History of Ashland County - Essay Example

Ashland affiliation Ashland Schools in the Most schools in Ashland are under the man board members. School board members have a mandate provided to them by all stakeholders in the educational system. One major mandate of the board members is to manage the school in all paradigms. The process of administration is however, divided to numerous personalities in the institution but under the supervision of the board members. The board members have a general mandate of decision making but as provided by the city administration system. The financial officer is mandated to develop funds provision mechanisms and systems that support effective support to school development (City of Ashland, 2014). The officer has a responsibility of ensuring that schools are provided with sufficient financial resources to carry out their mandate as academic and social institutions. In regards to tutors, they are licensed by the City Council to operate. However, in private schools tutors are selected by the mandate of the school. In addition, the schools determine the level that a tutor may be viable for education. Public academic institutions in Ashland are limited in regards to their hiring mandate. The institutions do not directly hire tutors as qualified tutors are provided for the school. The role of the tutors is dictated by both the school administration and the council educational department. The main duty and responsibility of tutors is to provide educational experience to students as required by the curriculum and their institution. Other staff members in institutions are hired by the institution management. For instance, caterers, drivers, security personnel and secretaries are provided by the administration. However, the city council requires a free and fair employment system that would provide equal opportunities to all viable candidates. The mandate of these staff is also directed by the school administration. The district has also provided schools with specifications on ways to cope with bullying and safety. In regards to safety the district provides safe routes for student to use when going to school. Each school in Ashland City has an accessible website. The website is provided by the school and contains information about the school. Information provided include programs offered, fee structures, location, mission and objectives. Apart from these websites, the district contains a website that includes the schools located in Ashland City (City of Ashland, 2014). The website contains schools at all levels and provide their location. The rate of employment in the city matches the number of students enrolling in education institutions. In regards to employment, organizations within the city provide employment opportunities for local students. The district curriculum also provides extra-curricular activities like football and swimming to enable students cope with the trend in the job market. Each institution in the district is equipped with facilities that enable participation in extracurricular activities. The 2010 census displayed the size of Ashland to be 29.1 Square Kilometers and had a total population of 20, 362 people(City of Ashland, 2014). The district contains 8,063 households which accommodates 4,813 families. The district was developed in 1815 by Daniel Carter. It was originally named as Uniontown (Abraham, 1909). Description of the town Since its creation in 1815, the district has developed in terms of infrastructure and social facilities. One major change is the name change from Uniontown to Ashland in 1822 (Abraham, 1909). Settlement in the district increase as depicted in the 2000 census. Families had risen to 4,813. The average family size was 2.9% (City of Ashland, 2014). From all people present in the city, there was a composition of all ages. At least 30%of all families had a composition of children, a single male and female and an older adult(City of Ashland, 2014). This depicts a balanced family structure. The economy of the district is stable and sustains all its citizens. Considering the low population of the city economic development and sustainability is easier. Economy in the city is generated by small and medium sized corporations in form of tax revenues to the city council. Resources generated provide amenities such as firefighting facilities and police patrol facilities (City of Ashland, 2014). The district is heavily patrolled by police on day and night bases. In addition, the firefighting system is heavily equipped to make response more fast and efficient. Moreover, income to the city council is used to provide recreation facilities. They include public parks and sports centers. Most residents in the city are Christians. The religion is supported by the availability of churches across the district. The leadership of the city is based in the City Council. The mayor heads the council and is supported by five other council members (City of Ashland, 2014). The city leadership is mandated to provide tax quotations for the district. Taxation is liable for all businesses in the district and it is also payable through land rates. However, the city council is responsible for services provided in the district. This includes provision and development of public resources. The council also provides residence for the elderly and residents as required by the social security system. The elderly are also provided with care such as social care and medical services. The city has significant revenue collected from financial institutions in the city. Leaders in these institutions also act as social leaders. The have a social corporate responsibility mandate. Similar to other cities, Ashland has an easy access to media facilities. The city is has an access to network that increases communication efficiency between the city and other districts (City of Ashland, 2014). This is accompanied by a quality television and radio network. Partnership The role of the community in development of educational institutions is significant. Apart from provision of students in these facilities, the community takes part in development projects such as school functions. On the other hand, educational institutions develop the community and family setting by provision knowledge and social skills to members. In addition, a community develops if there is adequate access of learning facilities. For instance, infrastructures required for educational institutions provide centers for community activities. Watson (2000) points out that the collaboration of families and the community enables the academic system develop as required by the society and the family setting. The importance of the family and community involvement is based on the retention of traditional educational ideas. The family and the community hold moral and ethical source in the society. The changes made in the family and the community may easily affect educational institutions. For this reason, the family and the community has a mandate of ensuring the provision of education experience is done as required by the society. Claxton & Carr (2004) assert that the community and the family act as an overseer of the conduct of the students, tutors and school administration. These changes are important in the classroom setting. The skills and information provided in the classroom is influenced by the nature of the entire educational institution. The culture instilled in the institution by the community and the family is embraced by tutors in the classroom setting. Tutors are influenced and mandated by the provision of the institution administration. Watson (2000) asserts the modern educational institutions have been changed by the intervention of the community in regards to providing students with the information that would fit their society setting. The community knows the ethical history and requirements that institution should be adhered to. For this reason, the community is best placed to provide direction to educational institutions. References Abraham, B. (1909). History of Ashland County. Boston: Clarke Publishing Company. City of Ashland, OH. (2014). About Ashland. Retrieved from: http://www.ashland-ohio.com/ Claxton, G. & Carr, M. (2004). A framework for teaching learning: The dynamics of disposition. Early Years, 24(1): 87-97. Watson, J. (2000). Constructive instruction and learning difficulties. Support for Learning, 15(3): 134-141. Read More