The Community Safety Education Act of Texas

2021 ◽  
pp. 132-144
Author(s):  
Everette B. Penn ◽  
Shannon A. Davenport
2016 ◽  
Vol 13 (1) ◽  
pp. 2385
Author(s):  
Selim Çapar ◽  
Şükrü Yıldırım

The territorial administration of Turkey is based on provincial administrative system. Within this system, governors in the provinces and sub-governors in the districts are essentially, the representative of the central government in those respective administrative units. They are responsible for public services of mainly carried out by central government in the country such as community safety, education, agriculture, public health, tourism. Their profession has a long historical background in Turkey. In this aspect, their functions and roles have strategic importance in the administrative system. That is why, they have specific in service training period at the beginning of the profession. On the other hand, the changes to the public administration understanding in the world wide have impact on the Turkish Public Administration in functional and organizational aspects of. The study focuses on the perception of the governors and sub-governors, especially over their profession and its changes in the last decades. Regarding the preferences of the executives, they consider the most significant part of their profession was the provision of the public security services. ÖzetTürkiye’de ülke topraklarının yönetimi, mülki idare sistemine dayanmaktadır. Devletin taşradaki temsilcileri konumunda bulunan mülki idare amirleri esas itibarıyla ilde vali, ilçede kaymakam olarak görev yapmaktadır. Mülki idare amirleri, temel olarak merkezi idarenin yürüttüğü toplumsal güvenlik, eğitim, tarım, kamu sağlığı, turizm gibi kamu hizmetlerinin yürütülmesinden sorumludurlar. Bu mesleğin, Türkiye’de köklü bir tarihsel geçmişi bulunmaktadır. Bu bakış açısından, bu meslek mensuplarının işlevleri ve rollerinin idare sistemi içinde stratejik bir önemi vardır. Bu sebeple, mesleğin başında özel bir hizmet içi eğitim sürecinden geçirilirler. Öte yandan,  dünya genelinde kamu yönetimi anlayışında meydana gelen değişimler, mülki idare sistemini de örgütlenme ve işlevsel açılarından etkilemektedir. Bu çalışma, son dönemde mülki idare amirlerinin meslek ile ilgili, özellikle mesleğin işlevleri ile ilgili algılarını ve bu algılardaki değişim üzerine odaklanmaktadır. Mülki idare amirlerinin tercihleri, onların mesleklerinin en önemli tarafı olarak toplumsal güvenliğin sağlanmasını gördükleri anlaşılmaktadır.


2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.


Author(s):  
Brenda K. Gorman

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.


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