Explain How Communication Affects Relationships Essay

Communication affects relationships at work in a big way. Communicating in a positive manner will give me a very different response to communicating in a negative manner, it is also important that I alter the way i communicate dependant on who I am speaking to as everybody will respond differently to different styles and variations of communication. One of the parts of my job is to communicate with my colleagues. I must insure that as the environment I work in can and often is stressful, that I speak in a calm manner and that I am clear and concise. By doing this I lessen the chance of information that I passed on being misheard or misunderstood and by being calm I have a reassuring effect on my colleagues. When speaking to families of patient I must insure that I an understanding and come across friendly and professional as a good relationship with a patient’s family can have positive effects on the patients because it is important that families understand the patients treatment plan and how they can have positive influence on the patient. I must communicate with the patients in the most effective way possible. As a health Care worker I need to be able to build trust and a good relationship with those I look after. It is important that I use variation of communication skills to relay what I am trying to get across, this will help the patient understand what is be communicated and in turn will help the patient communicate there needs.

Life without internet Essay

Internet is one of the most important invention ever and life would stop without it.As globalization of virtual world has been very dear to the community’s heart, internet now can be found in every home. Internet is everyone’s lover for its countless number of information and services, ability to connect people all around the world and providing entertainment in the easiest and cheapest way. There is a huge amount of essential information on the internet for just about every subject known to man.One click on search engines like Google and Yahoo will bring you to the four corners of the world.You can get information on cartoon characters, complex anatomy structures, high technology weapons and even secret information of governments. Most of the informations are provided by experts of their fields so the informations are highly reliable.Internet also provides information on current activities all over the world such as trade fairs, conferences and reunion ceremony. Other than information, many services are also available on the internet now. For example online banking, job seeking and hotel reservations. These services are usually not available off-line. Internet makes the world smaller by bringing people together. In today modern era, people barely have sufficient time to write letters to their loved ones. Moreover it takes longer time for the letter to reach the receiver. But through internet, we can communicate in a fraction of second with a person who is sitting in the other part of the world. Email in the internet is one of important communication tools. It is a great way to keep in touch with family and friends and we have to pay zero cent to use it .In other hand, young generation today mostly prefer to do chatting on internet. Through chatting we can write messages and get reply in an instant. Through some sites like twitter, fans can now communicate with their idols and know latest news about them. Other than that voice chatting like skype has become more popular day by day. So, internet is no doubt the master of connecting people. Internet is the key to the cheapest and easiest entertainment. As entertainment has become a compulsory element in this millennial age, people are struggling to get it in a save and within easy reach way. Different people love different type of entertainment and internet provides them all. From Hollywood top celebrities, Bollywood movies to Kpop music, you can have it all through one medium, internet. For more educated entertainment like novels, internet offers the bookworms with countless book from top-sell novelist and books suitable for all ages. For gamers ,there are numerous games can be downloaded from the internet for free. There are good and bad sides to virtually everything but I believe the advantages of the internet definitely outweighs its disadvantages. Billions of people are benefited from it each day whether for work or pleasure. This explains that there is no reason to live without internet. Internet is obviously here to stay so whether you like it or not it’s best if you learn to embrace it.

Advantages of Science

WriteLine(â€Å"enter number with power is to be calculated†); int a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter power†); int b = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); double c=p. power(a, b); Console. WriteLine(a+ † rase to the power â€Å"+b+ â€Å"=†+c); } private double power(int a, int b) { double power = Math. Pow(a, b); return power; } Q2. Write a general-purpose function to convert any given year into its roman equivalent. Example: Roman equivalent of 1988 is mdcccclxxxviii Roman equivalent of 1525 is mdxxv static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int number=Convert. ToInt16(Console. ReadLine()); Program p=new Program(); string samsung=p. ToRoman(number); Console. WriteLine(samsung); } private string ToRoman(int number) { if ((number 0) || (number 3999)) throw new ArgumentOutOfRangeException(â€Å"insert value betwheen 1 and 3999†); if (number 1) return string. Empty; f (number = 1000) return â€Å"M† + ToRoman(number – 1000); if (number = 900) return â€Å"CM† + ToRoman(number – 900); if (number = 500) return â€Å"D† + ToRoman(number – 500); if (number = 400) return â€Å"CD† + ToRoman(number – 400); if (number = 100) return â€Å"C† + ToRoman(number – 100); if (number = 90) return â€Å"XCâ₠¬  + ToRoman(number – 90); if (number = 50) return â€Å"L† + ToRoman(number – 50); if (number = 40) return â€Å"XL† + ToRoman(number – 40); if (number = 10) return â€Å"X† + ToRoman(number – 10); if (number = 9) return â€Å"IX† + ToRoman(number – 9); if (number = 5) return â€Å"V† + ToRoman(number – 5); if (number = 4) return â€Å"IV† + ToRoman(number – 4); if (number = 1) return â€Å"I† + ToRoman(number – 1); throw new ArgumentOutOfRangeException(â€Å"something bad happened†); } Q3. Any year is entered through the keyboard. Write a function to determine whether the year is a leap year or not. static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int a = Convert. ToInt16(Console. ReadLine()); Program p=new Program(); . leap(a); } private void leap(int a) { if (a%4! =0 a%100==0 a%400==0) { Console. WriteLine(â€Å"this year is a lea p year†); } else Console. WriteLine(â€Å"this is not a leap year†); } Q4. Write a function that receives 5 integers and returns the sum, average and standard deviation of these numbers. int a, b, c, d, e; Console. WriteLine(â€Å"enter first number†); a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter second number†); b = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter third number†); c = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter forth number†); = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter fifth number†); e = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); int f = p. sum(a, b, c, d, e); int g = p. average(f); double h = p. standard_deviation(a, b, c, d, e, f, g); Console. WriteLine(â€Å"sum of numbers are=†+f); Console. WriteLine(â€Å"averge of numbers are=†+g); Console. WriteLine(â€Å"stardard deriva tion of numbers is=†+h); } private double standard_deviation(int a, int b, int c, int d, int e, int f, int g) { double i, j, k, l, m,deri,squ; i = a – g; j = b – g; k = c – g; l = d – g; m = e – g; i = Math. Pow(i, 2); j = Math. Pow(j, 2); = Math. Pow(k, 2); l = Math. Pow(l, 2); m = Math. Pow(m, 2); deri = (i + j + k + l + m) / g; squ = Math. Sqrt(deri); return squ; } private int average(int f) { int avg = f / 5; return avg; } private int sum(int a, int b, int c, int d, int e) { int sum = a + b + c + d + e; return sum; } Q5. If we list all the natural numbers below 10 that are multiples of 3 or 5, we get 3, 5, 6 and 9. The sum of these multiples is 23. Find the sum of all the multiples of 3 or 5 below 1000. int sum = 0; for (int i = 3; i 1000; i++) { if (i % 3 == 0 || i % 5 == 0) { sum += i; Console. WriteLine(sum. ToString()); } Q6. A palindromic number reads the same both ways. The largest palindrome made from the product of two 2-digit numbers is 9009 = 91 99. Find the largest palindrome made from the product of two 3-digit numbers. int maxPalindrome = 0; for (int i = 100; i 1000; i++) { for (int j = i; j 1000; j++) { int product = i * j; if (product. IsPalindrome() product maxPalindrome) { maxPalindrome = product; } } } System. Console. WriteLine(maxPalindrome); } } public static class Extensions { public static bool IsPalindrome(this int i) { Listchar chars = new Listchar(i. ToString(). ToCharArray()); chars. Reverse(); return i == int. Parse(new string(chars. ToArray())); Advantages of Science WriteLine(â€Å"enter number with power is to be calculated†); int a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter power†); int b = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); double c=p. power(a, b); Console. WriteLine(a+ † rase to the power â€Å"+b+ â€Å"=†+c); } private double power(int a, int b) { double power = Math. Pow(a, b); return power; } Q2. Write a general-purpose function to convert any given year into its roman equivalent. Example: Roman equivalent of 1988 is mdcccclxxxviii Roman equivalent of 1525 is mdxxv static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int number=Convert. ToInt16(Console. ReadLine()); Program p=new Program(); string samsung=p. ToRoman(number); Console. WriteLine(samsung); } private string ToRoman(int number) { if ((number 0) || (number 3999)) throw new ArgumentOutOfRangeException(â€Å"insert value betwheen 1 and 3999†); if (number 1) return string. Empty; f (number = 1000) return â€Å"M† + ToRoman(number – 1000); if (number = 900) return â€Å"CM† + ToRoman(number – 900); if (number = 500) return â€Å"D† + ToRoman(number – 500); if (number = 400) return â€Å"CD† + ToRoman(number – 400); if (number = 100) return â€Å"C† + ToRoman(number – 100); if (number = 90) return â€Å"XCâ₠¬  + ToRoman(number – 90); if (number = 50) return â€Å"L† + ToRoman(number – 50); if (number = 40) return â€Å"XL† + ToRoman(number – 40); if (number = 10) return â€Å"X† + ToRoman(number – 10); if (number = 9) return â€Å"IX† + ToRoman(number – 9); if (number = 5) return â€Å"V† + ToRoman(number – 5); if (number = 4) return â€Å"IV† + ToRoman(number – 4); if (number = 1) return â€Å"I† + ToRoman(number – 1); throw new ArgumentOutOfRangeException(â€Å"something bad happened†); } Q3. Any year is entered through the keyboard. Write a function to determine whether the year is a leap year or not. static void Main(string[] args) { Console. WriteLine(â€Å"enter the year†); int a = Convert. ToInt16(Console. ReadLine()); Program p=new Program(); . leap(a); } private void leap(int a) { if (a%4! =0 a%100==0 a%400==0) { Console. WriteLine(â€Å"this year is a lea p year†); } else Console. WriteLine(â€Å"this is not a leap year†); } Q4. Write a function that receives 5 integers and returns the sum, average and standard deviation of these numbers. int a, b, c, d, e; Console. WriteLine(â€Å"enter first number†); a = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter second number†); b = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter third number†); c = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter forth number†); = Convert. ToInt16(Console. ReadLine()); Console. WriteLine(â€Å"enter fifth number†); e = Convert. ToInt16(Console. ReadLine()); Program p = new Program(); int f = p. sum(a, b, c, d, e); int g = p. average(f); double h = p. standard_deviation(a, b, c, d, e, f, g); Console. WriteLine(â€Å"sum of numbers are=†+f); Console. WriteLine(â€Å"averge of numbers are=†+g); Console. WriteLine(â€Å"stardard deriva tion of numbers is=†+h); } private double standard_deviation(int a, int b, int c, int d, int e, int f, int g) { double i, j, k, l, m,deri,squ; i = a – g; j = b – g; k = c – g; l = d – g; m = e – g; i = Math. Pow(i, 2); j = Math. Pow(j, 2); = Math. Pow(k, 2); l = Math. Pow(l, 2); m = Math. Pow(m, 2); deri = (i + j + k + l + m) / g; squ = Math. Sqrt(deri); return squ; } private int average(int f) { int avg = f / 5; return avg; } private int sum(int a, int b, int c, int d, int e) { int sum = a + b + c + d + e; return sum; } Q5. If we list all the natural numbers below 10 that are multiples of 3 or 5, we get 3, 5, 6 and 9. The sum of these multiples is 23. Find the sum of all the multiples of 3 or 5 below 1000. int sum = 0; for (int i = 3; i 1000; i++) { if (i % 3 == 0 || i % 5 == 0) { sum += i; Console. WriteLine(sum. ToString()); } Q6. A palindromic number reads the same both ways. The largest palindrome made from the product of two 2-digit numbers is 9009 = 91 99. Find the largest palindrome made from the product of two 3-digit numbers. int maxPalindrome = 0; for (int i = 100; i 1000; i++) { for (int j = i; j 1000; j++) { int product = i * j; if (product. IsPalindrome() product maxPalindrome) { maxPalindrome = product; } } } System. Console. WriteLine(maxPalindrome); } } public static class Extensions { public static bool IsPalindrome(this int i) { Listchar chars = new Listchar(i. ToString(). ToCharArray()); chars. Reverse(); return i == int. Parse(new string(chars. ToArray()));

Investment Apprisl Techniques Essay Example | Topics and Well Written Essays - 1500 words

Investment Apprisl Techniques - Essay Example I will prticulrly provide literture review of few contemporry theoreticl pproches to the issue. Recent reserch (Steier & Greenwood, 2005) hs shown tht the due diligence process is n itertive one, where the first step is to ssess whether proposl meets the investment criteri of the venture fund (e.g., with respect to the investment stge, sector, or mgnitude of the investment proposl) nd whether the proposl is vible t first sight. forml vlution of compny will only be performed when the proposl psses this initil test. Other economic gents hve to vlue compnies in other settings; e.g., investment bnkers hve to determine the introduction price of new compny on stock mrket or they hve to pprise tke-over cndidte. Finncil nlysts hve to ssess whether the stock mrket vlue of compny is significntly higher or lower thn its 'true' economic vlue, in order to decide when to sell or buy stocks. The venture cpitlist's vlution process, however, is likely to differ from the ones used for these purposes, becuse of the very different nture of the compnies they hve to vlue. Investment proposls, recei ved by venture cpitl funds, re often very risky, due to the erly stge of development of the compny, the lck of trck record of the compny, or the degree of innovtion of products or mrkets. Moreover, the compnies re not quoted on stock mrket, so publicly vilble informtion is limited. The present study sheds light on this neglected re through n exmintion of how Europen venture cpitlists proceed in this difficult tsk. The vlution of investment proposls is importnt for venture cpitlists becuse the vlue of the compny determines the proportion of shres they receive in return for their investment nd thus their ultimte return. It is importnt for entrepreneurs, too, becuse vlution tht is too low will led to n excessive dilution of their shre in the compny. Moreover, when entrepreneurs know how venture cpitlists vlue investment proposls, they re better prepred to dpt their business pln to the needs of investors. They will be ble to produce the required informtion nd to understnd the wy venture cpitlists use the informtion. The vlution process consists of three sequentil steps. First, informtion is gthered on the venture, its mngement tem, nd its future prospects. Second, this informtion is used to pprise the risk of the venture nd hence the required return on the investment, nd to estimte the (future) csh flows nd profit potentil. Finlly, one or more vlution method is used, which combines the elements of risk, return, nd profits or csh flows in order to compute the vlue of the compny. Becuse non-public compnies hve few legl informtion requirements, the gthering of informtion is more difficult thn with public compnies. Due to dverse selection nd informtion symmetry problems, this is nonetheless one of the most crucil phses in coming to decision. One of the most importnt sources of informtion is the business pln, which projects the future of the compny, together with historic ccounting dt (especilly the blnce sheet nd profit nd loss sttement), nd future ccounting dt (especilly csh flow forecsts). mit et l. (2003) point to the fct tht the mngeril trck record of the entrepreneur nd his or her fmilirity with the product nd the sector my provide some hints s to the future success of the venture. However, venture cpitlists fce importnt informtion symmetries with respect to compny-specific dt, since the entrepreneurs my disclose only wht they deem necessry in

Analyse the industry structure of the 'civil aerospace market' in the Essay

Analyse the industry structure of the 'civil aerospace market' in the aircraft construction industry - Essay Example In the particular case, Pestel analysis is considered to be the most appropriate scheme for the examination and the evaluation of external environment of civil aerospace market not in relation with a particular country but in the context of the international community. Civil aerospace industry is critical for the performance of aircraft construction industry. Under these terms possible failures in the former may lead to severe political consequences for the country where the latter is related. It is for this reason that governments around the world pay significant attention to the particular industry taking all measures (at the highest possible level) that ensure the profitable and effective operation of the firms that belong in the specific industry. Possible financial support of the relevant firms by the state is also a common phenomenon. Currently, financial markets around the world are characterized by severe turbulences. In this context, exchange rates and interests tend to change almost daily. As a result, the design and the application of a long term strategy for the firms operating in the civil aerospace industry is a challenging task. In this context, appropriate measures should be taken by governments around the world towards the stabilization of rates at least for a specific period. Moreover, alterations in the value of currencies within all countries should be avoided at the highest possible level trying to keep the balance among economies in the global marketplace. Only in this way civil aerospace industry could be effectively developed in the long term. A major characteristic of modern era is the trend for creation of common social and cultural patterns. However, this ‘globalization’ in cultural and social traditions cannot be considered as having only positive aspects. In fact, firms operating in the civil airspace industry should take into consideration that culture still remains the major factor that influences

Road to Perdition Movie Review Example | Topics and Well Written Essays - 1250 words

Road to Perdition - Movie Review Example The movie is based on a graphic novel of the same title by Max Allan Collins. Depression-era Chicago serves as the perfect period in which to set the story of Road to Perdition. The stark grittiness of the early 30's best illustrates and complements the troubled nature of Road to Perdition's story. It provides a backdrop where gangsters rule and where death is an everyday business. The story is set in 1931, which is considered an in-between era since it is a different world from three years before and three years after. Albert Wolsky, costume designer for the film even found it hard to find existing clothes to match the era Michael Sullivan lived in since the 1930's is sandwiched between the flamboyance of the 20's and the fashionable gangsterism of the mid 30's. The early 30's was a time of austerity and depression, and the spirit of this era snugly fits the film's premise. The film, through an excellent use of the era, imposes a heavy, dark cloud of depression on its viewers which only briefly diffuses during the scenes between Sullivans Sr. and Jr. near the end of the movie. Technically and aesthetically, Road to Perdition excels. The film is a wonderful tour de force of some of the most notable figures in directing, acting, scoring, and cinematography. Sam Mendes (American Beauty), in his interpretation of the film, added to the depth of the conflict by using ingenious presentation methods. For example, to emphasize the gap between Michael Sullivan's Jr. and Sr., he employed a method that had both characters talk through obstacles like mirrors and doorposts. This had the effect of alienating both characters from each other since they had to communicate with each other indirectly. Later on in the film, Mendes uses close crops of both characters to symbolize a new found openness towards each other. The way Mendes presents each scene is subtle yet meaningful - a truly subconscious treat. Unfortunately, this may have backfired on many of the viewers, as there has been the comment that the movie left many of the viewers alienated and cold too. It may be that Mendes' plan worked a little too well. The story of Michael Sullivan and his son takes place mainly during winter. The eerie frozen landscape has a telling effect on the movie's plot. Mendes says the snow "symbolizes a frozen world... frozen in the emotional sense. It's a paralyzed family until the father and oldest son are thrown together by tragedy, and they begin to have the relationship they never had before. So out of the bad comes good, and everything that was intended to be set in ice at the beginning begins to thaw."(qtd. in "Road to Perdition Synopsis") The first thing to catch one's attention upon watching this film is the gorgeous cinematography by Conrad Hall. Hall is a master of mood and lighting, and it shows in his work on Road to Perdition. He makes good use of snow and the broke-down alleyways to convey a sense of despair in the film. The viewer gets the impression that beneath the paleness of the snow lies tension that has to be let loose. The film also uses washed out colors to give an aged look. This, in a way, authenticates the period which the film is based on. In one scene, Hall makes clever use of light shining through rained-upon windows to give the impression that the room is weeping. It would be observed that he does not use sweeping views of the backdrop. Instead, he uses pensive shots that are starkly beautiful. The screenplay by David

Business - building trust in the e-business Essay

Business - building trust in the e-business - Essay Example 3. Customer care: a presence of an organized customer care plan is necessary; providing services to customers efficiently related to information about produced, transaction and even about what Edward Entrepreneur is about. 4. Why to trust us- Trust in literature: a well defined but brief reasons of trust have to be mention in the website, including reasons why to trust the company. And an overlook of tutorial of the software in the website will also attract customers trust and interest both. As in ecommerce the main objective for the literature is persuade and satisfy the customer which will bring trust. (PROquest, 2011) With the objective to understand how trust is formed in commercial relational exchanges that take place within electronic environments, our review of the literature identified a number of works that provided the necessary theoretical background to aid our endeavors towards filling this gap 5. Quality of product: when a brief overlook of the tutorial will be provided on the site the customers will be able see the basic features of the software. And this will also lead people to trust the product. 6. Privacy Policy : the another prior reason over which people become reluctant in trusting e commerce sites is the reason that they are not comfortable to give there private information on internet. So to make a strong privacy policy the following points are needed to be added: b. Verified by visa: use verified by visa statement for a proof that the company is verified by visa banks and the information which customers will provide will not be missed used but will only be used for transaction of money. d. SSL certificate: Secure socket layer is an authorized protocol built specially for ecommerce. This assures and protects personal data of the customers used in transactions. A certificate of SSL will completely assure the customers to rely over the site. (TechGenix Ltd., 2011) The site with SSL certificate will ensure the customers that their

The Hotel Industry Essay Example | Topics and Well Written Essays - 1250 words

The Hotel Industry - Essay Example the customers. For any commercial organization it is then a people versus people equation for its survival. Unlike other resources which an organization deploys people or its staff are live resources that think, have feelings, aspirations, motives and emotions which get nurtured, developed ,frustrated or stunted every now and then. No human would be willing to work with frustrated aspirations or stunted and suppressed feelings. Thus it becomes incumbent on an organization to nurture and develop the feelings, aspirations, emotions of its employees. This is the traditional function of the human resource management function in any organization. Present day literature, however lays more emphasis on strategic human resource management wherein the human resource management function is aligned in such a manner that fulfilling human resource management function automatically ensures reaching strategic objectives of the organization. In short the human resource management function is woven wi th in the overall strategy of the organization. ... tivities that are undertaken consciously or unconsciously, internally or externally to an organization whereby human resources of the organization are developed and utilized in a manner to maximize achievement of organizational goals. One important precept of entire human resources' management exercise is the recognition of the fact that the most valuable resource for any organization is its human factor; it is the only live factor and thus the only truly mouldable factor. Therefore human resource management (HRM) is a term used to represent that part of an organization's activities concerned with the recruitment, development and management of its employees (Wood & Wall, 2002). Employee empowerment is an important piece of strategic initiatives in human resource management in any hotelling organization. Empowerment if adopted as a conscious strategy has important implications for employee motivation, performance and the quality of the service offered by the hotel. This paper seeks to examine the issue of employee empowerment in some star hotels in Jordan in the back drop of a comprehensive literature review. The Hotel Industry Parks (2003) states with abundant clarity the role of human interface in hotel industry in following words," The hospitality industry is obviously customer-service driven. If your employees aren't satisfied in their jobs, their unhappiness is bound to spill over into their attitudes and behaviors toward clients and guests. Most hospitality positions require people to be in constant communication with the public while servicing guests. Because of this, employee satisfaction is vitally important to the success of your business. Everyone knows that it costs much more to hire and train a new employee than it does to keep an existing employee.

Discuss whistle-blowing in nursing. (Please cover the pros and cons of Research Paper

Discuss whistle-blowing in nursing. (Please cover the pros and cons of whistle blowing and it's relevance to nurse empowerment) - Research Paper Example Furthermore, a nurse might also act as a health advisor for the patients’ future well being. The American Nursing Association (ANA) states, â€Å"nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations† (What is Nursing 2012). Despite the level of input required, the reward for this profession mostly shows up as a bully. Majority of the nurses face social demons at work such as discrimination, over exploitation and verbal or even in some cases, physical abuse. Through a survey conducted of 612 nurses, 67.5% have, at some point or the other suffered inappropriate behavior from their managers. American Nursing Association has stated that 56.9% have either been threatened or been abused verbally at work. (Malcolm 2006; Spence, Leiter, Day, & Gilin 2009; ANA 2001). Whistle blowing is a terminology used when an employee of an organization who objects over illegal or unethical practices that takes place within the business. Depending upon the nature of the management style, whistle blowing can have its advantages but, in some cases quite severe repercussions. Many within a firm might consider whistle blowing no less than an act of treachery while for some companies or organizations, whistle blowing is just another form of collaborative and collective ideas to cut costs and improve efficiency from all areas of the firm. Encouraging employees from all levels of hierarchy to step up and contribute towards the betterment of the institution, collectively. However, fact is, such an attitude is rare to be found. News reports and surveys represent clearly that healthcare institutions are not in favor of such an activity and view whistle blowing as cynical criticism that diminishes its public image. Nurse practitioners have suffered the most, socially an d

International Relations Theory and Global Economy Essay

International Relations Theory and Global Economy - Essay Example International Relations Theory and Global Economy Global economy is the combination of all the economies of the world’s countries. The valuation of the world economy can be arrived at by representing it in a certain currency like the US dollars. Each country experiences a trade cycle where the rate of growth of expenditure, incomes and production changes over a period of time. The duration and effects of these cycles are dynamic simply because the structure of the economy is developing. This may be caused by theoretical relationships between different variables, for example, unemployment and inflation which might have changed. This poses many challenges to policy makers as they try to control the economy and meet their objectives. Taking the economic growth of a country, for example the U.K., and analyzing how it has been for the past years, it is possible to know that the country has experienced many shortcomings to date. Notably, the UK has experienced recession and boom periods in the process of its economic development. J ust to highlight some key areas contributing to the growth of the U.K economy, one is strong consumption. Consumer spending has contributed positively and has had positive effects to the economy like, absorbing some of the weaknesses of the export and investment sectors. However, this has not come so easily because it has its limitations, which include increased debts and increase in rentals. Low investment in capital equipment has also led to growth in the economy as some of these major investments were left to the private sector to cover.3. Growth of the economy globally has main stages like the economic boom. A boom is a situation that occurs when gross domestic product grows faster than the trend growth rate. At this period, aggregate demand is high, and businesses increase production and employment. Due to high demand, prices may also increase which translates to cost push and inflation in demand. Demand for imports increases because of high marginal propensity of importation a mong customers. Revenues from tax increase as more people are in employment and earning, hence, they spend more money. In addition, company realizes high profits as production increases, thus, increasing sales due to high demand in turn leading to high investment. Labor is used exhaustively at minimal costs, that is, no extra labor is needed. The other economic cycle is the economic recession which is a decrease in national output4. Every aspect of the economy is restrained to its maximum. This is a period where the economy is operating below its breakeven point. As the negative part of the economy, it can lead to increased unemployment, low income per head, international insecurity as many become jobless increased bad debts and the end result of all this is conflicts. The table below gives an illustration of the economic growth of the UK and inflation rate in the country for the past few years; Resource: http://www.economicshelp.org/images/macro-graphs/econ-growth-inflation-dec-201 1png.jpg Further still, global economy has attracted the centre stage in international politics of late. Politicians cannot do without bringing the issue of economic growth and fall to the world as they try to appeal to the world to consider them in election to top seats. They lay down structured policies on how they are going to deal with the monster

Things Fall Apart by Chinua Achebe Analysis Essay Example for Free

Things Fall Apart by Chinua Achebe Analysis Essay In the book, Things Fall Apart, written by Chinua Achebe, A man named Okwonko is desperate to avoid being what his father was like: lazy and undetermined. He is dominated by anger, fear, and impatience which get him in many situations. The tribe of Umoufia represents a civilization that is strictly based off male dominance. Men are only required to be strong, and have a title within the clan; while the women must cook, clean, and take care of the children, and are beat if they do not do so. Umoufia is a tribe that is based off of stereotypes and sexism. Women are looked down upon as objects instead of people. When they are old enough to get married, they do not get to choose, nor does the father choose. The women are bought and sold with sticks, like an animal and not a human being. This shows that the women are not appreciated, nor given any respect or dignity. They are treated more like slaves, and are not seen as important. When in reality, without women, the tribie of Umoufia would be nothing. A man gains respect and popularity in the tribe of Umoufia, is a strong, masculine man with a wife, a strong son, and a tough warrior. All men share the same goal, which is to become one of the lords of the clan. To do this, he is a warrior who is strong, brave, and fearless. Unofia, Okwonko’s father was lazy, poor, and a failure. He hated his father and wanted to be nothing like him. Okwonko has no desires for the pleasures in life, such as: dancing, music, and celebrations. Instead he hungers for power and wealth. This means he must run a strong family and house hold; with multiple wives, and many children. Another part of his masculinity is his duty of a solider. He wants to be physically strong in defending his village from incoming threats. Another way that Okwonko wants to show masculinity is through his children. He wants to pass down all he knows to his kids, and have them do the exact same. The boys shall have their own households and will be strong and proud. When the women shall be good wives, clean, cook, and give birth to many children. Okwonko only wants his kids to have the same traditions as he did, and for it to never change. Some elders believe that it is not right, and that it is right to have change. Okwonko wants his legacy to be kept alive by his children keeping on the same traditions. The women cook and clean, when the men own the household and are in charge. The women are given less credit then they deserve. Okwonko wants his wife to bare him a son, so that he can keep his family strong once he passes away. He depends on the wife to give him a son, and will beat her if she does not do so. When the child is born the wife must raise him and do all of the work. But the child is born to the husband and always owned by the man. Women are very important to the Umoufia tribe, but are treated inhumanly and not seen as a contributing factor of the tribes surviving and thriving. They are beaten regularly if they do not clean, cook, and take care of the house. They are sold as brides, and not given the right to do what they want.

Ebt Classroom Management Essay Example for Free

Ebt Classroom Management Essay This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

Issues In Sustaining Tourism Development In Vietnam

Issues In Sustaining Tourism Development In Vietnam In recent years, Vietnam has taken great steps in the development of tourism. Tourism is promoted widely by the government because it provides the potential for job opportunities, thus producing income for the country and became a source of revenue for the government. However, the tourism industry can also be seen as a critical force, causing negative outcomes such as congestion, the loss of natural environmental and landscapes and the cultural degradation (Bui, 2009). These problems are becoming an issue towards tourism industry of Vietnam due to the lack of effective planning and proper planning of tourism development. Tourism is claimed to be one of the key elements towards the country economy development with particular attention being placed on infrastructure development, human resources, environmental issues, product development and marketing strategies by the Tourism Master Plan 2001 -2010 (Vietnam Embassy, 2011). Yet, evidence demonstrates a critical need for identifying sust ainable ways of using the tourism resources by avoiding a voracious exploitation of the countrys patrimony as well as to ensure the beneficial trade exchange in the international marketplace and substantial long-term socio-economic benefits. This report seeks to explore how the sustainable tourism development in Vietnam affects its economic, social and environmental with an emphasis placed on the challenges that appear along this process. 2.0 Overview of sustainable tourism in Vietnam Vietnam has a high market potential in the tourism industry with foreign investors showing interest in the country (Mok and Lam, 2000). The introduction of an economic reform policy, doi moi encouraged the establishment of normal political with other countries by lifting the restrictions on investment by the private sector. As a result, Vietnam has experienced a massive growth in the service industry since the Asian financial crisis in 1998. The improving visa policy, the limited transportation networks and the restricted marketing (i.e. tourism promotion budget around S$1m about a tenth the size of the budgets of Singapore) are the three main considerations of accessibility to Vietnam (Suntikul, Butler and Airney, 2008). According to the Vietnam National Administration of Tourism (2010), international visitors to Vietnam reached 449,570 arrivals in 2010, increasing by 19% over the same period last year. The total international arrivals in 2010 reached 5,049,855 representing a 34.8% growth. In terms of market share, China was ranked top, with the largest influx of visitors into Vietnam in 2010, while the South Korea and Japan, at second and third, also dominated the market. Such a number exceeds the carrying capacity in Vietnam, including both its tourist infrastructure and environment and risks serious overcrowding in some cities of attraction e.g. Hue, environmental pollution, degradation of monuments and the collapse of the tourist industry as the result of unsustainable tourism development (Bui, 2009). Since 1995, Vietnam National Administration of Tourism (VNAT) urged the tourism industry to focus on the development of facilities and infrastructure to encourage more investment, while developing a unique tourism product (Vietnam Embassy, 2008). It is also stated that the unsustainable nature of the sector both in terms of use of local resources and tourists arrivals (limited repeat visitors) , which is also reflected by tourism destination being exploited carelessly and by traditional cultures being affected and changed by tourist arrivals. In other words, there is a need to address the Vietnamese tourism sites that have been exploited without proper planning, caring and investing take place in tourism facilities, the conservation and restoration of values of culture, history and landscapes. The ever-increasing annual number of international and domestic tourists coming to Vietnam has been a significant encourage to the industry in its efforts to promote tourism business development in a sustainable manner. (Luong, 2005b) 3.0 Issues faced in sustaining tourism development in Vietnam 3.1 Weak institutional practices Vietnam tourism development is dominated by small-medium enterprise (SMEs) that facing weak institutional practice, low financial capacity and lack of attention about environmental conservation and protection (Bui, 2009). These firms are a distinct group with diverse of needs and associated impacts. The problem in infrastructure and improper solid waste practices and sewage produced from the hundreds of tourism enterprises and the mass market of visitors has caused a serious environment pollution and degradation of cultural heritage. Also, there is a lack of clear stands and procedures to examine its strategies in the development of tourism and policies planning. As a result, the VNAT had to reconsider many of its development targets segments for Vietnam tourism industry in the 21st century. The urge to earn foreign exchange and the lack of a strong institutional fundamental to effectively manage environmental resources had led to many example of unsustainable development (Thang, 2004). The domestic private and international sectors have been supported the development of sustainable tourism in Vietnam because it believed that this new market-oriented mechanism brings with it economic benefits. It can be showed as the participation of the local and international stakeholders in sustainable tourism development is only concentrated in the some popular tourist attraction for e.g. SAPA which believed to generate extra revenue by ensuring a clean, green and attractive tourism destination image. Meanwhile, Vietnam government tried to devote its attention to the management of the environment because the fears a loss of political control over the tourism industry due to its rapid development. Yet, the capacity at district government is very low to cater to need in the huge market of sustainable tourism development. Despite that, each group of stakeholders has different views and concern on their responsibility towards the future of tourism depending on the amount of investment that they spend in each tourism destination. SMEs are often seemed to be more concerned towards their return in investment than the overall impact of their operations on the environment and socio-economic sphere (Cooper, 1997; Briassoulis, 2002; Thang 2004). The participation of SMEs are crucial in creating the modalities in strengthen institutional practice and management that enable sustainable tourism development to success. Adoption of sustainable tourism project requires strong institutional frameworks that can overcome shortage in the potential of the market to ease tourism enterprises especially the SMEs towards more sustainable business practices Other than that, one of the challenges is that the policies and law system are inadequate, inconsistent and not in accordance with the reality of tourism development; there is also a lack of understanding and acknowledgement of international rules and principles (Lloyd, 2003). The weak institutional framework for the tourism industry in Vietnam has characterized by a fairly complex system of policies, laws, ordinances and regulation, issued by line ministries, agencies and provincial governments (Lloyd, 2003; Nhà ¢n Dà ¢n, 2006). It is stated that many existing laws and ordinances are incomplete, not only in terms of coverage but also in terms of lacking documents to guide for implementation (VNAT, 2005; Sam et al., 2001; Nhà ¢n Dà ¢n, 2006). Thus, it is crucial to strengthen the need for sustainable tourism planning and management by emphasizing its structure and processes, that has not yet been fully explored and understood in many developing countries e.g. Vietnam. The strategies for sustainable tourism development made by developing countries often tend to be encumbered by the lack of understanding of the complexity of the tourism industry by stakeholders and a lack of strong institutional frameworks needed for their implementation (Bui, 2000). Thus, the corporation of an incorporated tourism development approach for a region emphasized that sustainable tourism development needs a well established institutional practice that enables the participation and co-ordination of stakeholders. 3.2 Threats to the local community in terms of social-economy factor 3.2.1 Employment for locality The Vietnam tourism industry can also have less positive impacts in providing job opportunities for local communities. The tourism industry might reduce of jobs when national parks, forest, rivers or even rice fields become part of the tourism product/experience whereby local government have set buffer zones in many tourist resorts such as national parks, natural reserves and monuments in order to protect them. As a result, local people are forced to move out of, and thus restricted their living practices in these areas. When tourism development displaces and affects local villagers in this way, it can destroy their traditional employment practices (De, 2002; Ha, 2005). It is worthless to reduce labor costs in some tourism-related services since the private sector has made considerable effort to increase the efficiency of tourism business operation. Another important feature of Vietnams tourism industry is that it is differentiated by small- and medium-scale tourism enterprise. Even though the country has taken actions to decentralize its diversity products and management system, yet the increased involvement of privately owned small enterprises in the tourism industry has resulted in slow employment growth. As most of these enterprises are in family based, thus their overall contribution to national employment has been small. 3.2.2 Arise of income equality in rural areas From the social issues perspective, rapid population growth, inadequate basis services of education and health care and social stratification have emerged widely in Vietnam even though the country has made much effort to use its economic success for social improvements (Bui, 2009). According to Kokko and Tingvall (2005), Vietnam has faced the rising of income inequality over the past decade because some regions are improving and growing tremendously faster than others: average income is rising faster in the cities that have higher concentration of tourists than in rural areas whereby there are significant differences between incomes in lowland areas compared with the remote and mountainous areas which has less concentration of tourist. Another example to look into this issue is through a popular tourism destination in Vietnam, Kim Bong Village is capable to attract the attention of tourist because of its scenic riverside landscape and traditional carpentry workshops. Yet, visitors only tend to stop by in Kim Bong village and undertake a short trip. Despite the tourism potential of the village, Kim Bong does not benefit from the development of tourism and is hindered by the underdeveloped infrastructure. As a result, a high incidence of poverty and a lack of decent employment opportunities are direct consequences of these drawbacks. 3.2.3 Lack of skilled human resources The Asian-Tour project ToR highlighted that there is a lack of professional and skilled staff working in tourism sector. While it is easy to start working in the tourism sector, the long term success depends on the satisfaction of the tourist as client. The problem is especially arising when working with poor local communities, who show a lot of hospitality but do not really know how to serve international visitors. The cultural and language differences are constraining the tourism development in Vietnam. Despite, Vietnam having more than 60 tourism training centers that offer university, vocational and postgraduate training, and many graduates from these centers fail to satisfy their employers requirements (Canh 2002; Luong, 2005b). The quality of tour operators, tour guides and hotels operating staff are at bare minimum of acceptable service levels for foreign tourist which reflected the poor quality standard of tourism training programmes offered in Vietnam. Due to the teaching standard and training programmes vary in each training institution has resulted a considerable of inconsistency in the used of textbooks and curricula. Tour companies claimed that tourism graduates are often poorly equipped with the skills and knowledge they needed in working in the sector, whereby there are insufficient historical and cultural understanding, lack of hospitality skills and poor language proficiency (Vietnam Cultural Profile, 2005). It is stated that the lack of qualified local tour guides wh o speak Asian languages such as Japanese, Chinese and Korean is of particular concern to the VNAT, given their current focus on this area because tourist from China, South Korean and Japan are the top three countries that have visited Vietnam in 2010. For this reason, the industry has to recruit skillful tour guides from outside the sector and trained in post. 3.2.4 Lack of participation of local communities Despite that, the local communities and their leader are rarely included in the strategy, practices and policy making processes relating to sustainable tourism development project which affects their access and business activities to tourism resources. The level of participation of tourism enterprises and the local communities in the control of operation in tourism activities is constrain (De, 2002; Ha, 2005; Dinh et al., 2006). Despite that, however, from the local community point of view, a development and institutional practices might result in a loss of access to tourism resources and unfavorable social activities in the local economy. (Lipscombe Thwaites, 2003). It can be seen that the major constraints to sustainable tourism development in Vietnam is due to the insufficient of communication and co-operation between various authorities, especially with central government developing policies for tourism planning, marketing and promotion of tourism. 3.3 Week awareness of planning and development of tourism facilities It is undeniable that the tourism industry has contributed massively to the economic growth of Vietnam, but in return it has also caused environmental degradation, biodiversity deterioration and the other adverse impacts (Canh, 2002; Lam, 2002). The exploit of natural resources in the supply of tourists facilities can lead to conflicts over resources between the locality and the tourism industry. For example, the Tam Dao tourism site in Vinh Phuc province has become degraded; areas of Trang Tien, opera house or Bac Co in inner of the capital city should have planned into flower gardens rather building of Hilton hotel; beaches in Ha Long Bay of Quang Ninh province has been imposed by Hoang Gia hotel project; Van Phong gulf in Khanh Hoa province is about to become an uncultivated bay because of a shipbuilding plant (Le Minh, 2010) Deforestation and intensified use of the resources can also result in environmental pollution and erosion. Pressures on the environment and tourism resources generated by the development of tourism in Vietnam are excessive. Often, those impacts are due to improper planning, negligent behavior by tourism-related services and tourists, and a lack of education and awareness towards the impacts by many localities. In Vietnam, there have been many national parks cater to both conserve biodiversity as well as tourism attraction. It is risky for mass tourism participates in national parks with fragile forest ecosystems. In addition to the stresses put on the local environment through accommodating the needs and comforts of these tourists: communication routes, provision fuel wood and waste disposal services all put a large stress on the ecology (De, 2002; Luong, 2005a). 3.3.1 Poor infrastructure The poor public infrastructure in Vietnam is a major issue to hotel and tourism. Roads are poor with many potholes and the adequate transport links between the north and south parts of the country. Floods in roads after downpours can be easily seen in tourist destination sites, causing a great deal of inconvenience and bad tourism image to tourists. The railway system is weak and substandard. Trains, still using steam engines, are slow of poor quality. Poor transportation networks and facilities have impeded travel by international tourist within the country (Connie and Terry, 1998). The system infrastructure is poorly developed whereby the transportation, tourism services, information system, telecommunication development are limited in terms of quality. It is important to note that, because of a lack of proper national tourism promotion strategy and its poor infrastructure Vietnam struggles to compete as a tourism destination with some of its more developed neighbors such as Singapore, Thailand, Indonesia and Malaysia (VNAT, 2005). 3.4 Lack of diversified and sustainable tourism product There are many articles appearing on the national newspaper Viet Nam News, emphasizing on tourism potential, development and target markets that became an important source of income to the country which resulted the efforts in advertising and promoting the image of Vietnamese tourism in international networks, and at the same time improving the quality of the current tourism products and services. Yet, minimum attentions have been placed towards the requirement of fundamental diversification in identifying and packaging of a tourism product to cater the different needs and expectations by the domestic, the short-haul Asian and the long-haul European and other international markets. It seems that tourism development in Vietnam can be seen through the construction of more high-rise hotel buildings as well as the emerged of international hotel chain to cope with increasing numbers of visitors, with the lack of attention towards the planning and management of those natural resources that attracted tourists in the first place. 3.5 Weak destination image Those working in the tourism sector argue that the VNAT must implement more promotion towards the country in overseas than just presenting itself at selected international travel trade shows. Currently, the Vietnamese tourism industry has a ratio of 15 percent in repeated international arrivals, which is rather low compared with Singapore, Thailand or Indonesia (Thanh, 2007). The increasing conjunction of the industry into the regional and international tourism market has imposed a strong pressure for Vietnamese tourism enterprises (Bui, 2009). The standards in terms of marketing, branding and promotion have not met the demand and compete in Vietnams neighboring countries. In responding its relative weakness in competitiveness, the Vietnam tourism industry has increasingly over-exploited natural and human tourism resources cutting development costs in areas such as environmental management and providing poor worker conditions (Thanh, 2007). The deprivation of environmental resources has appeared widely in many tourist destinations such as Cat Ba, Ha Long, Da Nang and Vung Tau.

Permeability of Beetroot Cell Membranes Essay -- Biology Science Exper

Permeability of Beetroot Cell Membranes An experiment to investigate how temperature affects the Permeability of beetroot cell membranes Interpretation of Results: 0Â °C 20Â °C 30Â °C 40Â °C 55Â °C 0.24 0.28 0.75 0.79 0.22 0.26 0.35 0.41 0.81 From 0Â °C to 30Â °C there is a gradual increase of absorbency which shows that as the temperature increases it is denaturing the cell wall and cell membrane and allowing the beetroot pigment to leek out into the distilled water. As soon as the sample of beetroot is placed into the distilled water diffusion occurs naturally, which is the net movement of molecules from a region of high concentration (beetroot sample) to a region of low concentration (distilled water). From 40Â °C upwards there is a sudden increase of absorbency, this is because the optimum temperature of which enzymes and cells can work at is 37Â °C and as soon as you go above this temperature it will cause the enzymes and cells to denature and cease from working as effectively. Even if you then lower the temperature again the cell will not regain its original shape. Within the phospholipid bi-layer there are proteins, and these proteins are made up of polypeptide chains which are joined together by hydrogen, hydrophobic and peptide bonds. Once the temperature has increased above 40Â °C the molecules vibrate so energetically that these bonds break easily and therefore creating holes within the cell wall and phospholipid bi-layer, and al...

The Strange Utopia of The Giver :: Giver Essays

The Strange Utopia of The Giver Imagine living in a world where you can't choose your job, where at the age of twelve you are assigned an occupation by some group of elders. Imagine a world in which you can't choose that special person to be your wife or husband, a world where nobody is special. Visualize a place where you can't have your own children, where you have to take care of somebody else's children. In The Giver by Louis Lowry, this place exists every day. It's a perfect world, a utopia. A job is, for many people, one of the most important parts of their life. If it's so important, you have to enjoy it, and to enjoy it, you have to choose it yourself. In this "utopia," created in The Giver you don't get to do that. Other people choose the activity you are going to do for the rest of your life. For example, Fiona was assigned Caretaker of The Old, a job she really wanted, but don't you think that maybe later in her life, she could change her mind and not want to do her job anymore? She can't do that because she lives in a world where she doesn't have a choice, where she can't run her own life. "You have the power to think what you want. No matter what the circumstance is." No one can tell you what to think, you have a mind of your own, and repressing your thoughts won't do any good at all. I want to give you a quote from the book. " I heard about a guy who was absolutely sure he was going to be an engineer and instead he was assigned sanitation laborer. He jumped into the river and swam to the closest community, no one saw him again." This demonstrates that the elders can be wrong. People defending Sameness can say that all the jobs are made for the people getting them and that they will like them and be an active part of the community. I am going to respond to that with a life story. Before I was twelve, all I wanted to do is be an architect.

BELIEVE IT OR NOT :: essays research papers

It has always been a myth that sun signs describe who you are. Most of the times, it seems unbelievable to accept the fact that the position of the sun and the planets determine the person’s character, yet we mostly identify firmly with our signs. The characters from Jane Austen’s famous novel, Emma, can be identified with their signs because of their unique personality traits. I believe the protagonist of the novel, Emma Woodhouse, is definitely a Leo. It is stated that â€Å"In grandeur of manner, splendor of bearing and magnanimity of personality, Leos are the monarch’s among humans†. This definition is clearly true for Emma for she bears the nobility in her manners and position. She has a great deal of self confidence, but she also has a great fear of being ridiculed and made to feel disgraced. Though we do not see anyone making fun of her in the novel, she is very much affected by Mr. Knightley upbraiding after she behaves impolitely towards Miss Bates. A Leo is warmhearted, generous, creative, enthusiastic, faithful, ambitious, courageous, dominant, strong willed, independent, self-confident and readily noticed whenever she enters a room. Leos think and act bigger than others would normally dare; â€Å"the ambitiousness of their schemes and idealism sometimes daunt their supporters.† Emma definitely thinks â€Å"bigger† than she should, and her imagination is much beyond the realities. She tries to matchmake Harriet with Mr. Elton, then with Frank Churchill, both who do not have any attachments towards her. â€Å"Leos’ faults can be as large in scale as their virtues, and an excessively negative Leonian can be one of the most unpleasant human beings imaginable, displaying extreme arrogance, snobbish superiority, autocratic pride, haughtiness, and excessive hastiness of temper.† At the scene with the picnic in Donwell’s Abbey, Emma puts Miss Bates down harshly when she begins to chatter continually. Emma’s sharp remark shows her cruelty, arrogance, selfishness, pomposity with the most unpleasant manner. Mostly Leos use their powers for doing good, for they are strongly idealistic, humane, and beneficent, yet they do not hesitate to use cunning, lies and trickery to discredit their rivals if they’re jealous. This becomes true for Emma about her feelings towards Jane Fairfax. She has been brought up like a princess, getting the most attention and love. However, when Miss Bates mentions Jane Fairfax’s letter or Mr. Knightley talks about Jane Fairfax’s beauty and gentleness, Emma suddenly becomes jealous of her.

Abridged Literature Review

Many institutions seek authentic and ethical leadership personalities, as a widening body of literature addresses the styles of leadership and their perceived outcome in institutional performance. Servant-leadership, coined by Robert Greenleaf (1970), has spanned a substantial amount of literal interest (SanFacon & Spears, 2010) but there lacks enough empirical evidence regarding the actual demonstration and utilization of servant- leadership in institutions (Crippen, 2005).Worth noting is that practices in most of the current organizations today are geared towards individual interests, and imbedding these profit goals with servant-leadership seems mythical. Various leadership models are applied in education and business institutions. These include servant-leadership, transformational leadership and business leadership models (Hawkins, 2009). Servant-leadership is the most desired model for educational leadership because education imparts the lives of people in all aspects in both in dividual and societal life (Crippen, 2005; Normore, 2010).While campaigning for board membership at schools, most aspiring leaders promise to give back to the society, an admirable quality of a servant-leader. However, as Cassel and Holt (2008) establish, servant-leadership exists only in a literal sense in schools, and there is still a lot to be done as far as actualizing servant-leadership is concerned. Currently, schools are out to seek ways of improving the quality of education and much faith is based on servant- leadership for this objective (Crippen, 2005b; Silva, 2010).Proprietorship in higher education is in existence today, compromising the quality of leadership, yet exemplified real life situations of servant-leadership can be demonstrated through educational leadership of outstanding, highly regarded leaders like Dr. Jim Otten. Concepts of leadership are taught and at the same time practiced in education, and therefore it is important to analyze how servant- leadership ar ticulates with leadership in the education sector. The servant-leadership traits coined by Spears (Crippen, 2005a.) include; listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others and building community, and have been identified in various literatures. Cassel and Holt (2008) humorously point out that being an unpaid member of the school board does not guarantee one to be a servant-leader, as is the situation in schools, but the ability to exercise the ten innate qualities of leadership. These qualities have been defined by Crippen (2005b. ) through combining the description of other several authors.Listening involves paying a high level of attentiveness and commitment in listening. Boyum (2008) and Crippen (2005) draws the description of servant-leadership from the historical and philosophical works of Greenleaf whereby a servant-leader is described as one who has the innate value and desire to serve others. This indicates that a servant-leader would prioritize the needs of others before the individual self, with the desire to see the followers excel in body, mind and spirit, as a result of their leadership.The servant-leader therefore possesses one of the traits described by Spear (1998) and that is commitment to the growth of others. Additionally, Boyum (2008) highlights two distinguishing features of effective leadership, as being built on relational and interpersonal perspectives. Serving others mean that one has to relate with the followers at personal level, identify and meet their needs through the leadership process. Transformational, transactional and servant-leadership all meet the aspects of interpersonal and interrelation leadership (Boyum, 2008).However, while transformational and transactional leadership encourage interrelationships for the sake of achieving the goals of the leader, servant-leadership focuses on the goals of the followers (Buyom, 2008; Hawkins, 2009; Whale , 2004). How then can the model of servant-leadership be applicable in educational institutes considering that the control-kind of traditional leadership method is rooted in our systems, and that profit-making has become the main center of focus in the institutions? According to Crippen (2005b.) the answer lies in Greenleaf’s philosophy where teachers are cited to have sufficient latitude to nurture the model in young people. Higher education institutes have been faced with leadership crises over the years. According to Normore (2010), environmental pressure changes brought about by globalization, competition and technology among other aspects warrants the change in leadership tactics at the higher education institutes. However, higher education institutes have been at the forefront in teaching and recommending leadership practices, but reluctant in embracing favorable leadership models for their own practice.Normore (2010) reviews the work of Michael Fullan and Geoff Scott ( 2009) who assert that cultural change in the institutions and capacity of leadership must mirror each other. It is only through proactive leadership that the higher education institutions can effectively handle the growing challenges facing the institutions. A proactive leader is one who takes part in the leadership process through subjectivity in the activities of the followers. On the other hand, transactional kind of leadership involves control and creates a sharp distinction between the leaders and the subordinates.Transactional leadership therefore, does not involve being proactive because all the leader has to do is command or give orders of which the subordinates must follow without questioning or doubt, despite whether the outcome is beneficial or disastrous. This kind of leader as cited by Normore (2010) through the works of Fullan and Scott is not equipped to handle the current challenges facing the higher education learning institutes. Unlike the traditional control kind of leadership that gets followers to work through fear and obedience, servant-leadership achieves the same outcome through trust and respect.The leader’s ability to relate with followers and empathize in their situation enables a bond of trust to form between the two parties. People who trust their leaders are able to share openly on information and ideas that will enable development of the society (Shugart, 1999). Notably, transformational leadership also creates a bond of trust where the leaders can delegate duties to the employees while they explore other opportunities for success (Hawkins, 2009). The employees work on the basis of trust and loyalty irrespective of the gain.Trust as cited by Cassel and Holt (2008) can be achieved where the leaders avoid micro managing all aspects in the organizations and let the followers develop through decentralization of leadership. Thomas and Wohlstetter (2010) compare the development progress of various district schools in relation to the community, and their findings reveal that leadership determined the success of the projects a lot. Success was observed where the leaders participated on a hands-on basis rather than control and micromanaging.The society needs people who are empowered to get involved in successful ventures and is only through being led by a servant-leader. The educational institutes need leaders who have the ability to listen, lead and link (Normore 2010). This is also in accordance to the leadership trait outlined by Spear (1998). Listening to subordinates requires a leader with humility, and the trait of humility is associated with servants, unlike in the much upheld transactional leadership where commanding authority is preferred to humbleness.Shugart (1999) highlights the unfortunate situation where transactional leadership has borne egocentric leaders who lead, not on a visionary basis but by their ability to force their own thoughts on followers; a dictatorship kind of rule. Basing in thi s century where transfer of knowledge and innovation are the order of the day, it will be difficult for a powerful authoritative leader to encourage the followers’ thinking into substantiality, and this means that other than the theoretical aspect, the students in universities are not equipped with self- innovative skills where servant-leadership is lacking.Leading entails that the leader is a steward. A steward, according to Shugart (1999) is one who leads the college thoughtfully through challenging times, with the future in focus. A steward ensures that the vision of the college comes to life and is felt at both institutional and societal level. Similarly to Normore (2010), Shugart (1999) agrees that change and continuity should be in coexistence. A steward therefore is responsible in linking the university to the larger society through coherence in terms of communication, diplomacy, persuasion and pubic advocacy (p. 1).According Boyum (2008), values are incorporated in st ewardship. A servant-leader is grounded in values, manages by values and has vision or foresight just as implicated in Spear’s traits of servant- leadership. The issue of values is significant in the context of educational leadership. Familiarly, there have been concerns about practices of turning institutions into business ventures. Earning from an investment cannot be considered evil as such, but it is the practices behind the venture that raises eyebrows; and this entails venturing in both ethical and non ethical practices as long as money is forthcoming.This is one issue that calls for quality management of educational institutions, and it is time that academic institutions face a turnaround in leadership. Normore (2010) highlights that higher education institutes hold greater influences on the lives of students in the future, in relation to the university academy and the society at large. Therefore, leadership practices considered to be ethical and of value should be tau ght and implemented at this stage of the students lives (Herman &Marlowe, 2005). Normore’s (2010) observation aligns with that of Boyum (2008) and Shugart (1999) concerning service to the individual and the society.The component of service to the society was stressed by Robert Greenleaf (Boyum, 1998) an outstanding philosopher in the work of servant-leadership. If these qualities of leadership can enable the higher education institutes to overcome challenges in the 21st century, and place themselves in better positions to achieve their visions in the future; and if these qualities are innate in the servant-leaders, (Wis, 2002) then it is time that higher education institutions embrace servant-leadership in actual practice.Many educational leaders admit that these are tough economic times, and coping with such time require a change of management styles at the institutions (Negron, 2010). However, there are no significant changes embraced in terms of attaining a leadership styl e that can enable higher education institutes cope with the situation. Negron (2010) reviews the quotations of various personalities like policy makers, philanthropists and university presidents among others where the common agenda was to initiate campaign leadership that calls for structures which fit in today’s society.A 2008 study by Waks is illustrated by Ellet (2010) which involved two dozens of influential educational philosophers who were willing to write about their early and current experiences in the field of education, through a semi-structured and open-ended questions interview prepared by Waks (2008). The purpose was to find out the rationale under which a concept is determined through empirical research. The educators point on the importance of using conceptual analysis through critical thinking for the purpose of developing and defending educational goals that are of importance.This means that the students’ rights to quality education despite the proprie ty expectancy of the institution must be upheld. Students need to be equipped with knowledge and skills that will enable them to survive well in the society as well as contribute to the society’s development. Importantly, students need to be equipped with good leadership skills to enable them become good leaders after their teachers (Moore & Berry, 2010; Bowman, 2005). This can only be achieved if there a high coordination and mutual corporation between the associates, superiors and subordinates of the institution.Together they can identify the requirements of the students at the present era and sort out the kind of curricular to be incorporated in the education system. However, where self-interests exceed the societal expectation, it will be difficult to come up with honest, visionary strategies that will benefit students and the community. Servant-leadership therefore requires that the leader be grounded in values (Boyum, 2008) as already stated. A leader who foregoes his d esire to make a lot of money at the expense of the kind of education delivered on the universities.A leader filled with awareness and is able to reconcile the education system with the changing environment. A leader who empathizes with the followers’ situation and is able to make it up to them, that is a leader who is proud to see others excel as a result of the leadership tactics. Hawkins (2009) reports that there is a demand for new community college leaders as the elder ones retire, but the issue of contention is, how well are these new leaders prepared for the task of quality leadership (Moore & Berry, 2010).Although servant-leadership has not garnered substantial empirical evidence to showcase its utilization in educational leadership, there are existing isolated cases of servant- leadership, known to benefit the institution and therefore highly regarded. Richardson (2008) records an interview that reflects a servant-leader. Lisa Harrold, an emerging leader in Steger Sch ool District indiscriminately engages both teachers and students towards attaining their goals. Teachers are provided for all the requirements needed to help students achieve their goals at high levels despite the students’ weaknesses.Crippen (2005b. ) points on the changed leadership style in University of Manitoba. Servant-leadership as indicated by the author can enable schools attain democratization which many schools are adopting. Crippen (2005a, b. ) recommends that schools incorporate servant-leadership through first, reading, discussing and analyzing Greenleaf’s concept of a servant-leader. Secondly, those schools can incorporate the ten qualities of servant-leadership in the development of the school plans. Importantly, the society should be considered in the leadership and development programs of schools.SanFacon and Spears (2010) are proprietors who value servant-leadership. In their work, they describe, three domineering components of servant-leadership; fi rst, the motive behind the leadership process (what is the intention of serving people? ). Second, they state that servant- leadership is defined by the means of achieving the intentions, and third; servant-leadership focuses on the end (that is, the outcome of the leadership process). Changes bring the desire to change leadership styles in the organizations depending on the prevailing circumstance.Globalization and general advancement in knowledge and technology require that educational systems impart students with skills and knowledge that will enable them suit in the current society and meet its needs. Greenleaf’s model of servant-leadership is believed to include the necessities that higher education facilities require to educate the future generation. However, schools have been known to literally propose servant-leadership for their organizations but never practice it in reality. Servant-leadership is based on moral authority, and unlike transactional leadership, servant -leadership warrants a proactive rather than a control leader.Servant-leadership is based first on serving others before self, unlike in transformational leadership. Teachers who are servants are highly regarded because of the transformation of their quality work to their students and the society at large. Changes are taking place, and the old generation of teachers is going into retire. The society is at risk of losing virtuous leaders if servant-leadership is not embraced in reality in the school curricular. There is a wake up call for school leaders to stimulate the innate leadership qualities in teachers and students.The ten qualities of servant-leadership were described to be innate in all individuals by Greenleaf. Further research should focus on determining the quantity of these innate values in the population. References Bowman, R. 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