects is very low globally and this evident from the fact that globally only 64% of the projects meet their goals. Moreover, around 70% of the companies report that at least one of their projects have failed in the year 2013 and this has resulted in a loss of around $109 million for every $1 billion they have invested in their projects (projectmanagementworks, 2014). Other statistics reveal that where high performing organizations are characterized with a success rate of 89%, the low performers are characterized with a success rate of mere 36%. The analysis of the major realisms behind the failure of the projects revealed that undefined risks are responsible for 30% of the project failures (projectmanagementworks, 2014). So, these figures clearly highlight the importance of risk management in project management. So, the above aspects motivated the researcher to undertake the study to analyze the importance of risk management and identify the risk management issues in project planning. Research Aim and Objectives The researcher in the present study would strive towards analyzing the importance of risk management issues in project planning together with analyzing the importance of risk management in project management and thus the entire study would be observed to revolving around the following research objectives: To analyze the risks that project managers attend to while managing the project. To analyze the risk management practices that project managers employ while managing the project. To investigate the risk management strategies employed by the project manager while managing the project. Literature Review The studies conducted by Hillson, (2006) has revealed that there are various concepts like explicit opportunity management, the uncertainty management paradigm, a constructively simple approach to evaluation and interpretation of estimates, risk attitude and complexity theory concepts that are important for improving the management of risk and uncertainty in a complex project environment. Moreover, the studies conducted by Olsson, (2007)put forward the fact that the probability based risk management theory does not provide explanation to the important aspects of the observed project management practice and the assumptions of the probability based approach exhibits limited applicability. Analysis of the available literature revealed that there exist very limited evidence where the literature is mainly focused upon the importance of risk management in project management and risk management issues in project management (Hillson Murray-Webster, 2008). So, this can be looked upon to be a research gap especially in context to the uncertainty and risk management practices on the part of the project manager in relation to the complexity of the project. Moreover, studies conducted by Zhang, (2011) has emphasized upon facilitating the project managers with advices in context to the ways in which they can manage the risks involved in the project rather an assessing the relative effectiveness of the advices. Thus, with increased number of project failure together with increasing complexities in the project and inadequate risk and uncertainty management practices creates the need to analyze the risk management strategies and practices that are efficient in managing the risks involved in the project. Research Process The researcher in the present study would strive towards collecting the secondary data from both the online and offline sources. The online sources would include the peer reviewed articles, early researches and journals published online (Zikmund et al., 2013). Various articles relevant to the undertaken study would be searched with the help of Google Search Engine and would be reviewed manually by reviewing the abstract, title and list of references to decide upon where to include the article or journal into study or not. The inclusion criteria would include studies providing details of risk management in project management, studies published within a time a frame of 2006 to 2016 and the studies published in English language. The sleeted articles for the study would be analyzed and interpreted to analyze the alignment that exist between the available literature and the findings that would determine the success of the study (Blumberg et al., 2014). Major Millstones of the Project: Gantt Chart Main Activities/ Stages Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Topic selection and its scope Identification of secondary data sources Preparation of research proposal Preparation of literature review Description of research methodology Preparing ethics form Analysing data Comparing findings Conclusion and recommendations Finalising and submission Conclusion The study would prove to be beneficial on the part of the researcher to gain the required knowledge to become a professional in Project Manager that would assist him in handling projects at work in future. References Atkinson, R., Crawford, L., Ward, S. (2006). Fundamental uncertainties in projects and the scope of project management.International journal of project management,24(8), 687-698. Bannerman, P. L. (2008). Risk and risk management in software projects: A reassessment.Journal of Systems and Software,81(12), 2118-2133. Blumberg, B. F., Cooper, D. R., Schindler, P. S. (2014).Business research methods. McGraw-hill education. Brill, J. M., Bishop, M. J., Walker, A. E. (2006). The competencies and characteristics required of an effective project manager: A web-based Delphi study.Educational technology research and development,54(2), 115-140. Crawford, L., Pollack, J., England, D. (2006). Uncovering the trends in project management: Journal emphases over the last 10 years.International journal of project management,24(2), 175-184. De Bakker, K., Boonstra, A., Wortmann, H. (2010). Does risk management contribute to IT project success? A meta-analysis of empirical evidence.International Journal of Project Management,28(5), 493-503. Ferraro, J. (2008). The strategic project leader. Boca Raton, FL: Auerbach Publications. Hillson, D. (2006). Extending the risk process to manage opportunities. International Journal of Project Management, 20, 235-240. Hillson, D., Murray-Webster, R. (2008). Managing group risk attitude (pp. 190). Burlington, USA: Ashgate Publishing. Hlzle, K. (2010). Designing and implementing a career path for project managers.International Journal of Project Management,28(8), 779-786. Kendrick, T. (2015).Identifying and managing project risk: essential tools for failure-proofing your project. AMACOM Div American Mgmt Assn. Larson, E. W., Gray, C. F. (2011). Project management: The managerial process. Madter, N., Bower, D. A., Aritua, B. (2012). Projects and personalities: A framework for individualising project management career development in the construction industry.International Journal of Project Management,30(3), 273-281. McManus, J. (2006). Leadership. Amsterdam: Butterworth-Heinemann. Meredith, J. R., Mantel Jr, S. J. (2011).Project management: a managerial approach. John Wiley Sons. Meredith, J. R., Mantel Jr, S. J., Shafer, S. M. (2013).Project management in practice. Wiley Global Education. Middlewood, D. and Abbott, I. (2012). Achieving success with your leadership project. Los Angeles: Sage. Olsson, R. (2007). In search of opportunity : Is the risk management process enough? International Journal of Project Management, 25(8), 745-752. Olsson, R. (2008). Risk management in a multi-project environment: An approach to manage portfolio risks.International journal of quality reliability management,25(1), 60-71. projectmanagementworks. (2014).Project Failure Statistics: The Shocking Truth. [online] Retrieved from: https://projectmanagementworks.com/project-failure-statistics/. Shenhar, A. J., Dvir, D. (2007).Reinventing project management: the diamond approach to successful growth and innovation. Harvard Business Review Press. Thomas, J., Mengel, T. (2008). Preparing project managers to deal with complexityAdvanced project management education.International Journal of Project Management,26(3), 304-315. Zhang, H. (2011). Two schools of risk analysis : A review of past research on project risk. Project Management Journal, 42(4), 5-18. Zikmund, W. G., Babin, B. J., Carr, J. C., Griffin, M. (2013).Business research methods. Cengage Learning.