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Explain two ways the second vatican council changed the catholic church essay
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Catholic High Schools in the United States look very different than they did in the years before the Second Vatican Council, 1962-1965, changed the face of the Catholic Church all over the world. One of the most noticeable changes that has taken place is that the schools are now predominantly run and staffed by lay, non-religious, persons. The most significant reasons for this change are the decline in religious vocations since the Second Vatican Council as well as the retirement of the religious men and women who ran and taught in the schools for so many years. Another major change in Catholic High Schools since the 1960’s is that there are fewer of them now, with more being closed or consolidated each year. In 2007 there were 672,426 students enrolled in 1350 Catholic High Schools, whereas there were over 2000 High Schools less than 15 years ago (USCCB). Catholic Schools are also attended by a much different population today; in the past the students were almost all Catholic and paid very little, if any, tuition. Today a good majority of students in Catholic High Schools would not consider themselves to be Catholic and tuition now averages $7500 (USCCB). One final, and significant, change in Catholic High Schools is in the organization of the front office. No longer is one brother or sister in charge as principal, many schools have adopted an administrative model where a President, a Principal, and other directors and administrators share the task of running a school. The focus of this paper will be on the various roles assigned to each position, the need to have a separation of roles, and the necessity of this new model in a new era of Catholic education in the United States. Beginning in 1992 the National Catholic Educator... ... middle of paper ... ...al Association. Indest, C. (2002). Taking PR to School: A Caser Study of Three Private High Schools Public Relations and Development Departments. Unpublished Thesis retrieved from etd.lsu.edu/docs/available/etd-0416102-155145/unrestricted/Indest_thesis.pdf -, on March 30, 2008. James, J.. (2005). Development of the President Principal Model in Catholic High Schools. Washington, DC: National Catholic Educators Association. Roman Catholic Archdiocese of Boston. (2008) Catholic Directory. Boston, MA: Archdiocese of Boston. Rowe, D. (2003). A Straight-Talking Guide to Running a School. Washington, DC: National Catholic Educators Association. United States Conference of Catholic Bishops: http://www.usccb.org/comm/statisti.shtml Urancic, D. & Scalise, C. (2005). Dollars & Sense- New NCEA report highlights trends in Catholic High Schools. 38 (3), 9.
Newsom, D., Turk, J., & Kruckeberg, D. (2013). This Is PR: The Realities of Public Relations
The major concepts of this article relate to the ineffectiveness of school leadership programs. Arthur Levine found that a majority of the programs were inadequate. He noted four areas in which these programs lacked efficiency. These areas of concern were the rise in off-campus low quality programs, weak research-intensive universities that are working towards awarding doctoral degrees in administration, competition for students is causing lowered program quality and admission criteria, and the fact that state and local school districts are adding to the problem by salary incentives for advanced degrees. Levine noted several major issues that affect school administration programs. First, he revealed that many people who had finished these programs agreed that the curriculum was irrelevant; they said that it did prepare them to deal with "on-the-job issues." Second, the issues of low admission and graduation standards were addressed. The study illustrated how many schools lower their standards to increase admission and create tuition "cash cows." Third, he discussed the issue of these schools having weak faculties.
Contemporary Catholicism in the United States. New York: Viking Penguin, 1973. · Harris, Bristol. Lourdes: A Catholic Church. New York: Viking Penguin, 1999.
“In the light of our present day educational systems the idea of Church controlled education may appear to some as inefficient. However, the pioneering done in Virginia under the direction of the Established Church serve4 as a good example for the American educational ideal” (Duffy, 1946).
The most recent definition of public relations, according to the Public Relations Society of America (2012), states that “Public Relations is a strategic communication process that builds mutually beneficial relationships between organizations and their publics.” Through the rapid advancement of modern media and technology, there have never been more outlets and opportunities available for accomplishing the goals of public relations. Believing the development of social media has not created serious changes in the way public relations practitioners go about their duties would be foolish and a fast track to falling behind in this rapid world of communication. The main goals of public relations are “to create, maintain, and protect the organization’s reputation, enhance its prestige and present a favorable image,” as defined by Inc. Magazine’s online encyclopedia. Fundamentally, it is not the goals of public relations that have changed with social media, but it is the means of accomplishing these goals that is dramatically changing.
Aaron Gilfoyle didn’t know it yet, but he would be walking into the one and only classroom out of his short-lived high school career where he wasn’t being taught by a devout catholic. It was one of the only issues of being hired by Our Lady of Justice, as they felt that I was lacking on the spiritual side. Father Gerald, a robust individual, stated frankly, “Here at Our Lady of Justice, we pride ourselves on our all-catholic teaching staff, and would like to maintain that tradition of dedication.” Unfortunately for the Round Father, I like to think of myself as more of a “to each their own” spiritual leader, but my job depended on the fact that I was brought up in a catholic home and was educated in the catholic system. I needed a job, and perhaps God saw that the Catholics at this school needed to take their heads o...
Elmore, R. E. & Co. (2000) Building a New Structure for School Leadership. Albert Shanker Institute. Gandini, L., Hill, L., Cadwell, L., and Schwall, C. (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. New York, NY: Teachers College Press.
The school categories are conventional, congenial, or collegial. These three categories are distinguish by discussing the style that the principal administers the school (Glickman et al., 2010). Each individual category gives out a different outcome. A conventional administration or leadership it is recognized by the lack of communication among the staff and the administrator, also, the independence of the teachers is evident, it is no common goal it is a more individual goals setting, usually the responsible for everything are the students and teachers...
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
The case study, The New Principal: Managing Human Resources by Jane A. MacDonald (2006) brings to light many issues a first-year principal could face. For this analysis, I am going to focus on three main ideas: school readiness for change, integrating technology, and human resource needs. All of concerns and tasks that Ms. Zola identified during her brief visit to Roma Elementary fall into one of those overarching ideas.
Journal of Public Policy and Marketing 18 (1999): 270. Communication & Mass Media Complete. EBSCO. DePaul Library. 7 Mar. 2008.
While initially this may seem to be slightly in contrast with the ultimate objectives of a for-profit business, these non-profit organizations cannot achieve their goals without solid financial performances and bottom-line results. In order to do this, public relations plays a critical role in the daily operations of a non-profit organization while also presenting a variety of distinct challenges. Now more than ever, non-profits must stand out amongst the fierce competition for their publics’ money, time, and attention. In order to accomplish this, organizations must respond to those communication challenges in the most effective ways possible by engaging in informed and strategic public relations activities executed by trained public relations professionals.
Wynne, Edward A. & Co. The "Schools and Socialization" Educational Leadership (1979): 464-69.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
Public relations practitioners are often described as an organization’s voice, positioning messages in the media to ensure the organization is perceived as beneficial, relevant, and credible. According to Zoch and Molleda (2006), this role is defined as “media relations” and is a pivotal aspect of the public relations profession. Two theoretical frameworks, agenda setting and framing are at the core of effective media engagement. Agenda setting is the process determining which social issues dominate public discourse, and framing is the way each issue is presented to the public (Dearing & Rogers, 1996; Hallahan, 1999). First, public relations practitioners use agenda setting to garner media coverage for its organization and its stakeholders