Programmed instruction and its implications in the teaching of law

“Health” is a disciplinarily imperialistic and conceptually amorphous term; as such, it defies a unifying, coherent and universal definition. These characteristics of health present enormous problems for a curriculum developer trying to chart the outlines and contents of the subject. A sure way out is to reflect carefully on Gardner's suggestion regarding the tension between depth and coverage and to make the definition of health a part of any module on health care law. In addition, the experiences of other common jurisdictions present Nigeria with a choice between a single module approach and multiple module approach to health care law.     

Visions of (In)Security and American Strategic Style

This essay was stimulated (provoked) by discussions in three separate venues: (1) a U.S. Naval War College conference on "Alternative Futures in War and Conflict: Implications for U.S. National Security," held in late 1999; (2) several recent widely circulated "blue-ribbon" reports on the subject; and (3) recent papers emerging from the U.S. defense bureaucracy speculating on strategic visions of the next ten to twenty years. My contention is that the prevailing official and quasi-official debate exhibits excessive and overly definitive emphases on: (1) particular facets of insecurity; (2) attributions to the U.S. of benign intent and capacity; and (3) assumptions that most others share that interpretation of our words and deeds. There also tends to be unwarranted neglect of representation and standing issues which discriminate for and against different policy perspectives and forms of program expertise. A plea is offered for an alternative approach based on what we know about how persons, organizations, and communities can best position themselves for (in)security futures.     

The struggle for power and control: shifting policy‐making models and the Harris agenda for education in Ontario

Abstract: This article describes the evolution of three different models in educational policy‐making in Ontario. In the late 1960s, education policy moved away from reliance on a traditional, centralized, administrative‐agency approach and gravitated towards a decentralized, asymmetrical policy interdependence that dominated until the mid‐1990s. The ndp government erected a more centralized scaffolding, with the centre undertaking a greater tutelary role vis à vis local authorities. The aim was to make more transparent the rules and standards by which local authorities, trustees and educators would operate and be held accountable. The education minister also sought to bolster local democracy by widening local parental participation in decision‐making, Since 1995, the Conservative government has erected a politicized administrative agency that has adopted a confrontational stance towards stakeholders, reduced the powers of school board trustees, decimated middle‐level professional staffing, and muffled teacher union executives. Decision‐making now seems to reside with Harris advisers and key cabinet ministers, whose stance is driven by an amalgam of neo‐liberal and neo‐conservative ideology and by voter opinion. This neo‐conservative approach differs in its embrace of a social conservatism ‐ that government maintain social order and that excessive concern for individual choice and liberty not be allowed to undermine it. Harris' social conservatism, in its K‐12 reforms, includes an embrace of regulation, hierarchy, monopoly and uniformity in the design of public policy. Sommaire: Cet article décrit l'évolution de trois modèles différents d'élaboration de politiques en matière d'éducation en Ontario. Vers la fin des anébes 1960, ces politiques d'éducation ne suivaient plus l'approche classique et centralisée caractéristique d'un organisme administratif; elles tendaient plutôt vers une interdépendance décentralisée et asymétrique, qui prédomina jusqu'au milieu des années 1990. Le gouvemement néo‐démocrate érigea une structure plus centralisée qui accordait au centre un plus grand rôle tutelaire par rapport aux autorités locales. Ceci, aux fins d'une plus grande transparence des règles et normes de fonctionnement et de redev‐abilité pour les autorités locales, les conseillers scolaires et les enseignants. Le minis‐tre de l'Éducation s'est efforcé aussi de favoriser la démocratic locale en amplifiant la participation parentale dans la prise de décisions. Depuis 1995, le gouvemement conservateur a éigé un organisme administratif politicisé qui a adopté des positions conflictuelles envers les intervenants, qui a réduit les pouvoirs des conseillers scolaires et qui a sabré dans les rangs du personnel professionnel de niveau intermédi‐aire tout en muselant les dirigeants syndicaux des enseignants. II semblerait que les décisions sont maintenant prises par les conseillers de Harris et par certains de ses ministres ‐ clé, poussés par l'opinion des électeurs et une idélogie à la fois néo‐libérale et néo‐conservatrice. Cette approche néo‐conservatrice embrasse un certain conservatisme social: le gouvemement doit maintenir l'ordre social qui ne doit pas être sapé par une trop grande préocupation concemant la liberté et les choix personnels. Le conservatisme social de Harris dans le cadre des réformes scolaires fait appel à la réglementation, à la hiérarchie, au monopole et à l'uniformité dans l'élaboration des politiques gouvemementales.