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Validating Stakeholder Claims in .NET Connect 3 of 9 in .NET Validating Stakeholder Claims




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table 8.2. Validating Stakeholder Claims using .net framework toincoporate 3 of 9 for asp.net web,windows application Code-128 Media Trying to bala 3 of 9 barcode for .NET nce demands of all stakeholders parents, teachers, students, school board Concerned about reputation but also overwhelmed with work no time to meet everyone s needs Concerned about their marred reputation and the possibility of nding employment elsewhere Already mistrust school board cynical and angry about board response and unkept promises to do something Concerned about fair treatment for their children Angry with students if comments have some validity and for sexually charged statements Concerned about disruption to their children s learning. School Board School Administrators Teachers Parents Students Need positive learning environment to succeed academically Claim 1 Wants a sensational story that can be framed a certain way the battle Concerned about reputation and regaining control of the situation Claim 2 Wants a story that that supports the teachers because they are angry Has to meet parental expectations does not want to reduce school s popularity or reputation Pressured by parents to achieve academically Claim 3 Wants a story with scapegoats the students, technology, school administration Wants teachers to know that the school board is listening and doing something Concerned about gain Visual Studio .NET Code-39 ing the trust of teachers and developing a cohesive, collaborative school climate. Concerned about their children s and their own reputations if publicized Need avenues to express their feelings about the tensions within the school (cont.). 236 School Administr VS .NET barcode 3/9 ators Teachers Already mistrust administration cynical and angry that they do not care Concerned that teachers will mistreat their children if they stay Parents Wants to ensure fairness in disciplining students, especially those graduating Students Need privacy; unsupervised lack of adults in cyberspace; made mistakes just joking need to be given another chance Do not particularly want to uproot their children from school especially if they are graduating Determined to get revenge and be vindicated looking for blood, according to one administrator Not receiving enough attention from teachers; sense that teachers do not care because they are too busy ghting among themselves Wants to retain trust of parents. table 8.2. (cont.

). Media School Board Claim 4 Wants a story about disruption to a bright student s academic achievement Has policies on bullying and cyber-bullying due diligence Claim 5 Wants to focus on the most negative comments the behavior without looking at the motivations Has created a task force on cyber-bullying due diligence CYBER COLLABORATION Step 3: Critically w eigh each claim against the other It is always easier to weigh the rights and interests of stakeholders once they have been identi ed and their claims heard. It is the rst two steps that most reactive policy responses overlook. School Board Claims In their haste to control the students, appease teachers or parents, and preserve the good reputations of their schools, school board of cials often override the rst two steps of the Stakeholder Model and focus only on the students.

When the claims of other stakeholders are not heard or validated, the process is doomed to failure. Teachers and parents begin to lack con dence in the school board because their concerns are ignored. I have been contacted so often by frustrated parents of children who are victims of bullying and cyber-bullying.

In every case, parents have come up against the wall of defense described in 6. Having antibullying policies and task forces in place is not enough. Similarly, teachers and school administrators who attend my graduate courses at McGill express frustration at the fact that often their school board policies are not supported with adequate training or time to implement initiatives to address bullying.

If school board claims are applied to Step 2 of the Stakeholder Model, we nd that from an administrative perspective, maintaining reasonable control and managing a crisis is a justi ed priority. The question that challenges this justi cation is whether prioritizing control of the situation ought to trump the educational concerns of stakeholders such as the students and their parents. This is the question that will determine how much weight the school board justi cations carry.

School Administrator Claims School administrators are often caught in the middle. The school board wants head teachers and principals to maintain the school s reputation and keep things under control. They want to avoid media attention at all costs.

They have to keep parents happy. In cases in which academically pro cient students are caught cyber-bullying, school administrators are required to make tough choices about how to discipline them. Should they support teachers who want the students suspended or expelled Should they listen to parents who insist their child remain in school and be allowed to graduate In all the chaos, do administrators create opportunities, or have the time, to hear the students side of the story How school administrators react can have an enormous in uence on a negative or positive school climate.

School administrators need to remember that over and above the logistics of juggling stakeholder demands, they are the school heads or principals of institutions of learning. Their priority ought to be the students. Students watch the reactions of their school administrators.

On the basis of the legal standards identi ed in 7, it is arguable that cyber-bullying disrupts learning and also disrupts the educational mission of the school. When classmates or teachers are the subjects of cyber-bullying,.
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