Lack Of Teacher Involvement Or Engagement In The Behaviors Of Sen Students Sample Assignment

In the United Arab Emirates, students with special needs are often not given the same opportunities as their peers to succeed in school. There needs to be more teacher involvement or engagement in the behaviours of SEN students in Dubai. This is a problem of practice because it results in students needing more individualized attention and support. This can make students feel isolated and misunderstood, impacting their academic performance and social-emotional development (Gaad, 2007). One way to address this problem is to provide professional development for teachers on how to engage with SEN students effectively. This can include training on behaviour management strategies and how to create an inclusive classroom environment.

Additionally, school administrators can create policies and procedures that encourage and support teacher involvement with SEN students. One way to address this problem of practice is to provide teachers with more training on how to manage SEN students effectively. This training could cover topics such as behaviour management strategies, creating an inclusive classroom environment, and effectively communicating with SEN students and their families. Additionally, providing teachers with more resources, such as books on SEN-related topics and classroom materials designed explicitly for SEN students, can also help to address this problem (Gaad, 2007).

International trends and influences

There is a growing recognition internationally of the importance of teacher involvement or engagement in the behaviours of students with special educational needs (SEN). This is due to several factors, including the increasing prevalence of SEN in schools, the growing diversity of the student population, and the increasing emphasis on inclusive education (Alborno, 2014). The United Nations Convention on the Rights of the Child (UNCRC) and the Education for All (EFA) goals have strongly emphasized the right of every child to inclusive education. This has led to several policies and initiatives to improve access to and quality of education for all, including those with SEN.

The Every Child Matters (ECM) framework in the U.K. and the UNESCO 2030 Education Agenda both emphasize the need for a more holistic and inclusive approach to education, with a focus on the individual needs of each child. This includes the need for effective teacher involvement or engagement in the behaviours of SEN students. SEN guidelines in education vary from country to country. However, all emphasize the importance of inclusive education and the need for effective teacher involvement or engagement in the behaviours of SEN students. In the UAE, the Ministry of Education has issued several policies and initiatives to improve inclusive education, including introducing an inclusive education policy in 2015 (Khan, 2005).

National needs, policies, strategies and plans

The Special Education Needs (SEN) students in Dubai face a lack of teacher involvement or engagement in their behaviours due to the UAE’s national needs, policies, strategies and plans. The Dubai government’s goals and strategies need to include adequate resources and support for SEN students (Tounsi, 2021). As a result, the SEN students are left to fend for themselves, with little to no guidance from teachers or other authority figures. This lack of support can lead to several problems, including behavioural issues. The SEN students in Dubai need to receive the adequate resources and support they need to thrive.

The lack of teacher involvement or engagement in their behaviours directly results from this. The Dubai government needs to reevaluate its goals and strategies to better support SEN students in its care. Otherwise, the situation is only going to get worse. The current national strategy for education in the UAE focuses on preparing students for the workforce and ensuring that all students have access to quality education. However, there needs to be more focus on special needs students and their specific needs. This lack of focus can be seen in the lack of teacher involvement or engagement in the behaviours of SEN students (Sharma, 2013).

There is a lack of awareness of the specific needs of these students and a lack of understanding of how to best support them. This lack of support can make SEN students feel isolated and excluded from the educational system. The UAE government has recently announced a new national education strategy that focuses on special needs students (David, 2019). This is a positive step forward, but it will take time to implement, and there is a risk that the lack of teacher involvement or engagement in the behaviours of SEN students will continue. In the meantime, it is essential for parents and caregivers of SEN students to advocate for their children and ensure that they are getting the support they need.

Local and school needs, policies, targets and plans.

There are several reasons teachers may need to be sufficiently involved or engaged in the behaviours of SEN students in the context of Local and school needs, policies, targets and plans, School strategies, inspection results, and assessment data (Keis, 2020). Firstly, teachers may need to be aware of the Local and school needs, policies, targets and plans regarding SEN students. Therefore, they may need help to support these students in line with these plans adequately. Secondly, even if teachers are aware of the Local and school needs, policies, targets and plans, they may need to gain the necessary skills and knowledge to support SEN students effectively.

This could be due to a need for more training or experience in working with such students. Thirdly, teachers may need sufficient time to work with SEN students, meaning they cannot adequately support them. This could be due to large class sizes, a heavy workload, or a need for more resources. Fourthly, teachers may need more support in working with SEN students. This could be due to a lack of guidance or assistance from senior staff or feeling unvalued or appreciated (YOUSSEF, 2019).

Finally, teachers may not care about SEN students and their needs. This could be due to a lack of empathy, a negative attitude towards such students, or a belief that they are not worth the effort. If teachers are sufficiently involved and engaged in SEN students’ behaviours, this can positively impact the student’s education and well-being. Therefore, schools must take steps to ensure that teachers are aware of and understand the Local and school needs, policies, targets and plans regarding SEN students and that they are given the necessary training, time and resources to support these students (YOUSSEF, 2019) effectively.

Behaviours of SEN students in the local, national and international context

There needs to be more teacher involvement or engagement in the behaviours of SEN students in the local, national and international context. This is a problem because it can lead to SEN students feeling isolated and misunderstood. Teachers need to be involved and engaged with SEN students so that they can feel supported and included in the classroom. SEN students often have difficulty communicating and interacting with others (Hassanieh, 2016). This can be due to various reasons, such as autism, ADHD, or learning disabilities. As a result, they may find it hard to express their needs and wants. This can lead to frustration and behavioural problems.

If teachers are not involved or engaged with SEN students, they may not be able to understand their needs. This can lead to SEN students feeling isolated and misunderstood. Teachers need to be involved and engaged with SEN students to feel supported and included in the classroom (Calderon, 2013). There are several ways that teachers can be involved and engaged with SEN students. They can get to know the students and their individual needs. They can create a supportive and inclusive classroom environment. And they can use strategies and accommodations to help SEN students succeed in the classroom.

In Dubai, SEN students make up a significant portion of the student population, so teachers need to know their needs and how to support them best. Unfortunately, many teachers lack the training or experience necessary to effectively work with SEN students, which can lead to frustration and even resentment on the part of the teachers and the students. This lack of engagement can ultimately hurt students’ academic performance and social development. It is, therefore, crucial that teachers receive the proper training and support in order to be able to effectively engage with and support all of their students, regardless of their individual needs (Bakri, 2018).

Presentation of literature, theories and related research

There needs to be more in-depth teacher involvement or engagement in SEN students’ behaviours, including a presentation of literature, theories and related research. This is a problem because it can lead to a lack of understanding and communication between teachers and students with SEN and ultimately result in poorer educational outcomes for these students. There are several reasons why this lack of engagement or involvement may occur. First, teachers may need to be made aware of the specific needs of SEN students and how to best support them. Second, they may need more time or resources to engage effectively with these students. Moreover third, they may not be interested in doing so (BENKOHILA, 2018).

Whatever the reasons, this lack of engagement is a serious issue that needs to be addressed. There are several ways to do this, including training for teachers on SEN, increasing communication between teachers and students with SEN, and making resources more readily available. Ultimately, it is essential to remember that students with SEN are just like any other students – they deserve to be treated with respect and given the same opportunities to succeed. By increasing teacher engagement and involvement with SEN students, we can help to ensure that these students receive the education they deserve (BENKOHILA, 2018).

There needs to be more teacher involvement or engagement in the behaviours of SEN students in the UAE. This is due to several factors, including the lack of understanding of SEN students’ needs, the lack of training and support for teachers, and the lack of resources available. The lack of understanding of SEN students’ needs can hinder teacher involvement or engagement. Teachers may need to be made aware of the specific needs of SEN students and how to support them. This can lead to SEN students feeling isolated and excluded from the classroom.

The lack of training and support for teachers can also be a barrier to teacher involvement or engagement. Teachers may need to receive training on how to support SEN students. They may also not have access to support from SEN specialists. This can make it difficult for teachers to feel confident in supporting SEN students. The lack of resources available to teachers can also be a barrier to teacher involvement or engagement. Teachers may need access to resources that can help them support SEN students. This can make it difficult for teachers to meet the needs of SEN students (BENKOHILA, 2018).

The gap in the knowledge and planned contribution

There are many reasons for this lack of involvement or engagement, but one of the most important reasons is the lack of understanding of SEN students’ needs. This lack of understanding leads to a lack of communication between teachers and SEN students, leading to a lack of engagement (Dimmick, 2022). One way to address this problem is to train teachers on how to better understand and communicate with SEN students. This training can be provided by universities or by professional development organizations. It is essential that the training is tailored to the needs of the UAE, as the needs of SEN students in the UAE may differ from those in other countries.

Another way to address the problem is to provide more support for SEN students in the classroom (Bock, 2015). This support can come from assistant teachers, teaching aides, or specialized software. This support can help SEN students to understand the material better and to participate more actively in the classroom. The problem of the lack of teacher involvement or engagement in the behaviours of SEN students is serious, but it can be addressed. By providing training for teachers and more support for SEN students in the classroom, we can ensure that all students have the opportunity to succeed.

One possible extension of the lack of teacher involvement or engagement in the behaviours of SEN students could be an increased focus on providing professional development for teachers working with SEN students. This could involve workshops and seminars on classroom management strategies, working with parents and guardians, and identifying and addressing the individual needs of SEN students. Another extension could be increased support from school administrators and district personnel regarding resources and guidance on working with SEN students (Bock, 2015).

Connection to national/international policies, strategies

There are many reasons teachers may be less involved or engaged with SEN students than they are. One reason may be that they need more training or knowledge to support these students effectively. Another reason may be that they feel overwhelmed by these students’ challenges and lack the confidence to engage with them (AlGhawi, 2017). Additionally, some teachers may be unaware of the needs of SEN students and how to support them best. National/international policies, strategies and documentation of the Jumeirah Baccalaureate School, Dubai development plan do not explicitly focus on the involvement or engagement of teachers with SEN students.

The lack of teacher involvement or engagement in the behaviors of SEN students is a major problem in Dubai. There are a number of reasons for this, including the fact that many teachers are not trained to deal with SEN students, and that the school system is not designed to support these students. This problem is compounded by the fact that there are no national or international policies or strategies in place to support SEN students in Dubai. This means that schools are left to their own devices when it comes to dealing with these students, and this often leads to a lack of support and resources. This is a problem that I am particularly interested in, as I have a personal interest in SEN students and their education. I believe that more needs to be done to support these students in Dubai, and I am working to raise awareness of this issue (AlGhawi, 2017).

However, the school does have a number of policies and procedures in place to support these students. For example, the school has an Inclusion Policy which outlines the school’s commitment to inclusion and states that all students have the right to be included in the school community. The school also has an SEN Policy which details the school’s approach to identifying and supporting students with SEN (Singh, 2009). As someone who is interested in education, I believe that it is important for teachers to be involved and engaged with all students, including those with SEN. I think that it is crucial for teachers to have the training and knowledge necessary to effectively support these students. Additionally, I believe that it is important for teachers to be aware of the needs of SEN students and to be confident in engaging with them.

Individual and personal reasons, observations, ideas

From my experience, I have noticed that many teachers in Dubai lack the involvement or engagement when it comes to SEN students. I believe there are several reasons for this. First, I think that some teachers may feel unprepared or unequipped to deal with SEN students. Second, I think that some teachers may feel that they do not have the time to invest in SEN students because they already have a lot of students in their class. Third, I think that some teachers may feel that they are not trained or qualified to deal with SEN students. Lastly, I believe that some teachers may be simply unaware of the needs of SEN students. As a result of all these factors, I think that many teachers in Dubai lack the involvement or engagement when it comes to SEN students.

One of the reasons that I think that teacher involvement or engagement in the behaviors of SEN students is lacking in Dubai is because of the way that the education system is set up. There are a lot of private schools that are geared towards catering to the needs of SEN students, but there are also a lot of public schools that are not as well equipped to deal with them. This means that there are a lot of SEN students who are not getting the individualized attention that they need in order to thrive. Another reason that I think this is lacking is because of the cultural stigma surrounding SEN students.

In many cultures, including the one that I come from, there is a lot of shame and embarrassment associated with having a child with special needs. This can make it difficult for parents to speak up and advocate for their children, and it can also make it difficult for teachers to feel comfortable discussing SEN students in the classroom. I think that this is something that needs to change in order to ensure that all students, regardless of their abilities, are able to receive the best possible education.

Identified need manifests and proposed future directions and research

The identified need in this context is lack of teacher involvement or engagement in the behaviors of SEN students. This manifests in several ways. First, teachers may not be aware of the needs of SEN students and thus are not able to provide the necessary support. Second, even if teachers are aware of the needs of SEN students, they may not have the time or resources to properly engage with them. Finally, some teachers may simply be unwilling to engage with SEN students, preferring to focus on other students (Usman, 2019).

This lack of teacher involvement or engagement can have serious consequences for SEN students. This can lead to frustration and a feeling of inadequacy, which can further exacerbate the problem. Without support, they may struggle in their studies and ultimately perform poorly. This, in turn, can lead to feelings of inadequacy and low self-esteem. There is a need for further research in this area to better understand the causes of this problem and to find ways to address it. Possible future directions for research include studying the impact of teacher training on SEN student engagement, investigating effective ways to engage SEN students in the classroom, and exploring the use of technology to support SEN students (Usman, 2019).

There are several ways to address this issues. First, it is important to ensure that teachers are aware of the specific needs of SEN students and how to best support them. Additionally, they should be provided with adequate resources and training to effectively engage with these students. Additionally, school administrators should create an environment that is supportive of teachers and their efforts to engage with SEN students (Usman, 2019). Finally, future research should focus on exploring effective strategies for teacher involvement and engagement with SEN students. Future research should focus on exploring these issues in more depth in order to develop more effective strategies for supporting SEN students in the classroom.

Conclusion

In conclusion, a way forward for improving the lack of teacher involvement or engagement in the behaviors of SEN students would be to provide more training for teachers on how to work with SEN students. This could include workshops, seminars, and/or online courses that would give teachers the tools they need to effectively engage with SEN students in the classroom. Additionally, it would be beneficial to provide resources for teachers, such as SEN-specific lesson plans and materials, to help them feel more prepared to work with these students. Finally, it is important to create a supportive environment for teachers, where they feel comfortable asking for help and sharing best practices with each other.

References

Gaad, E. and Khan, L., 2007. Primary Mainstream Teachers’ Attitudes towards Inclusion of Students with Special Educational Needs in the Private Sector: A Perspective from Dubai. International journal of special education22(2), pp.95-109.

Alborno, N.E. and Gaad, E., 2014. ‘Index for I nclusion’: a framework for school review in the U nited A rab E mirates. British Journal of Special Education41(3), pp.231-248.

Khan, L., 2005. A study of primary mainstream teachers’ attitudes towards inclusion of students with special educational needs: a perspective from Dubai (Doctoral dissertation, The British University in Dubai (BUiD)).

Tounsi, O., 2021. Effects of Music Background on Engagement of Students with Mild Intellectual Disability. J Adv Sport Phys Edu4(8), pp.186-192.

Sharma, N.H., 2013. An investigative study regarding the Assessment Procedures for students with special needs in private schools in Dubai.

David, S.A. and Abukari, A., 2019. Perspectives of teachers on the selection and the development of the school leaders in the United Arab Emirates. International Journal of Educational Management.

Keis, Y., 2020. The Impact of Adopting Positive Education and Wellbeing Culture on Learners with Special Educational Needs and Disabilities (SEND) in a Private and Mainstream School in Dubai: An Exploratory Case Study During Uncertain Times, a Perspective from Dubai, UAE (Doctoral dissertation, The British University in Dubai (BUiD)).

YOUSSEF, Z., 2019. Assessing Teachers’ Attitude toward adopting KHDA framework for Special Education Needs in UAE (Doctoral dissertation, The British University in Dubai (BUiD)).

Hassanieh, Y., 2016. A Study of Para-educators in Dubai (Doctoral dissertation, The British University in Dubai (BUiD)).

Calderon, A., 2013. Effect of Cultural Perspectives on the process of an Inclusive Education in Primary Schools in Dubai, United Arab Emirates.

BAKRI, H., 2018. DUBAI PRIVATE SCHOOLS READINESS TO ADOPT SUCCESSFUL INCLUSION OF STUDENTS WITH SPECIAL NEEDS & DISABILITY (SEND): AN INVESTIGATIVE STUDY (Doctoral dissertation, The British University in Dubai (BUiD)).

BENKOHILA, N., 2018. Teachers’ Perceptions about Dyslexia and Intervention with Students at Risk of Dyslexia in the United Arab Emirates (UAE) Schools (Doctoral dissertation, The British University in Dubai (BUiD)).

Dimmick, D., 2022. Learning to use the Teaching Games for Understanding Model with Children who have Special Needs. J Adv Sport Phys Edu5(8), pp.191-197.

Bock, S.M., 2015. The inclusion of special educational needs (SEN) students in United Arab Emirates (UAE) mainstream schools: an exploratory study (Doctoral dissertation, University of South Africa).

Badr, H.M., 2019. Exploring UAE Teachers’ Attitude towards the Successful Implementation of the General Rules in the” School for All” Initiative. Journal of Language Teaching and Research10(1), p.92.

AlGhawi, M.A., 2017. Gifted education in the United Arab Emirates. Cogent education4(1), p.1368891.

Usman, F.M., 2019. From disabling concepts to enabling policies: rethinking inclusion of students with special needs in Dubai’s private schools.

GAAD, E. and THABET, R.A., 2017. Diverse Identities.

El Lawand, L.A., 2013. The Role of Centers in Enabling Schools with Inclusive Practices in Dubai: A Focus on the Collaboration and Communication System.

Hemdan, A.H., Efstratopoulou, M. and Moustafa, A., 2021. Special Education and Teacher Training in Abu Dhabi. Teacher Training and Education in the GCC: Unpacking the Complexities and Challenges of Internationalizing Educational Contexts, p.75.

Law And Governance In Contemporary China Free Essay

The law reform efforts in China have been a work in progress since the establishment of the People’s Republic of China (P.R.C.) in 1949. The main objective of such reforms is to legalise administration which means adopting laws and regulations as the principal means for declaring and executing policy. This is a considerable shift in the approach of the Chinese Communist Party (C.C.P.) towards governance because, in the previous 30 years of P.R.C.’s existence, the C.C.P. governed without using any legal codes and had little regard for the rule of law. This is because most rules were not promulgated and only adopted for internal circulation(Wing-Hung, 1997, p.469). In this essay, the statement, “Law reform efforts in China have necessarily involved the basic decision to legalise administration, that is, to use promulgated laws of the state as the primary vehicles for declaring and implementing policy. This has represented a major change in the Chinese Communist Party’s (C.C.P.) approach to governance because, for the first 30 years of the P.R.C.’s existence, the Party had ruled without any legal codes and with little regard for law at all; many, if not most, laws and administrative regulations were not even promulgated and were for neibu (internal) circulation only,” will be discussed based on the context of law reform efforts in China, and the changes that have been implemented since the establishment of the P.R.C. in 1949.

The requirement for law reforms in China is pressing because China is one of the world’s fastest-growing economies as well as a significant global power. However, China’s legal system is experiencing a considerable number of challenges that include the lack of clarity, weak enforcement, lack of legal framework, and general civil liberties (Gregg, 1993, p.443). Such issues are more pronounced in the specific areas of civil as well as political rights, economic freedom, and social justice. For example, The People’s Republic of China Anti-monopoly Law (A.M.L.) is a law that was passed by the Standing Committee of the National People’s Congress on August 30, 2007, and went into effect on August 1, 2008. The A.M.L. is intended to regulate monopolistic behavior and protect market competition. It applies to all Chinese enterprises and individuals, as well as foreign-invested enterprises and foreign individuals or enterprises outside of China with a business presence in China (Fa, 2007).

The laws and regulations in China need more clarity and are attributed as vague or contradictory. According to Lubman (2006), most foreign companies are greatly concerned about the need for clarity on the legislation of intellectual property protection. Consequently, it makes it difficult to understand the rights as well as the obligations that may result in inadequate legal protection. Moreover, this lack of clarity in the legislation in China may be used as an arbitrary interpretation of the law, leading to injustices and unfair decisions for the parties that fall, victim.

Secondly, the laws and regulations in Chinese need to be better enforced by the respective authorities. Lubman (2006) states that in the World Trade Organization, China deliberately agreed to enforce only published trade-related laws and “readily available to other W.T.O. members, individuals as well as enterprises.” China authorities need to have a standardized practice in the execution of various laws that guide various activities, including trading pacts (Fa, 2007). Inadequate resources and poor training of the police and judicial personnel, alongside weak institutions in the judicial system, largely contributes to the poor enforcement of laws. The studies have demonstrated that Chinese laws are far from achieving flexibility and their vagueness of several provisions highlights the country’s perceptions about the role of law in the socialist market economy.

Another reason to change Chinese law is that the current legal framework is established on a civil law system that is appraised to the present and current changing needs of contemporary society. As a result of poorly defined rights and obligations, an overly complicated legal framework, and a lack of flexibility while adopting the changing circumstances. The flexibility has established some inefficiencies and an inadequate legal framework, resulting in a lack of investor confidence. The fact that Chinese laws rhyme with the traditional method of Chinese lawmaking shows that there will be challenges in the law in contemporary society. According to Li (1995, p. 334), the laws need to have a clear meaning and be recognized by all people. This calls for the current leadership to opt for a point of reference to establish a movement that should educate all the citizens in china concerning the law.

There is a lack of civil liberties in China, which is a significant issue. This is because legal liberties are essential to functioning in a healthy and vibrant society though they still need to be included in China. Some notable examples include the right to freedom of expression, assembly, and association and the right to access information alongside judicial protection. Without such rights, citizens cannot challenge and hold the government and legal system accountable. China’s record of civil liberties and human rights could be better.

In most cases, the Chinese government has been criticized for treating political dissidents, religious minorities, and other groups that perceive it as threatening social stability. There are several reports in contemporary society regarding the human rights abuses in china that also includes the use of torture, arbitrary detention, and forced cohesion. This is because there is little chance that liberal-democratic rule in China will emerge in the short run ( Lubman, 2006). In a liberal democracy, the nations can exercise their separation of powers, have an independent judiciary, and have a system of checks and balances between the different arms of government.

The C.C.P.’s Early approach to the issue of governance. When the C.C.P. in China attained power, it used an authoritarian rule of governance that was largely based on the concept of the rule of man and became ignorant of the rule of law. This meant that the C.C.P. in the country did not adhere to any legal codes and needed more regard for the issues of law (Revision notes on China’s legal system, p.12). the studies have demonstrated that governments that do not follow a prescribed rule of law possess several negative implications on a given society. China could be more exceptional. As a result, most people in the country are exposed to injustices and unfairness. Since there is no proper legal system, there is a high possibility of arbitrary and discriminatory treatment for various people and groups. Therefore, dispute resolutions in the country need to be properly handled since the laws are not adequately established that provide an amicable solution to the problems experienced within the county. The second challenge for a government to fail to have the rule of law leads to failure to have some predictability. Luman (2006) states that the rule of law in a country is crucial because it facilitates predictability and societies. The absence of the law allows people to grow some level of uncertainty regarding their actual expectations and subsequent actions. Because of the absence of law in a given country, there is a decreased level of trust between the citizens and a decline in trust in government and institutions for a given state. This may undermine the legitimacy of the government and may lead to social unrest. Moreover, the Party utilized a Seibu circulation policy, meaning laws and administrative regulations were not even promulgated for internal use only. This approach to governance was largely successful in terms of sustaining in the early years of the P.R.C. rule (Li, 1995, p.328).

China’s current legal system is based on the “rule of law” principle, which was adopted in the late 1970s. This system is based on the idea that the law should be used to promote the public good and protect citizens’ rights. While this system has provided a stable foundation for China’s legal system, some critics have claimed that the law is only sometimes applied evenly or consistently. This has raised concerns that the legal system is only sometimes fair to those who are well-connected to the government or need more resources to take advantage of it. Despite the criticism, China’s legal system has made some strides in recent years. For example, the country has implemented several legal reforms to ensure its laws are more consistent and transparent. This includes adopting a unified legal code, establishing a national court system, and establishing a national legal aid system. These reforms have helped to mitigate some of the criticism leveled at China’s legal system while also ensuring that the legal system is more accessible to all citizens.

P.R.C. shift toward legalization. P.R.C. started to develop and modernize, becoming clear that C.C.P.’s approach to the governance issues needed to be revised to achieve the desires of China. As a result, there was a drastic shift towards legalization that entailed using promulgated laws for the state as primary drivers for establishing, declaring, and executing a policy. Moreover, these changes were largely driven by the aspirations to establish a more transparent and accountable system of governance along with establishing China’s laws and regulations concurrent with international standards. Li (1995, p.335) drives two different perceptions about the legalists and the idealists concerning the justice system in China.

China has undergone significant legal reforms recently as it has shifted toward a more legalistic system. The Chinese Communist Party (C.C.P.) recognizes the importance of the rule of law in promoting economic development and maintaining stability. It has taken steps to strengthen the legal system and increase the role of law in governance. The need to modernize and improve the business environment has been a key driver of legal reform in China. The C.C.P. has recognized the importance of a strong legal system in attracting foreign investment and encouraging domestic entrepreneurship. As a result, it has implemented several reforms to improve the legal system’s predictability and fairness, such as establishing commercial courts and adopting new intellectual property, contracts, and other business law laws.

Another important driver of legal reform in China has been addressing social and economic issues such as corruption, environmental protection, and human rights protection. The C.C.P. has recognized the importance of addressing these issues in recent years to maintain social stability and improve the lives of ordinary citizens. It has implemented several legal reforms to combat corruption, protect the environment, and promote the rule of law. Despite these efforts, legal reform in China faces significant challenges. The C.C.P. continues to be a dominant force in the legal system and has been accused of interfering in the judicial process and undermining court independence. In addition, there needs to be more legal education in China, and many people need to be aware of their legal rights or the legal system. This can make navigating the legal system and obtaining justice difficult.

Furthermore, corruption remains a major issue in China, and it has the potential to undermine the legal system and the enforcement of laws. The C.C.P. has taken several anti-corruption measures, including establishing anti-corruption agencies and adopting new laws and regulations. However, corruption remains a persistent problem, and holding officials accountable for their actions is frequently difficult. Finally, human rights protection in China remains a concern. The Chinese government has come under fire for how it treats human rights activists, lawyers, and minorities. It has also been accused of violating Tibetan, Uighur, and other minority groups’ rights.

Despite these obstacles, China’s shift toward legalization has significantly resulted in several significant changes. The legal system is becoming more predictable, equitable, and important in addressing social and economic issues. While much work remains to be done, the C.C.P.’s efforts to strengthen the legal system and promote the rule of law are a step in the right direction toward a more just and equitable society.

Law has been critical to China’s economic development and reforms. The legal system has been used to ease the transition from a planned to a market economy, to protect private property and commercial contracts, to enforce regulations and standards, and to settle disputes. In addition, the legal system has been used to encourage foreign investment and protect intellectual property rights. (Clarke et al., 2008). Opening up and reforming the legal system is one of the key reforms that has significantly impacted China’s economic development. This has included establishing a more independent judiciary, passing new laws and regulations, and fortifying legal institutions. These reforms have contributed to a more predictable and transparent legal environment, attracting foreign investment and stimulating economic growth.

China has recently adopted several legal reforms to address and approach legal reform within contemporary society. This is because its citizens require a fair share of the justice being served upon them by the government players. One of the ways through which legal reforms are utilized in China to address social injustices in China is the strengthening of the rule of law. One of the Chinese government’s top priorities has been to strengthen the country’s rule of law. This entails establishing a more transparent, predictable, fair, and just legal system. In practice, this has meant strengthening the judiciary’s independence, increasing the professionalization of judges and lawyers, and encouraging alternative dispute-resolution mechanisms.

China can also promote legal education to address legal reform challenges. Promoting legal education is another important aspect of Chinese legal reform. Wing-Hung (1997) highlights that they provide judges, lawyers, and other legal professionals with training and professional development opportunities. It also entails increasing public access to legal information and resources so that people can better understand their legal rights and responsibilities.

Another strategy that can be used is to modernize China’s legal systems. China’s legal system is a hybrid of traditional Chinese law and socialist law, with elements of common law thrown in for good measure. There have been efforts in recent years to modernize the legal system by bringing it more in line with international standards and best practices. The adoption of new laws and regulations, as well as the establishment of new legal institutions such as specialized courts and arbitration centers, have all contributed to this. Another strategy that could be used is to strengthen legal safeguards. An important aspect of Chinese legal reform has been strengthening legal protections for various groups (China’s Legal System). This includes efforts to protect women’s, children’s, and other vulnerable populations’ rights. It also entails combating corruption and holding government officials accountable for their actions.

The final strategy is to improve the legal system. In China, legal reform also entails improving legal services and access to justice. This includes expanding the availability of legal aid and pro bono services and developing new technologies and systems that make legal information and resources more accessible to people (Gregg, 1993, p.445).

It is critical to consider the needs of both citizens and businesses when addressing and approaching legal reforms in contemporary China. Citizens must ensure that the legal system is accessible and fair and have the protection and rights to which they are entitled. Businesses must ensure that the legal system is efficient and allows them to operate predictably and fairly. This means that reforms prioritize providing businesses with access to the legal system, providing effective dispute-resolution mechanisms, and ensuring a transparent and efficient legal process. Lastly, when it comes to reforming China’s legal landscape, it is critical to consider potential strategies. One possible strategy would be to increase the amount of legal education available to citizens, which would help to ensure that they are aware of their rights and can make informed decisions when dealing with legal issues (Wing-Hung, 1997). Furthermore, there may be a greater emphasis on legal research and reform to help ensure that the Chinese legal system is up-to-date and consistent with international standards. Lastly, there may be a greater emphasis on law enforcement to ensure that citizens and businesses are held accountable for their actions.

In conclusion, law reform efforts in China have unavoidably involved the basic decision to legalize administration, that is, to use state-promulgated laws as the primary vehicles for declaring and implementing policy. This represents a significant shift in the C.C.P.’s approach to governance, as the Party ruled without any legal codes and with little regard for the rule of law for the first 30 years of the P.R.C.’s existence. The shift toward legalization has significantly impacted the C.C.P.’s governance approach, the Chinese people, and the international community. Legal reforms in contemporary China are a critical issue that must be addressed to ensure that the legal system is fair and effective. Considering the current state of the legal system, the needs of both citizens and businesses, and potential legal reform strategies, it is possible to ensure that China’s legal system can keep up with the changing economic and social landscape. In China, legal reform is a complex and ongoing process that entails a wide range of efforts to improve the legal system and ensure that it meets the needs of the people. While there have been many successes and improvements in recent years, much more work remains to be done to fully realize China’s vision of a just and fair legal system.

Reference list

Clarke, D., Murrell, P. and Whiting, S., (2008). The role of law in China’s economic development. China’s great economic transformation, p. 11. From http://econweb.umd.edu/~murrell/articles/ChinaInstitutions.pdf

Fa, Z., (2007). Anti-Monopoly Law of the People’s Republic of China. Promulgated by the Standing Comm. Nat’l People’s Cong, pp.2009-02.

Gregg, B., (1993). The modernization of current Chinese law. The Review of Politics, 55(3), 443–470.from https://www.cambridge.org/core/journals/review-of-politics/article/modernization-of-contemporary-chinese-law/2578CDEE62B326F7A7F0BA5B71049570

Li, W., (1995). Philosophical influences on contemporary Chinese law. Ind. Int’l & Comp. L. Rev., 6, p.327. from https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/iicl6&section=19

Lubman, S., (2006). Looking for law in China. Colum. J. Asian L., 20, p.1.from https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/colas20&section=5

Wing-Hung Lo, C., 1997. Socialist Legal Theory in Deng Xiaoping’s China. Colum. J. Asian L., 11, p.469. from https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/colas11&section=18

Primary sources

China’s Legal System

Revision notes on China’s legal system: ESPS0009 – Law, and Governance in Contemporary China

Leadership Style, Organizational Culture, And Solutions To Internal And External Threats Sample Paper

Initiating and implementing organizational changes is complex because of resistance and limitations that limit efficiency. However, managers’ leadership styles can significantly alter outcomes and foster a supportive environment where all parties and shareholders thrive. Atlantis Global Corporation’s change management initiatives obligate the adoption of transactional leadership techniques to solicit the positive contribution of all employees and enhance their satisfaction. Nevertheless, the organization might face various internal and external threats during the plan’s implementation phase, including competition, disrupted workflow, strain in some departments, and change resistance. Regardless, analyzing the severity of potential threats and prioritizing mitigation strategies can help shield the organization from their negative effects.

AGC’s New Leadership Style and Organizational Culture

AGC’s management intends to adopt a transformational leadership style because it effectively deals with staff issues and enhances productivity. Transformational leadership involves evaluating the core components of an organization’s culture and making gradual changes to improve outcomes. Transformational leaders focus on building teams and encouraging members to provide feedback (Eliyana & Ma’arif, 2019). Therefore, the technique is feasible in addressing AGC’s issues as it will allow staff to contribute by identifying potential threats and challenges and offering solutions to counter issues. The ultimate aim of transformational leadership is to give everyone a voice in organizational matters and facilitate self-reflection. As a result, it inspires leaders and employees to align their personal goals with the organization’s values.

The implications of transformational leadership on organizational cultures are visible in how employees engage and interact with their responsibilities. Transformational leadership prioritizes the needs of employees and encourages self-discovery. Therefore, instead of directing employees, transformational leaders inform staff of their roles and how they can assist the organization in achieving its goals. Transformational leadership fosters a culture where employees are dedicated, empowered, and self-motivated (Eliyana & Ma’arif, 2019). Thus, the technique can assist AGC in enhancing communication between employees and managers in its subsidiaries and gradually address issues that limit efficiency and productivity. Moreover, it will foster a culture of collaboration and appropriate staff treatment, thus enhancing job satisfaction.

The Internal and External Threats the Organization Might Face

Although ACG plans to implement effective changes in its operation and leadership approaches, the organization is at risk of various internal and external factors that might limit its success. For example, change resistance, disruption of flow, and poor team chemistry in the initial phases of the initiatives are some internal factors the organization should consider (Nam & Park, 2019). These components are often the result of significant shifts in processes and a change in leadership teams and techniques. Similarly, the organization will be exposed to high levels of competition, strict business policies, and varying regulatory standards in different jurisdictions of its external environment. Therefore, these issues might interfere with the success of planned initiatives and inhibit positive development.

Solutions to Detect Internal and External Threats

AGC’s ability to detect and address limitations before they cause issues will determine whether its initiatives bear fruit. Therefore, a reliable solution to identify potential internal threats is ensuring effective communication between employees, mid-line managers, and top-level leaders and a reliable feedback system to encourage continuous reporting. Effective communication allows everyone to play a role in the organization’s development by noting shortcomings and proposing solutions (Nam & Park, 2019). Hence, the organization will leverage all its members’ expertise in identifying and resolving arising issues. Conducting a comprehensive market analysis in all three subsidiaries will allow the organization to inform its leaders of what is required and strategies to avoid infringing on regulations or standards. Additionally, a market analysis will provide critical information about consumer needs and how the organization can enhance its value. Identifying all internal and external threats will put the organization in a better position to deal with setbacks.

How to Protect the Organization from These Threats

The most effective solutions to mitigating the implications of internal and external threats are creating awareness, informing staff members of their existence, and educating employees on how they can avoid issues at a personal level. For example, change resistance is a threat that can significantly limit staff motivation and their enthusiasm toward completing tasks (Eliyana & Ma’arif, 2019). However, informing managers how they can deal with change resistance and motivation issues puts them in a better position to avoid negative effects. Similarly, creating awareness and training programs for employees and managers will encourage them to adhere to standards and evaluate each other’s initiatives. Consequently, continuously doing what is required will help avoid issues and encourage the adoption of more effective remedies.

Conclusion

Expanding into global markets requires comprehensive preparation and planning to acknowledge critical issues that might affect the project’s success. However, transformational leadership is effective in managing a global task force because it allows employees to contribute to establishing the organization’s culture and realizing goals. ACG may suffer from internal and external threats such as stiff competition, change resistance, varying regulatory standards, and disruption of workflows. However, conducting market research, engaging staff, encouraging communication, and creating awareness can help prepare for and avoid associated issues.

References

Eliyana, A., & Ma’arif, S. (2019). Job satisfaction and organizational commitment effect in the

transformational leadership towards employee performance. European Research on Management and Business Economics25(3), 144-150. https://doi.org/10.1016/j.iedeen.2019.05.001

Nam, K. A., & Park, S. (2019). Factors influencing job performance: organizational learning culture,

cultural intelligence, and transformational leadership. Performance Improvement Quarterly32(2), 137-158. https://doi.org/10.1002/piq.21292