Havanna Travel

Have you ever wondered why there are so many foreign students at your school, college or university? Have you considered the possibility of you studying abroad as part of you studies?

Many full time overseas students are studying for a full degree at your college and stay for the 3 or 4 years it takes to complete the course.

There are however, thousands of foreign students studying on a short term basis, usually for the second or third year of their course. These are exchange students and as these exchange programs are generally reciprocal you may be able, as part of your study program, to study at an overseas university for a year.

Each year there are also thousands of school children who also attend school in another country for periods up to a year. Again it is not because their families have moved during the summer but it’s because they are foreign exchange students and their experience abroad is as much a part of their education as their regular classroom studies.

Foreign exchange students can be found in many different countries all over the world. They generally have an avid interest in the culture of the area they have traveled to and usually have to have at least a basic grasp of the language.

By living abroad they gain an insider’s knowledge that they could never aquire from a text book back in their homeland thousands of miles away. In addition they learn the language, often becoming fluent during their time abroad

Foreign exchange students embark on an adventure that includes living in the home of virtual strangers for months at a time. The program involves recruiting host families who provide a place to stay as well as the essentials for the foreign exchange students.

Host families are carefully screened and chosen based on certain criteria. When a host family applies to the program they are asked if they have a preference regarding the gender of the foreign exchange students or the age. The majority of foreign exchange students are in the mid to late teens.

Once the host family is chosen they are given more information on the student that will be living with them. This helps them prepare for their arrival.

The foreign exchange students in the program have usually studied the language and the culture of the country they are visiting and therefore have the ability to communicate, at least at a basic level, with their host family. Sometimes host families are surprised by the level of comprehension that the foreign exchange students have.

Foreign exchange students also have to go through a series of steps to enroll and participate in the program. Being away from their homes and familiar surroundings can be difficult and therefore they are normally expected to undergo several psychological tests including speaking with a professional. It is important for the foreign exchange students, their parents and the host family that the children are able to handle and embrace the experience.

Many foreign exchange students become an honorary member of the family they visit. When their visit has ended and it’s time for them to return home it can be a bittersweet experience. It can also be difficult for the host family as they have to say goodbye to the young person who lived with them for months.

Frequently the host family and student become lifelong friends and visit each other regularly.

If your school or college participate in a student exchange program (and most do) and you are studying a course where you will benefit from the overseas experience (e.g. a foreign language) then enquire and see whether you could be spending the next academic year abroad. Whether you are one of the foreign exchange students or part of the host family the experience can be one of the most enriching and rewarding things you will ever do.

John is 51 and recently completed a degree in Creative Writing and now writes on education at In Education where there is a large selection of articles on education for all ages. For more information on course selection go to Online College Courses.

For thousands of years, there were no schools of Chinese Medicine as we know them today. To understand the development of Acupuncture and Chinese Medicine as it is taught today in the west requires a brief look at Chinese history.

Well over 2000 years ago, Chinese Medicine existed within the body of knowledge known as the Taoist Healing Arts. As healers, the ancient Taoists did not make a distinction between science and spirit. They saw the human body as a combination of physical matter, spirit, and Qi (which can be roughly translated as vital energy). By focusing on balancing one’s Qi, one can develop the ability to synchronize oneself with the balanced Qi of nature, which serves to restore and preserve one’s health. The oldest book known to describe Chinese medicine in detail is the Yellow Emperor’s Classic of Medicine, which dates back to at least 2000 years BCE. Acupuncture is first described here as a practice that restores the normal flow of Qi through the channels (meridians) by stimulating acupuncture points.

As the Taoist Healing Arts were refined over thousands of years, the secrets were passed down orally and through hands on experience within a student-master relationship. Acupuncture Schools, as such, did not exist. In some cases there were families of master healers who amassed a great body of special healing techniques and integral practices. Generation upon generation were taught and, in turn, contributed to the wealth of healing knowledge. By the 20th century, there were several outstanding lineage-based styles of Chinese Medicine whose depth of knowledge and styles of treatment went far beyond what is taught today as Traditional Chinese Medicine.

The Great Divide:

Chinese Medicine undertook a drastic change in the 1950’s. In an effort to standardize a national medicine of the Marxist state, The People’s Republic of China stripped the ancient teachings and practices of its spiritual dimension, which was deemed “superstitious”. In turn, the government created a single form of teaching that more closely emulated the western biomedical model and censored much of the knowledge gained over thousands of years within the lineage-based styles of Chinese Medicine.

The resulting form of Traditional Chinese Medicine is taught today in Universities throughout China. This is also the model taught in most acupuncture schools in North America. Although it is based on traditional models of Chinese Medicine, it is only a small portion of the wealth of technique developed by healing masters and handed down during the past 2,000 years

Types of Acupuncture Schools

Today, there are roughly 3 styles of accredited acupuncture schools in North America:

* TCM schools that follow the standardized curriculum of state run universities developed in Maoist era China. The curriculum is vital, but homogenized to produce western style practitioners.

* Complementary and Alternative Medicine schools that teach an abbreviated form of acupuncture for those who use it as an adjunct to their primary practice. Primarily M.D.’s and D.O.’s may practice acupuncture with as little as 300 hours of formal training.

* Lineage-based Schools of Chinese Medicine that teach both the standardized curriculum required for national TCM accreditation plus the ancient teachings and healing techniques that require a spiritual dimension to understand and practice.

About TCM Schools:

While it may seem a harsh judgement, most of the TCM schools represent an Americanized version of Chinese Medicine that bears a growing resemblence to western biomedical training. As Mark Seem (President and CEO, Tri-State College of Acupuncture) notes in the article below, “acupuncture is about to be lost and scattered to the four winds of the health care world.” He continues, “The Oriental medicine or TCM style of acupuncture taught at most schools and practiced by most practitioners (especially on the West Coast, where TCM had its biggest influence) is a watered down version of acupuncture in which informed touch plays virtually no role at all.”

More to the point, the study of Qi is fundamental to Chinese Medicine. While Qi is not a religious concept, it does have a spiritual dimensionsimply defined as the energy of nature that also exists in the human body. Practitioners who have balance and mastery of their own Qi will be better healers, and most TCM schools do not recognize or emphasize this.

When you evaluate a TCM school, look into the tradition and teachings of the founder and senior instructors, as well as the curriculum. If the founder is a western businessman, the school is less likely to teach healing technique from ancient Chinese masters. If the curriculum does not include some form of Qi cultivation for its students, it will most likely be limited to the western biomedical model of Chinese Medicine which does not recognize the body of teaching developed from ancient times.

About Complementary and Alternative Medicine Schools:

Complementary and Alternative Medicine (CAM) Schools primarily represent an effort to bridge and blend both eastern and western healing arts. In most cases, they do not offer the curriculum that meets the national standards for certification to practice acupuncture, unless you already have an M.D. or D.O. license.

One notable exception exists, however, in Tai Sophia, Institute, Maryland. Tai Sophia Institute is a graduate school for the healing arts offering three graduate programs in Acupuncture, Herbal Medicine and Applied Healing Arts. Under the guidance of Bob Duggan, M.A., M.Ac, the Institute has been recognized as an anchoring academic institute for the nation’s emerging wellness system, and sets the standard in the field of CAM study, as well as an excellent acupuncture program.

(For more information on CAM, read “Complementary and Alternative Medical Therapies: Implications for Medical Education” by Miriam S. Wetzel, PhD; Ted J. Kaptchuk, OMD; Aviad Haramati, PhD; and David M. Eisenberg, MD)

About Lineage-based Schools of Chinese Medicine:

While the lineage-based schools encompass all of the modern medicine required for national accreditation and licensing individuals to practice acupuncture, they also include ancient wisdom that is essential for self-development of the healer. Their approach differs from the western biomedical model in that “The essential art of Chinese medicine is the foretelling and prevention of disease rather than the treatment of illness after it has manifested as painful or distressing physical and mental symptoms”. Their teaching is more focused on Qi Cultivation and the subtle laws of energy response. In the ancient tradition, the healer must become the medicine. In addition to learning the appropriate clinical skills, the student must refine their personal energy before one is qualified to practice.

In a study called Tracing the Contours of Daoism in North America published by the University of California Press, Louis Komjathy says, “The connection between Daoism and health in North America finds its culmination in the establishment of Yo San University of Traditional Chinese Medicine (Los Angeles) by Ni Hua-ching and his sons; and Liu Ming’s (then Charles Belyea) involvement in the founding of Five Branches Institute of Traditional Chinese Medicine (Santa Cruz).”

He further identifies all of the lineage based teachers active in North America, including Jeffery Yuen who is currently the academic dean of acupuncture at Swedish Institute of Acupuncture and Oriental Studies (New York). Other teachers are active at schools focusing on the teaching of Taiji quan, Qigong, Daoist meditation,
Daoist philosophy, and traditional Chinese healing methods, however they are not accredited to license acupuncturists.

(For more information on lineage-based schools, read “Tracing the Contours of Daoism in North America” by Louis Komjathy)

Differences in Curriculum:

While the lineage-based schools draw from a greater body of knowledge and tradition than other TCM schools, one can also expect to find a slight difference in curriculum. For example, the student handbook of Yo San University of Traditional Chinese Medicine states, “At Yo San University, Taoism is a guiding philosophy, not a religion.” It further states, “Yo San’s Qi Development curriculum emanates from our belief that practitioners who have balance and mastery of their Qi will be better healers. The study of Qi is not just an academic exercise but is cultivation through daily practice, The program is designed to provide students the opportunity to heal and cultivate themselves and also to directly experience the balance and harmony that underlie Taoism and the medicine that has developed from it.”

About the Author: Lauren Stomel

Mr. Stomel has made a serious occupation in the study of Complementary and Alternative Medicine, particularly in the Five Eements Chinese tradition. As both a student and patient of Acupuncture, Acupressure, Tai Chi and Chi Gung for over 25 years, he has both a solid empirical understanding and personal understanding of benefits from the Mastery of Chi movement throught the body. However, he does not hold a Doctorate degree in these sciences. His information is presented here simply as the common person viewpoint. Please consult your personal physician before attempting a cure through Alternative Medicine.

Mr. Stomel is on the advisory board and board of directors of several Acupuncture Schools and TCM-based healing modalities in North America.

He is also the publisher of a site that gives sincere, objective guidance to those seeking advice on Acupunture Schools, http://www.acupuncture-schools.us

The L.E.A.D.E.R. Way

INTRODUCTION

In June 1997,the Prime Minister of Singapore unveiled the Government’s vision of ‘Thinking Schools, Learning Nation’ (TSLN). This vision was forged to improve Singapore’s education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN.

The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows:

Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16)

In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching.

With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOE’s mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school’s teachers.

The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals’ effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out.

REVIEW OF LITERATURE

In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school’s principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence.

To reiterate, the author is focussing on teachers’ perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers’ perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers’ morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers’ satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers’ satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students’ achievement.

In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers’ opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for:

Leading by example

Empowering vision

Adaptive change

Developing people

Evaluating the system

Recharge

The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner.

Leading by Example

In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not ‘walk the talk’. In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout’s motto, ‘ Lead by Example’, is a major criteria of what a principal must do to succeed in leading change.

In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations.

In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme.

Empowering Vision

A change programme requires a change of vision. According to Kotter (1995, p.10),

” A vision says something that clarifies the direction in which an organisation needs to move.”

The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993).

Adaptive Change

In most organisations’ change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE’s intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues.

A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180)

Developing People

The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff’s potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blasé, 1987)

A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change.

A principal who is a people developer would benefit as ” solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels.”(Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers.

Evaluating the System

The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995)

To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change.

A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principal’s initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation.

Recharge

An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools.

CONCLUSION

During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative.

Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner.

The author reiterates that the success of leading a change programme in schools is largely dependent on the principal’s ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced.

About The Author

Dr.Alvin Chan is an Innovation Research Specialist in Asia. He has consulted for and aid in the development of managerial innovations and effective learning methodologies in several organizations.

Please email to Dr. Chan at alvinchan@firstquatermain.com as a courtesy if you are reprinting the article online or in print.

A summit is going to be held at the British library in London, which will see participation of leading figures from several communications related industries, along with key government figures including PM Gordon Brown, the culture secretary Andy Burnham and the trade secretary Lord Mandelson.

The objective of the summit is to create a strategy for the future of Britain’s communication sector with inputs from people connected with the sector itself. Another important issue up for discussion is the possibility of broadband being able to save Britain from the adverse effects of recession.

The summit is expected to attract more attention and to be more productive than the Digital Britain report with which it shares its name. Lord Carter, who is going to be present at the summit, has himself expressed this hope. He said that by bringing the views of all the leading thinkers in the digital economy together, the summit would help in turning the Digital Britain project into reality. He expects that the participants will also give their opinions on how to improve the infrastructure and the content and creative industries, and how to win over international competition. With best minds in the sector at its disposal, the government would try to come up with a conclusive strategy in the next two months.

The Digital Britain report did not yield satisfactory results, an example being progress on its promise of 2Mb broadband coverage for the whole of Britain by 2012. The government has not even started working towards achieving of this goal and Ofcom is still struggling over the spectrum allocation issue.