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American Indian Parents want their children to learn their native culture.

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In a report approved Monday, members of the Farmington School District’s American Indian Education Parent Committee asked the school board for greater representation of American Indian culture in schools and for more opportunities for students to explore their native heritage.

The committee met regularly prior to this year, but its efforts have changed some since the district added Numen Smith as an American Indian education liaison. It has not typically asked the school board for action.

Smith had his first official meeting with the parent committee earlier this month and has worked with them to identify opportunities.

Among the concerns the committee presented in its current recommendation is the fact signs in the district that present information in multiple languages do not include native languages.

Smith wrote in the committee’s resolution that it is important to let students know there is a growing population of American Indian students in Farmington schools.

“We … need to educate the student body and let them and all parents and teachers know that we are not just mascots or pages in a history book,” Smith wrote. “There are American Indian students roaming the hallways now as we speak, next to your student. Everyone needs to know we are not a race that has just disappeared and now only see in the movies or what Hollywood portrays us to be.”

Barb Duffrin, the district’s director of educational programs, said Monday that the district has seen an increase since Smith was hired in the number of families that identify as American Indian.

Among other things, the committee is advocating field trips to significant sites, a mentorship program for older students to work with younger students and a summer program to keep the district’s native population connected when school is not in session.

The parent committee has also extended an invitation to the district’s art teachers to talk about enhancing the curriculum to include American Indian art.

“Our art teachers are very excited about this,” Duffrin said.

Bids awarded

Also on Monday, school board members awarded bids for several of the projects funded by the bond referendum voters approved last November.

School board members approved a $1,479,600 bid from Pioneer Power to replace boilers at Farmington Elementary School and Boeckman Middle School.

Pioneer Power had the lowest of four bids submitted for the project.

The district also approved bids to replace roofs at Dodge Middle School; Riverview, North Trail and Farmington elementary schools; and the District Service Center and Instructional Service Center. The bids went to different contractors. The total cost will be $4.2 million.

Credits:farmington independent.com

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  • Annesha Das Gupta

    It will be interesting to see such programs get implemented. The study of the Indian culture can make the children take a turn towards their home country again. Also, it can further aid in strengthening the international relations.

  • Shriya Katoch

    It’s nice to see that culture is still preserved .

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  • Annesha Das Gupta

    It will be interesting to see such programs get implemented. The study of the Indian culture can make the children take a turn towards their home country again. Also, it can further aid in strengthening the international relations.

  • Shriya Katoch

    It’s nice to see that culture is still preserved .

Next Story

History of Case Study – from Columbus to Nowadays

After the introduction of the new teaching method, the Harvard Business School immediately sensed an influx of students.

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Education concept: closed book with Red Head With Lightbulb icon and text Case Study on floor, white background, 3d render

Christopher Columbus Langdell is considered the founder of the case method. History of case study starts when he becomes a dean in Harvard University. Langdell practically opened a new field in teaching, much like his famous namesake discovered America in his time. In the same way, at first he had to face difficulties, distrust and resistance of supporters of traditional education. Langdell served as dean of the law school at Harvard University. He himself was a graduate of this school, having studied there twice the allotted time and spent the extra time working at the Harvard Library. Langdell carefully studied numerous court cases and had a truly encyclopedic knowledge in this area.

At that time, students at law schools were studying by listening to lectures and studying textbooks, in which interpretations of normative acts were collected, and best practices of applying laws were described. Students memorized the material and then reproduced it in front of the teacher in class. They got this experience much later when they started practicing real practice. Langdell suggested the opposite approach, interrupting the tradition of constant cramming. Having become a dean in 1870, he immediately began to implement the case-study method — a method of analyzing real situations, inviting students to familiarize themselves with the original materials of the case and draw their own conclusion. To facilitate this work, he prepared a special collection of training materials — cases, providing each case with a small two-page introduction. In the classroom, students with the help of Langdell discussed the facts, revealed controversial points, studied the arguments of the parties, talked about the doctrines and principles underlying the case, and compared them with other legal cases.

Case Study
The difficulty was that the majority of teachers were scientists and did not have practical business experience and hence didn’t have good Case Study Material

Innovation = Conflict

At first, the innovation met sharp resistance and outrage from the students. Speaking on a given topic turned out to be much more difficult than simply reproducing a learned text. Many of the students “voted with their feet” — during the first three years of the introduction of the new method, the number of applicants decreased from 165 to 117.

Nevertheless, Langdell retained his post, and by 1895 the case study method was firmly

established in the Harvard Law School, and with it in six elite law universities (in Columbia, Yale, Chicago, and others). By the 1920s, the method of handling cases from real court practice became fundamental in legal education and remains so to this day.

First business cases

In the business environment cases also came from Harvard. In 1908, the Harvard Business School (HBS) was founded, which began to award Master’s degrees in business (Master of Business Administration). At first, things were not going very smoothly – “we had to deal with sponsors from the business community, not at all enthusiastic, loud and skeptical students, jealous and cynical university colleagues, and trustees, not to mention financial problems.” Only eight of the thirty-three students of the first set reached the second year of study.

Case Study
By the 1920s, the method of handling cases from real court practice became fundamental in legal education and remains so to this day and is used as case study

The idea to build training around the discussion of problems related to business management arose from the first dean of the school, Edwin Gay, and the first trial course entitled The Art of Doing Business was read in 1912.

Professors Were Smart… But not Enough

The difficulty was that the majority of teachers were scientists and did not have practical business experience. Therefore, at first, managing managers and directors of large firms, owners of their own companies, who shared real situations with their audiences, were invited to the Harvard Business School. Students analyzed what they heard and two days later submitted written reports with recommendations for solving the problem, and then discussed them in the audience.

However, the case-based method was finally established in HBS only half a century after its invention by Langdell — in the 1920s, when a graduate of the Harvard Law School, corporate finance specialist Wallace Donham was appointed dean. Donham spoke of his work this way: “I did not have theoretical knowledge in business, and my teachers, as I found out, had little practical experience in this field. To get used to each other was very problematic.

Donham himself was an ardent supporter of the use of the case method. The only obstacle was the lack of ready-made materials like published collections of court decisions. Donham convinced his colleague, marketing professor Melvin Copeland, to remake his training program as a pilot project and include a description of several real business problems. Published in September 1920, this program is considered the first collection of business cases. Students discussed the situation in the audience, analyzed it from different sides and offered solutions. Unlike legal cases, business cases often did not have a ready answer, and students learned to act in the face of uncertainty, tight deadlines and a lack of information.

case study
Unlike legal cases, business cases often did not have a ready answer, and students learned to act in the face of uncertainty, tight deadlines and a lack of information, therefore case study are crucial

After the introduction of the new teaching method, the Harvard Business School immediately sensed an influx of students: their number increased from 30–50 annually accepted applicants to 500 in 1932.

Top-9 Facts about Case Studies

  1. The teachers of the Harvard Business School (HBS) wrote about 80% of the cases used for training around the world.
  2. Each year, HBS teachers create about 350 cases on the basis of real business situations. It takes from one to four months to write a case.
  3. The main characters of the cases are mostly men (91%); in the next five years, HBS plans to increase the number of female characters in cases up to 20%
  4. At the height of the Second World War, HBS teachers wrote 600 custom case studies for military personnel.
  5. On average, in two years, every MBA student at HBS studies 500-600 cases and spends 80-90% of his time doing it.
  6. In HBS, there is a common practice when a real prototype of the main character of a case is present during the analysis (personally or in video mode), answers students’ questions, comments on their decision and explains how and why he acted in a real situation.
  7. In May 2008, HBS decided to diversify the format of cases, make them more elegant, literary, with a bright cover and sell them as books near cash desks in stores. Similar cases can be targeted, for example, for housewives. For this, HBS has already signed a contract with a famous American novelist Danielle Steel.
  8. It is believed that most of the heroes of the cases are top managers. However, there are also cases dedicated to athletes, cultural figures, community leaders and government officials. So, some famous cases are devoted to the former head coach of Manchester United, Sir Alex Ferguson, tennis player Maria Sharapova, and even Lady Gaga.
  9. HBS has Kids Case Discussions — a special children’s class for children of graduates. University professors teach classes, and children discuss real, un-adapted Harvard cases with them.

This article is provided by an expert from GetCaseStudy.com – professional custom case study writing service.