Systemic Change
What Is It
To fully understand Systemic Change, one must first be able to distinguish systemic from systematic. The term systematic often is associated with images of a linear, generalizable model of how to do something. Systemic on the other hand implies a global conception of the problem and an understanding of the interrelationships and interconnections. (Carr 1996).
The systemic perspective in instructional design is traditionally limited to feedback via needs assessment or evaluation. The systematic perspective in instructional design, however, is strongly represented in a variety of step-by-step models. (Carr 1996)
Systemic thinking "requires keeping many aspects of the problem set in your head at one time. It is a community activity, not an individual one, with all the requisite challenges of any group task. Systemic thinking demands persistence, because to think systemically means to constantly reflect back to previous assumptions, and to be flexible enough to change thinking that has been agreed upon previously. (Reigeluth, Garfinkle 1994).
Using a systemic view, we develop ways of finding out about the mass of inter-relationships which exist between the different components of systems as well as finding out about the components themselves and we have to find out about the relationships which exist between the whole system and the environment in which it exists. (Bateson, 1979; Bawden 1991, Carr 1996)
There are two types of change. There is piecemeal change, often called tinkering, which entails modifying something (fixing a part of it) and there is systemic change, often called paradigm shift, which entails replacing the whole thing. Reigeluth, Garfinkle 1994).
Systemic change is comprehensive. It recognizes that a fundamental change in one aspect of a system requires fundamental changes in other aspects in order for it to be successful. In education, it must pervade all levels of the system: classroom, building, district, community, state government and federal government. And it must include the nature of the learning experiences, the administrative system that supports the instructional system, and the governance system that governs the whole educational system (Banathy, 1991, Reigeluth, Garfinkle 1994).
Systemic change is needed because of the paradigm shift that is occurring in education due to the information age. Although this paradigm shift in education is only a microcosm of the changes in society as a whole, these changes in society is making "the current educational system obsolete.
Hale, Robert L. A Review of Juvenile Executions in America. Vol. 3. Wales: Edwin Mellen, 1997. Print.
The purpose of this essay is to inform on the similarities and differences between systemic and domestic causes of war. According to World Politics by Jeffry Frieden, David Lake, and Kenneth Schultz, systemic causes deal with states that are unitary actors and their interactions with one another. It can deal with a state’s position within international organizations and also their relationships with other states. In contract, domestic causes of war pertain specifically to what goes on internally and factors within a state that may lead to war. Wars that occur between two or more states due to systemic and domestic causes are referred to as interstate wars.
Annie Proulx, Edna Annie Proulx in full,was born August of 1935 in Norwich, Connecticut. Growing up, she was the oldest of five sisters. Her dad was vice president of a textile company. She moved around often as a child and attended to Colby College in Maine, where she met her first husband. Proulx left school, and began working various jobs. She then went on to the University of Vermont in 1963, and then George Williams University located in Montreal in 1973. In the early seventies, Proulx began writing articles in magazines such as Esquire and Country Journal. Her big breaks came when she had two stories published in The Best American Short Stories in 1983 and 1987. She wrote her first fiction book titled, Heart Songs and Other Stories in 1988. Her first novel, Postcards (1992), won a Pen/Faulkner award and she was the first woman to achieve this honor. The Shipping News, the story of Quoyle and his family who leave the United States move to Canada after the death of his wife, was awarded a Pulitzer Prize and National Book Award. Her next novel was Accordion Crimes, which follows an Old World accordion’s travels to the United States through the immigration of an Italian man. She has also published three collections of stories that take place in Wyoming’s vast landscapes, where Proulx settled in 1994. It includes Brokeback Mountain, the love story of Ennis del Mar and Jack Twist, which has since been adapted into a movie. In her most recent work, a memoir titled Bird Cloud (2011), she recollects the building of her home in Wyoming. Britannica writes, her “darkly comic, yet sad fiction is peopled with quirky, yet memorable individuals and unconventional families.” Annie Proulx creates flawed characters who work through change and...
Although the death penalty alone cannot bring back the life of those who have been murdered, it can serve as ultimate justice for the victims and their families. The deterrence of the death penalty can save lives. While opinions abound on both sides of the fence, in the use of the death penalty on juveniles, no one can argue with the fact that the voices of those murdered cannot be heard. Juveniles may not have fully developed brains, as Raeburn argues, but this is not an adequate excuse to dismiss the death penalty. American society cannot afford to babysit murderers, nor can they rehabilitate them. The end of the innocence begins when an innocent life is taken, and the sanctity of life is held defenseless.
Every year, children as young as thirteen and fourteen are sentenced to die in prison in the United States. Judges rule these sentences without considering factors such as age and life circumstances. According to studies, there are about 2000 children serving juvenile sentences in the United States (Nellis 30). Further, Studies indicated that 25 percent of the young individuals serving life without parole were convicted accomplice liability, meaning they may not have committed the crime or may not know the primary perpetrators of the crime (Steinberg and Scott 54). All this happens despite the global consensus that children should not handle the same way as adults. This paper explores juvenile life sentencing as a social issue that is affecting
War is a universal phenomenon, it is a violent tool people use to accomplish their interests. It is not autonomous, rather policy always determines its character. Normally it starts when diplomacy fails to reach a peaceful end. War is not an end rather than a mean to reach the end, however, it does not end, and it only rests in preparation for better conditions. It is a simple and dynamic act with difficult and unstable factors which make it unpredictable and complex. It is a resistant environment where the simplest act is difficult to perform. In this paper, I will argue why war is a universal phenomenon and what are the implications of my argument to strategists.
Today, we live in a society faced with many problems, including crime and the fear that it creates. In the modern era, juveniles have become a part of society to be feared, not rehabilitated. The basis of the early juvenile justice system was to rehabilitate and create safe havens for wayward youth. This is not the current philosophy, although the U.S. is one of the few remaining countries to execute juveniles. Presently, our nation is under a presidential administration that strongly advocates the death penalty, including the execution of juveniles. The media and supporters of capital punishment warn of the "superpredator," the juvenile with no fear, remorse, or conscience. Opponents of this view encourage the idea that another death is only revenge, not deterrence. We will examine the rights allotted to juvenile offenders, and the punishments inflicted upon them for violations of the law.
Sentencing juveniles to capital punishment is unethical and cruel. It is too severe for juveniles without the full reasoning ability and limited brain development to be sentence to the death penalty. Horn (2009) writes, “Youths lack the sense of responsibility that society requires of adults. Their personalities are not yet fixed… Young people have to little experience to fully grasp the consequences of their actions.” (Horn, 2009). This shows that juveniles do not have the experience that adults have to be like adults. Also, Stevenson (2014) writes, “Contemporary neurological, psychological…evidence has established that children are impaired by immature judgement, an underdeveloped capacity for self-regulation and responsibility, vulnerability to negative influences and outside pressures, and a lack of control over their own impulses and their environment.” (Stevenson, 2014, pg. 267-268). Stevenson (2014) is basically saying that children are not matured as adults and the court needs to look at these facts before giving such punishments. Not only that, Stevenson (2014) says, “Young adolescents lack life experience and background knowledge to inform their choices; they struggle to generate options and to imagine consequences; and, perhaps for good reason, they lack the necessary self-confidence to make reasoned judgements and stick by them” (Stevenson, 2014, pg. 268-269). Children should be
In the article On Punishment and Teen Killers by Jenkins, sadly brings to our attention that kids are sometimes responsible for unimaginable crimes, in 1990 in a suburban Chicago neighborhood a teenager murdered a women, her husband, and her unborn child, as she begged for the life of her unborn child he shot her and later reported to a close friend that it was a “thrill kill”, that he just simply wanted to see what it felt like to shoot someone. A major recent issue being debated is whether or not we have the right to sentence Juveniles who commit heinous crimes to life in adult penitentiaries without parole. I strongly believe and agree with the law that states adolescents who commit these heinous crimes should be tried as adults and sentenced as adults, however I don’t believe they should be sentenced to life without parole. I chose this position because I believe that these young adults in no way should be excused for their actions and need to face the severe consequences of their actions. Although on the other hand I believe change is possible and that prison could be rehabilitating and that parole should be offered.
In society as we know it today change is a concept that every individual understands and
After reading Joel Spring?s book, and reflecting on some of the issues facing our schools, it is apparent that our educational system requires much attention among our nation?s leaders. While the system has transformed in many beneficial ways, we are still plagued by the growing problems of society. I look forward to reading another book by Joel Spring, and developing my evolving understanding of the educational system within the United States.
The United Nations Inter-Agency Task Force on Sport for Development and Peace. “Sport as a
In my view, system-wide, large-scale reform is needed to achieve the goal of "getting all young people as close as possible to their upper limits of learning potentialities" (Perrone, p. 15, 1991). This is crucial to ensure change because "trying to transform schools within the existing structure is a contradictory process" (Murphy, p. 38, 1991). The first step is to involve the traditionally voiceless at all decision-making levels to best determine what the needs of the least privileged are, if we are truly committed to providing opportunities that respond to children's needs. I specify, "opportunities" through funding based on my assumption and belief that money can improve education through attracting and keeping good teachers, reducing class sizes, establishing programs to respond to different needs, and maintaining healthy facilities and quality resources. Equitable funding, where all children have the chance to receive a high-quality education, is the first step towards education acting as the great equalizer in a country where oppression limits, dehumanizes, and disempowers in virtually every other life realm.
Insel, T. (2013), Mental disorders as brain disorders, TEDx talk at California Institute of Technology in Pasadena, 23 April.
The world is constantly changing in many different ways. Whether it is technological or cultural change is present and inevitable. Organizations are not exempt from change. As a matter of fact, organizations have to change with the world and society in order to be successful. Organizations have to constantly incorporate change in order to have a competitive advantage and satisfy their customers. Organizations use change in order to learn and grow. However, change is not something that can happen in an organization overnight. It has to be thought through and planned. The General Model of Planned Change focuses on what processes are used by the organization to implement change. In the General Model of Planned Change, four steps are used in order to complete the process of change. Entering and Contracting, Diagnosing, Planning and Implementing, and Evaluating and Institutionalizing are the four steps used in order to complete the process of change in an organization. The diagnostic process is one of the most important activities in OD(Cummings, 2009, p. 30).