Analysis Of Mary Oliver s Singapore - 1489 Words

Cloudy People have the tendency to make snap judgements. Not only will they judge quickly but they tend to judge by viewing life through a clouded lens smudged by stereotypes. It is when we observe a situation without bias that we are able to consider an individual and make fair judgement of their character. Mary Oliver’s Singapore is a poem that focuses on class. It depicts the revelation of a middle class woman and how the interaction and observation with a lower class woman’s work changes her belief on assuming a character by the general assumption for their class. In Singapore, Mary Oliver uses persona, imagery, and irony to show the theme of stereotyping character by class level and the recognition of individuals. The persona created in Singapore is a financially sound woman who is most likely a foreigner to the country. The speaker has opinions formed from what is expected out of a categorized class and the established stereotypes of society. She deviates from thi s when she experiences a change of mind that is not parallel with what she had been taught to believe. This can be seen in how the speaker, through persona, connects the general publics predetermined expectations concerning poetry and her own initial belief of the woman in the stall’s character. â€Å"Disgust argued in my stomach and I felt†¦for my ticket.† (6-7) this is the speaker’s immediate reaction to seeing a worker cleaning toilets at an airport in Singapore. The action of protecting her belongings wasShow MoreRelatedAnalysis of Service Quality and Customer Satisfaction, and Its Influence on Customer Loyalty.8400 Words   |  34 PagesANALYSIS OF SERVICE QUALITY AND CUSTOMER SATISFACTION, AND ITS INFLUENCE ON CUSTOMER LOYALTY. (Passengers Survey of Domestic Full Service Airlines Company â€Å"Garuda Indonesia† in Indonesia) Mohamad Rizan Management Department of Economics Faculty, State University of Jakarta, Indonesia dr_rizan@yahoo.com ABSTRACT The aims of research are : 1) Analyzing service quality, customer satisfaction and loyalty of full service airlines company (Garuda Indonesia) in Indonesia, and 2) TestingRead Moredigital marketing impact on consumer buying behavior13654 Words   |  55 Pagesevoked in the consumer’s mind (Dick and Basu 1994). In the literature, this information processing is also described as cognitive loyalty, a phase where information on the brand at attribute performance level is the dominant driver of loyalty (Oliver 1999). Later, if the consumer is satisfied, affective effects start to build. 3.1.3 Brand Relationship Brand literature shows how frequent communication has positive effects on customers’ brand loyalty, and customer-brand relationshipsRead MoreAre Environmental Chemicals Associated with Obesity in Humans?4930 Words   |  20 PagesConsequently, the person becomes susceptible of developing multiple disorders and diseases such as diabetes (News Medical, 2012). Recent studies have extensively associated the environmental chemical of phthalates to abdominal obesity. From the widespread analysis of the studies it has come to notice that phthalates considerably affect the growth and development of reproductive system in people particularly amongst the male individuals. Studies also reveal the fact that the adverse impacts of phthalates canRead MoreRetailing Characteristics of Fast Food Stores and Their Impact on Customer Sales and Satisfaction29639 Words   |  119 PagesResearch Framework and Methodology 3.1 Research purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.2 Hypothesis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3.3 Data Collection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.4 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.5 Factor Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ï  ¶ Chap-4 Result and Interpretation 4.1 Interpretation of Result†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ï  ¶ Chap-5 Suggestions and Managerial Implications ï  ¶ Chap-6 Limitations of the study References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Read MoreThe Impact of Derivatives on Cash Market21543 Words   |  87 Pagesare low, liquidity constraints lead to increased volatility. Finally, in Zhou’s (1998) model, the eï ¬â‚¬ect of agricultural price subsidies is to dampen volatility, especially in states when futures prices are low. The Brady Commission (1988), in their analysis of the 1987 market crash, suggested that stock index futures markets may have contributed to the crash through yet another channel. Although they develop no formal model, they suggest that ... the market’s break was exacerbated by the failure ofRead MoreEthical Companies12021 Words   |  49 Pagesas well as information Ethisphere gathered throughout the year, a list of semi-finalists was created. 3. In-Depth Analysis At this stage, semi-finalist companies were notified and given an in-depth survey questionnaire to fill out regarding their ethics and compliance program, governance and corporate responsibility. 4. Further Refinement Ethisphere then conducted data analysis on hundreds of companies based on their responses to the survey, as well as documents and information researched andRead MoreCorporate Communications - the Case of the Walt Disney Company13529 Words   |  55 Pagesanalyses the corporate communication functions of Walt Disney Corporation and identifies the key goals and objectives of the strategic efforts to maintain a consistent message across its vast global network. Our examination traces the development of Disney‟s business strategy and the implications this has for its communication function. 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Behavior Modification Plan for Public Speaking - 850 Words

My client is a politician running for local office with one major disadvantage. He has an acute fear of public speaking. If speaking to more than a couple people at one time he will freeze up and his fight or flight response will kick in. This behavior is consistent each time he attempts to speak in front of a large group of people. The fear became apparent in high school during a student government debate. The fear was initially only connected to an entire auditorium, but slowly progressed to mid-sized groups by the time finished college. This fear could ruin his career and continue to be a setback throughout his life. He is desperate for theories regarding the source of the fear and possible solutions. Classical conditioning can explain the development and persistence of my client’s fear of public speaking. Classical conditioning can be defined as, â€Å"the type of learning in which a response naturally elicited by one stimulus comes to be elicited by a different, formerly neutral, stimulus,† (Morris 153). Classic conditioning begins with an unconditioned stimulus, in other words, an event that triggers an unconditioned response as a reaction to the unconditioned stimulus. A neutral response that is paired with the unconditioned response can become a conditioned stimulus or â€Å"trigger† for a new conditioned response. In the case of my client, his fear could have begun with a neutral stimulus such as him being the center of attention. An unconditioned stimulus could then takeShow MoreRelatedAssignment 1 Public Administration Th Essay1451 Words   |  6 Pages Assignment #1 Public Administration- the Good, The Bad, The ugly William T. 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I currently have a Section 504 student who is hearing impaired. When I restructure my seatingRead MoreStudents On An Individual Education Plan Essay2001 Words   |  9 PagesStudents on an Individual Education Plans (IEP) or 504 Plans are entitled to an inclusive and free and appropriate public education. Students are taught with differentiated instruction and are given adaptations in their learning environment in order for them to have equal access to and education. Understanding the definitions of adaptations and differentiated instruction are crucial to a student s success in the classroom. There are numerous techniques used in my focus school of Menahga, MN toRead MoreLegal Disabilities Law1727 Words   |  7 PagesEducation Program, is â€Å"a written statement for each individual with a disability that is developed, reviewed, and revised in accordance with Title 42 U.S.C. Section 1414(d).† (NAEP Glossary) Each source I studied stressed the concept of â€Å"individualized† plans because each program is tailored to specifically meet the needs of that particular student through a series of assessments, meetings and medical diagnoses. Recognizing that the content of the IEP is legally binding, it’s important to ensure that whatRead MoreThe Victims Of Children With Disabilities1331 Words   |  6 Pagesdisabilities resided in state institutions. Many of these restrictive settings provided only m inimal food, clothing, and shelter. These institutions did not have the individuals with a disability assessed, educated, or rehabilitated. In 1970, U.S. public schools educated only one in five children with disabilities. Many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed, or mentally retarded. 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The devices and services are both mandatory by the Free Appropriate Public Education Act (FAPE).Several issues concerning the device must be taken into consideration such as the purchasing; any modifi cation of the device along with the training of whoever may be using the device, including the student. Training services must be considered with the device with the device to ensure it isRead MoreCognitive Behavioral Therapy ( Cbt )1697 Words   |  7 PagesOften developed for skills training, cognitive-behavioral groups are characterized by the use of practical interventions focused on behavior modification techniques (Wilson, Bouffard, and Mackenzie; 2005). The therapeutic goal of cognitive behavioral therapy in a group setting is to educate group members on how to define or establish the assessment of their behaviors from those of themselves, namely, from their being and their reality (Corey, 2004). Therefore, one of the major tasks of this group’s

Macroeconomics Inflation and Unemployment

Question: Discuss about theMacroeconomicsfor Inflation and Unemployment. Answer: Introduction The way by which a government adjusts its level of spending as well as rate of taxes to scrutinize and influence the economy of the nation is termed as fiscal policy. It is also considered as the sister approaches to monetary policy with the help of which a central bank influences the money supply of a nation. With the help of fiscal policy, regulators attempt to enhance rates of unemployment, control inflation as well as stabilize business cycles. Also termed as Keynesian economics, this policy mostly states that governments can influence the level of macroeconomic productivity by raising or diminishing level of taxes as well as public expenditure (Gal, 2015). The key role that is played by fiscal policy in the modern economy is to conclude precisely how resources will be allocated. This is associated directly to the problems of taxation as well as spending. This is mostly because, allocation of funds relies upon the collection of taxes and the government using the proceeds for precise purposes. Another most imperative role that is played by fiscal policy in the modern economy is that of distribution as it helps to conclude more precisely, how the funds will be distributed throughout every section of the economy (Mertens Ravn, 2014). Stabilization is another imperative role of fiscal policy as it helps to provide steady economic growth. Without any control on expenditure, the economic growth of the nation could become unhinged. This will in turn lead to uninhibited growth and contraction. The fourth major role that is played fiscal policy is that of expansion. Expansion illustrates economic growth that is considered as the overall purpose for the economy. However, fiscal policy is considered as a more complex process when it comes to the fact that how much government will tax citizen each year (Corsetti et al., 2013). J.M. Keynes is of the outlook that fiscal policy plays a key role in lifting the economy out of depression as well as closing the deflationary gap. When the economy is in depression, it is faced with increasing unemployment, decreasing income as well as severe diminishing investment and lessening of economic activities. The government also mostly undertakes public works program that in turn raises its expenditure that in turn helps to increase the level of aggregate demand out employment in the economy. The government also induces changes in aggregate investment by reducing taxes. The tax release measure acts as an effectual method that helps to increase the level of aggregate demand. Australia Treasurer, Scott Morrison presented the Federal Budget to the Parliament of Australia for fiscal year 2017. The first budget has been introduced by the administration of Prime Minister Malcolm Turnbull. The government has acted cautiously amid slow economic growth in Australia, holding off on any key expenditure to restrict deficit expenditure. This is mostly done while refocusing expenditure of government on the creation of job as well as development. The government predicts to some extent larger fiscal deficits in terms of fiscal forecasts. However, the government is still expecting the budget to move into surplus in the year 2020/2021 mostly because, it is expected that the economy to gather power that will in turn bolster proceeds (Andrewartha, 2016). Small and medium sized enterprises are considered as some of the victors from the budget of the year, as they received a noteworthy cut in tax from 28.5 percent to 27.5 percent. However, most of the businesses will be able to take benefit of the tax cut break as the government prepares to expand the middle-sized business continuously. In terms of government revenues, the government is attempting to close the budget gap by breaking down on evading of tax. It can be concluded that the budget is associated with a mild contractionary fiscal policy as the government endeavors to restraint in spending as well as reduce the deficit. The counter-cyclical stance of Australian fiscal policy has been favorable to the accomplishments of two major objectives, such as promotion of long-term growth as well as alleviating the economy. While, it might prove to be complex to establish the precise contribution of fiscal policy to long-term growth, however; the link between fiscal policy and cyclical stability is much more direct. The advantages related to cyclical stabilization should not be undervalued. With counter-cyclical fiscal policy, the government makes groups of lower-income that are less susceptible to the ad verse results of recession (gert, 2014). The government stays committed to returning the budget to a sustainable surplus as soon as possible. Continued discipline to counterbalance new expenditure as well as pass existing budget repair measures is required to combine the budget and also to lower government debt. The softer domestic prices as well as growth of wages are likely to affect the government receipts. The payment of government as a share of GDP has reduced since the year 2016 from 25.8 percent of GDP to 25.2 percent of GDP in 2016-2017. Real expansion over the forwarded estimates is 1.9 percent that is steady with the 2016-2017 budgets. The program precise variation leads to reduction in payments. The total deficit is anticipated to lower from $36.5 billion in 2016-2017 to $10 billion in 2019-2020 (Martineau Smith, 2015). However, the fundamental cash is expected to maintain an enhancing trajectory over the forwarded estimates. The government stays committed to more than offsetting all decision related to new stra tegies and has thus made decisions that are likely to enhance the fundamental cash balance over the forwarded estimates by $2.5 billion. The fiscal policy of Australia is mostly based on medium-term structure that is designed to ensure budget balance over the cycle. For example, the fiscal policy predicts that fiscal expansion will produce higher rates of interest that will in turn diminish investment spending. Australia reported a deficit of 2.6 percent as a share of total GDP and a structurally adjusted deficit as a share of potential GDP. As compared to other OECD countries, Australia was not relentlessly affected by the worldwide economic crisis. The budget deficit of Australia in the year 2016 was -2.1 percent of GDP whereas; the budget deficit of Belgium was -2.7 percent of GDP and Canada was -2.5 percent of GDP (Argy Nevile, 2016). According to the MYEFO statement, the factors that have contributed to the deterioration of the budget deficit are the cut in government spending. Since the government has more than offset the additional spending with measures of new savings, it had adopted cut in government spending. The reduction in government spending is likely to reduce budget deficit. The increase in tax is also likely to lead to deterioration of the budget deficit. It is similar to cut in spending that will lead to lower spending and also decrease in economic growth. However, it depends on the timing of increase in tax (Kniest, 2015). The cut in government spending is likely to have a noteworthy impact on both aggregate demand as well as supply side of the economy. The government had beforehand intended to return the budget to balance in 2019-20 however; the target has been revised a year afterward. The Department of immigration and Broader Protection is considered as one of the champion out of MYEFO that gained more than $1 billion in added financial support over four years. An additional $342.2 million has been allocated over two years for relocation arrangements of refugees for protection seekers in offshore centers (Ball, DeLong Summers, 2014). A total of $52.5 million is being cut from funding of arts whereas; Green Army projects are to be restricted at 500 per year thus saving up to $317.5 million from the program. Government spending is mostly considered as a part of aggregate demand. The demand side collision of a cut in government spending will largely rely on the state of the economy. The cut in government spending is likely to have a negative impact on aggregate demand. In other words, cut in government spending is likely to lead to fall in aggregate demand. This will in turn decrease economic growth as well as inflation. If the cut in government spending takes place when the economy is already in complexities, then a noteworthy fall in real GDP is likely to take place. However, on the other hand, if cut in government spending takes place when the economy is thriving, it will help to diminish inflation with a negligible decrease in GDP (Leduc Liu, 2016). Another impact of cut in government spending is that it will help to diminish yearly government borrowing that will help to reduce the debt of the total public sector. However, if cut in government spending leads to further economic downt urn the enhancements in finances will be restricted. This is mostly because; cut in spending lowers economic growth that leads to lower tax proceeds and higher expenditure on benefits. Year Estimated Deficit (billion) 2015 MYEFO 35835800000000 2016 MYEFO 36500000000 2016-2017 Budget 37100000000 The A$0.6 billion decrease in the 2016-2017 deficit in MYEFO as compared to the budget figure from earlier in the year is gratifying for the government. Unemployment is considered as the largest contributing factor to poverty. High rate of unemployment illustrates a waste of economic resources due to less production. There are other costs that are linked with high rate of unemployment that includes a loss of personal self-respect, loss of skills as well as other social problems. Governments also face results such as having to reallocate limited taxation revenue from prolific projects to social security payments. The broadly quoted indicator of unemployment is the rate of unemployment that is derived from the Australian Bureau of Statistics Survey of Labor Force (Gregory Smith, 2016). According to reports, more than 1.5 million individuals of working age depend almost completely on social security for a livelihood however; only one third are unemployed. The rate of inflation is the p ercentage rise in the general level of price in the economy from one year to the next. Unemployment is anticipated to increase slightly from the result of November of 5.8 percent peaking at 6 percent and then staying steady. The rate of unemployment is forecast to stay steady at around 5.5 percent to June 2017 as well as to June 2018. According to the latest economic outlook of 2016/2017 MYEFO, the government has been delivering on its policy for economic development as well as jobs, with the budget maintaining and enhancing trajectory that is consistent with the fiscal strategy of the government (Nakamura, Steinsson Liu, 2016). The factors that have led to worsening of the severity of deficit for 2017 were economic growth that in turn leads to deterioration in the current account. Competitiveness is considered as another most imperative factor that leads to budget deficit. The depreciation in the rate of exchange makes the currency comparatively more competitive. In addition to propelling out the budget deficits out by tens of billions of dollars per year, Morrison has pushed out the revenue to surplus to the year 2020-21. The inquisitive thing that is related to broadening of debt and deficit is that it has taken place due to increase in government expenditure along with shortfall in proceeds. Government expenditure as a share of GDP under the Morrison MYEFO forecasts is anticipated to be 25.2 percent of GDP in both 2016-2017. The major strength that is associated with fiscal policy is that it can promote macroeconomic stability by supporting aggregate demand as well as private sector incomes during an economic recession as well as by moderating economic action during periods of strong development. Fiscal policy also generates added demand when productivity is weak as well as it subtracts from the demand when the financial system is flourishing. Another most imperative strength that is related to fiscal policy is that it can become imperative for countries that are part of the monetary union. This is mostly because, nominal rates of interest as well as exchange rate do not become accustomed to the circumstance of a single country but rather to that of the union as a whole (Sutherland Hoeller, 2014). If the problem is related to unemployment, changes in taxation as well as government expenditure are likely to have a noteworthy impact on the level of national income. Fiscal policy may also become successful while shifting the LRAS curve towards the right that will in turn increase real productivity as well as the rate of inflation. However, there are also several weakness that are associated with fiscal policy. This is mostly due an active fiscal policy that can exceed when there is augmented vagueness about developments of future income. Fiscal policy also leads to increasing concern about the difficulties that are mostly faced by public pension as well as health care systems in view of demographic development. A cyclically oriented tax cuts as well as increase in expenditure at present may simply translate into higher taxes as well as lower expenditure. Fiscal policies should have a medium to long-term point of reference as well as it should completely rely on automatic stabilizers in the short-run (Claeys Darvas, 2015). In order to use fiscal policy in order to stabilize the economy, it is required to spend more or less tax in the bad times however; the worst thing is to increase tax or cut government spending in the good times. Fiscal policy also leads to conflicts between objectives. In other words, a fis cal policy that is designed to accomplish one objective may have an adverse impact on the other. References Andrewartha, J. (2016). This federal budget continues to attack youth. Green Left Weekly, (1094), 9. Argy, V. E., Nevile, J. (Eds.). (2016). Inflation and Unemployment: Theory, Experience and Policy Making. Routledge. Ball, L., DeLong, B., Summers, L. (2014). Fiscal policy and full employment. Center on Budget and Policy Priorities, abril [en lnea] https://www. pathtofullemployment. org/wp-content/uploads/2014/04/delong_summers_ball. pdf. Claeys, G., Darvas, Z. M. (2015). The financial stability risks of ultra-loose monetary policy (No. 2015/03). Bruegel Policy Contribution. Corsetti, G., Kuester, K., Meier, A., Mller, G. J. (2013). Sovereign risk, fiscal policy, and macroeconomic stability. The Economic Journal, 123(566), F99-F132. gert, B. (2014). Fiscal policy reaction to the cycle in the OECD: pro-or counter-cyclical?. Mondes en dveloppement, (3), 35-52. Gal, J. (2015). Monetary policy, inflation, and the business cycle: an introduction to the new Keynesian framework and its applications. Princeton University Press. Gregory, R. G., Smith, R. E. (2016). 15 Unemployment, Inflation and Job Creation Policies in Australia. Inflation and Unemployment: Theory, Experience and Policy Making, 325. Kniest, P. (2015). Federal budget 2015: Pretend policies and fiscal fantasies. Advocate: Newsletter of the National Tertiary Education Union, 22(2), 16. Leduc, S., Liu, Z. (2016). Uncertainty shocks are aggregate demand shocks. Journal of Monetary Economics, 82, 20-35. Martineau, N. G., Smith, G. W. (2015). Identifying fiscal policy (in) effectiveness from the differential counter?cyclicality of government spending in the interwar period. Canadian Journal of Economics/Revue canadienne d'conomique, 48(4), 1291-1320. Mertens, K. R., Ravn, M. O. (2014). Fiscal policy in an expectations-driven liquidity trap. The Review of Economic Studies, rdu016. Nakamura, E., Steinsson, J., Liu, M. (2016). Are chinese growth and inflation too smooth? evidence from engel curves. American Economic Journal: Macroeconomics, 8(3), 113-144. Sutherland, D., Hoeller, P. (2014). Growth policies and macroeconomic stability. OECD Economic Policy Papers, (8), 3.

Teacher

Introduction It is a generally accepted fact that the educational system of a society is inseparably tied to the development and future advancement of the community. With these considerations, governments all over the world have made significant investment in the education system. A key component in the system is teachers whose primary role is to instill knowledge to the students.Advertising We will write a custom critical writing sample on Teacher-Leaders: What they need to know and do to Contribute to School Improvement specifically for you for only $16.05 $11/page Learn More Teachers are the traditional â€Å"purveyors of information† and they play the roles of guides to help students generate ideas and develop intellectually. However, the role of teachers is not limited to instilling knowledge to students and teachers can also act as leaders in the school. Danielson (2007) declares that the need for teacher-leaders is important today more than ever before. This assertion is corroborated by Hinchey (1997) who declares that for the efforts to improve education to succeed, teachers need to assume leadership positions. Considering this importance given to teacher-leaders, this paper will set out to discuss what teacher-leaders need to know and do in order to contribute to school improvement and better student learning outcomes. This paper will specifically focus on the teaching context in Saudi Arabia. Teacher Leaders: A definition Teachers today are expected to take on more roles in addition to providing an education to the students. A key role is that of leadership within the school context. Katzenmeyer and Moller (2001, p.17) define teacher leaders as teachers who lead â€Å"within and beyond the classroom, identify with and contribute to a community of teacher leaders and leaders and influence others towards improved educational practice†. Leithwood, Begley, and Cousins (1994) assert that the word â€Å"leadershi p† should not be taken to mean anything different just because the word â€Å"teacher† is put in front of it. Leadership in this context therefore still means the exercising of influence over the beliefs, actions and values of others so as to achieve some desirable goals. Teacher leaders are of great importance since in the school context since not every formal leader has the knowledge, ability or know-how to lead in every possible situation (Millwater Ehrich, 2009). Teacher leadership has the ability to transform schools into professional learning communities where teachers are empowered to become closely involved in the decision making activities of the institute.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sergiovannie (2001) demonstrates that having many teacher leaders’ results in a high leadership density which is desirable for the success of the school. This is because as more teachers are trusted with information and involved in decision making, they feel more involved with the school affairs and have a stake in the success of the school (Ingersoll, 2003). For leadership to be effective, it has to be sustainable. Crowther et al. (2002) argue that leadership that is undertaken by a select few is not sustainable and as such, it makes sense to harness the contribution of other teachers in the school. Types of Leaderships Millwater and Ehrich (2009) state that teacher leadership is characterized by â€Å"shared† or â€Å"distributed leadership†. This suggests that teacher leadership is dynamic and multi-directional in nature. Leadership is therefore not limited to one individual and it is not necessary exercised by the person who has formal authority. Shared instructional leadership gives teachers the opportunity to work together with administrative figures in effective teams that can produce optimal effectiveness in classro om practice. Distributed leadership entails having power allocated to different members of staff based on their strengths. Harris (2004, p.1) asserts that â€Å"distributed forms of leadership can assist capacity building within schools which contributes to school improvement†. It should be noted that distributed leadership is more than simple delegation of some of the responsibilities of the formal school administrators to the teachers; distributed leadership involves the relinquishing of power to other. The Saudi Arabian Context The Saudi Arabian educational system is significantly different from that of most western countries both in structure and governance. A major reason for these differences is the religious and cultural backgrounds of Saudi Arabia.Advertising We will write a custom critical writing sample on Teacher-Leaders: What they need to know and do to Contribute to School Improvement specifically for you for only $16.05 $11/page Learn More The Saudi government has expressed a strong commitment to the provision of education to its population and a study by Rugh (2002) shows that as a general rule, primary education is free while secondary and higher education is highly subsidized by the government. A unique feature of Saudi Arabia’s education system is the strict separation of the sees at all levels of education except the kindergarten level. This separation is because of the influence of Islam on the Saudi community. A study by Walsh (2009, p.33) on education in the country documented that â€Å"Islam is not only integral to Saudi education but also serves as the very essence of its curriculum†. Saudi Arabia’s education system is highly centralized with overall supervision being done by the Ministry of Education. The ministry is also the body in charge of the training and employment of teachers. This high degree of centralization results in little autonomy being held by the teacher. Al-Abb as (2010) reveals that due to high centralization from the top to the bottom and at the school levels, the school principles often adopt a form of centralization in managing their schools. The Need for Teacher Leaders The role of teachers in school management today has changed significantly and they are required to play a bigger role. In the past, school management was the sole premise of the school principle and other individuals with formal administrative roles. Today, schools require the teacher to play more roles outside the traditional teaching role. Sunal and Kagendo (2008) reveal that teachers are required to be public relations personnel for their institute as well as offer insight on school programs. In the Saudi context, there is a shortage of teacher leaders and many teachers demonstrate reluctance in taking up leadership roles. Research by Al-Abbas (2010) on the influence and importance of leadership behavior by principals in Saudi Arabia demonstrated that a significant number of teachers did not desire to participate in the distribution and sharing of leadership.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Instead, the teachers preferred having the principle engage in the leadership role since they saw leadership as a distraction from their performance in the classroom. This withdrawal from leadership is detrimental to the Saudi Arabian schools since teacher leaders are a key ingredient in school success. Principals are required to relinquish some power to the teachers and give them opportunities to lead so as to foster growth and development in the school (Childs-Bowen, Moller Scrivner, 2000). Attributes of a Teacher Leader York-Barr and Duke (2004) suggest that teacher leadership is practiced in a variety of ways and this range from formal leadership to informal leadership. Informal leaders are not selected but they rather take the initiative to deal with issues that arise in the institute. The informal leader does not have a position of authority and the influence that they bear comes from the respect they command from their colleagues as well as their expertise in a particular su bject (Danielson, 2007). Decision making is one of the roles that a leader is expected to fulfill. The leader is responsible for making decisions on behalf of his/her followers. Teachers in Saudi are not involved in the decision making processes of the school and they are seldom consulted in school decisions which sometimes affect the teachers’ context and work. This status quo has a negative influence on the schools development since teachers feel that their opinions are not valued (Al-Abbas, 2010). Teacher leadership has the ability to transform schools into professional learning communities where teachers are empowered to become closely involved in the decision making activities of the institute. Sergiovannie (2001) demonstrates that having many teacher leaders’ results in a high leadership density which is desirable for the success of the school. This is because as more teachers are trusted with information and involved in decision making, they feel more involved w ith the school affairs and have a stake in the success of the school. A core attribute in a leader is that he/she should be a knowledgeable professional with a good record of having achieved goals and objectives in the past. Danielson (2007) asserts that to assume a leadership role, a teacher must have some expertise which is relevant to the profession. In addition to this, the teacher leader must exhibit innovation and creativity which results in success or the institute since it brings about motivation by the members. An effective leader should be able to come up with creative and innovative ideas that can positively impact the schools. This can be done by the teacher proposing novel ideas for doing certain tasks or by coming up with more efficient ways or performing key tasks in the school. Interpersonal skills and tact are very important if the teacher leader is to be effective in his/her efforts. Teacher leaders are required to play a major role in the coordination and manageme nt of events in their school and this will invariably require the use of other people. How the individual deals with colleagues as they fulfill the tasks is very important. This is especially so in the Saudi context where personal relationships play a major role in society life. Respect is of critical importance in the Arabic culture and as such, the teacher leader should demonstrate respect to other members of staff at all time (Al-Abbas, 2010). The importance of good communication skills cannot be overstated since communication is the cornerstone on which any successful relationship is built. The teacher leader should be able to effectively communicate his/her mission and vision for the school. By doing this, the teacher will be guaranteed that the task at hand shall be carried out effectively. Competency in communication is a differentiating attribute for leaders. Alexander (2011) states that this communication includes; persuasive argumentation, public speaking, and engaging the participation of others. Being able to communicate effectively is important since the teacher leader must be able to enlist the support of colleagues as well as superiors to support their vision. A leader is of little or even no value if he does not have the support and backing of the followers. A common feature of all institutes and organizations is that there arise contentious issues among members at some point in time. The way in which the contentious issues are diffused in the school will spell the difference between future success and failure. As such, it is of great importance to resolve issues in the most amicable manner. Danielson (2007) states that the teacher leader should be able to build consensus among diverse groups of educators. This calls for the teacher leader to be well equipped in practicing diplomacy. Diplomacy is the â€Å"use of power and authority carefully so as to achieve positive outcomes by being unanimous or arriving at a consensus† (London, 2002, p.259). An individual’s conflict resolution skills can be greatly improved through leadership seminars which empower a person with necessary skills. Once a teacher is equipped with the means of dealing with conflicts, his/her efficiency as a leader is greatly increased. For one to be a truly effective leader, they must possess some leadership skills which can be used to foster productivity. While some people have obvious leadership skills and are aware of their leadership abilities, others are unaware of their capabilities or require honing them. This second class of people may shy away from leadership roles since they do not believe that they have the skills. The typical training offered by the Ministry of Education to teachers does not help to accentuate leadership skills or give teachers the skills required for teacher leadership. It is therefore necessary for the teacher to seek opportunities to learn leadership skills through courses or seminars (Gronn, 2003). The profe ssional development for teacher leadership must be focused on specific aspects of the individual teacher’s leadership role. These skills include; leading groups, collaborative work and mentoring. A study by Solmon et al. (2007) on the effectiveness of the Teacher Advancement Program showed that such programs provided opportunities for shared instructional leadership which increased the efficiency with which the school was run. In addition to this, the program introduced professional growth which helped teachers to improve their instructions by working on specific needs. For progress to be achieved, all institutes must be open to changes. These changes may include improvement in the manner in which things are done or doing away with traditional practices that are no longer effective. The teacher leader must be a champion for positive change within the school. He/she must challenge the status quo in the school’s culture and seek ways to improve the way things are done in the school (Millwater Ehrich, 2009). A novel contribution of teacher leadership is initiating positive change within the teaching staff of the institute. Crowther et al. (2002) states that teacher leaders have the ability to encourage their colleagues to engage in practices that they would not typically consider doing without the influence of the leader. Effective leaders practice open-mindedness which calls for the teacher leader to exhibit flexibility and respect for the opinion of others. Having a rigid mindset may hamper development since the followers will not be willing to follow a leader who is unwilling to consider their input. Sunal and Kagendo (2008) contend that successful teaching and learning are the result of a number of factors including; variety, engagement and excitement. These factors are influenced by the individual teacher and it can therefore be said that the approach taken by an individual teacher has an impact on the success or failure of the individual. Tea chers should take part in external professional teacher’s networks. Such networks consist of talented teachers who have skills that can be helpful to other teachers. Such networks offer educators with the tools to develop themselves by developing their leadership skills. It is only through collaboration and networking that the teacher leader can develop their leadership potential and therefore become even more effective in their roles (Sergiovanni, 1998). By disseminating their findings to colleagues and teachers in other school and engaging in action research, the potential of the teacher leader is greatly enhanced. As has been suggested in this paper, the teacher leader will mostly practice â€Å"distributed leadership†. As such, he/she will be required to solicit the help and support of other members of staff on a constant basis. Sashkin (2003) reveals that some leaders fail to choose competent people to work with them since they feel threatened by a capable colleag ue. Such a leader will therefore only enlist the help of the people they feel they can outshine. This fear of being outshined is detrimental to both the schools progress and the teacher leader’s ability to advance professionally. The teacher leader attempts to influence the development and implementation of the curriculum used in his/her school. The curriculum is defined as â€Å"A program of activities designed so that pupils will attain, as far as possible certain educational ends and objectives† (Taylor Johnson 1974; Hirst 1968). In Saudi Arabia, the creation of the curriculum is undertaken by the central government and close monitoring of students performance is done to ensure that the teachers are teaching in accordance to the law. Even so, private schools are at liberty to adjust the curriculum as long as they â€Å"add to the government approved curriculum, not subtract from it† (Rugh, 2002, p.45). The teacher leader must have motivational skills which a re a core attribute for the successful leader. Kondalkar (2002) defines motivation as the process through which people are stimulated to accomplish certain desirable goals. Effective leaders are able to create conditions that motivate and encourage commitment of others to work as a group and collectively achieve set goals. Motivational skills will enable the teacher to inspire a high degree of commitment by his/her followers to the task at hand. This commitment will invariably result in higher performance being exhibited. Hinchey (1997) suggests that every leader should be able to ask relevant questions to enable him/her to understand the situation better. Through questions, the teacher leader will ensure that projects are successful since questions bring about a deeper understanding of the situation and from this, viable plans to deal with various situations can be developed. Questions minimize the margin or error that may occur as a result of miscommunication or even ignorance fro m the followers. Gender plays an important role in the Saudi community and the male figure is still seen as the head. Alexander (2001) theorizes that these cultural constructs have caused leadership to be seen as a male domain and leadership is associated with a male figure and masculine characteristics such as dominance and competitiveness. This perceptions and gender stereotypes are a barrier for women to take up leadership positions in Saudi Arabia. As it is, there is a shortage of women in leadership and dominant positions in Saudi Arabia due to the stereotypical view of leadership as a masculine domain (Walker, 2004). The attitude by females regarding their perceived leadership competences needs to be changed for more teacher leaders to emerge. This can be done by educating women in leadership practice so as to empower them to take up this role. Saudi Arabian teachers are plagued by a lack of both local and informal leadership experience. Research by Al-Abbas (2010) found that 80% of teachers in a survey had no leadership experience despite having worked in the educational field for an average of eleven years. These findings suggest that the number of teachers with leadership experience in Saudi Arabia is very small. This reality is in stark contrast to the situation in the Western world where teacher leadership is stressed upon and seen as important in transforming schools into professional learning communities (Harris, 2004). Discussion Traditional models of educational leadership were characterized by concentrating power and leadership responsibility to appointed administrators most notably of whom was the principle. However, recent years have seen the devolution of power as a better understanding of the impact of leadership has been gained. Empowerment of teachers to lead has been seen to be a significant contributor to school development and student achievement (Gronn, 2003; Harris, 2004). Schools today are pressured to produce more than just academi c achievement in students. Coles and Southworth (2005, p.1) confirm that the schools for tomorrow will â€Å"Schools for tomorrow will require leaders who are passionately, obsessively, creatively and steadfastly committed to enhancing students‟ learning†. Strong leadership attributes are necessary for the success of any institution and the school is no exception. Research findings by Silins and Mulford (2002) suggest that the learning outcomes by students are enhanced when leadership sources are distributed throughout the school community. From this paper, it is clear that leadership is not the province of any one person and the contribution of teacher leaders is great. Teacher leadership requires a fundamental shift in organizational thinking about leadership since every person (teacher) can in one way or another demonstrate leadership (Zehr, 2001). This is contrary to the traditional focus by organizations on positional leadership. By adopting this new view on leader ship, schools can harness the expertise of all teachers and hence propel the school to greater heights. Conclusion This paper set out to discuss what teacher-leaders need to know and do in order to contribute effectively to school improvement and better student learning outcomes in the Saudi Arabian Context. From this paper, it has been highlighted that the Saudi education system is mostly characterized by high centralization which may inhibits teacher leadership since great emphasis is placed on the role played by formal leaders. In addition to this, most teachers lack any formal or informal leadership experiences which they can use in the school. In spite of this, it has been revealed that teachers in Saudi Arabia wish to play a more prominent role in the development of the school. Effective leadership requires effective leaders and with this understanding, this paper has demonstrated the ways in which teachers in Saudi Arabia can become better leaders. By engaging in the practice s suggested in this paper, all organizational members in the school can become leaders and influence others towards improved educational practices. References Al-Abbas, A.M. (2010). Leadership Activities and Behaviours that Enable Classroom Teachers. Retrieved from: https://researchcommons.waikato.ac.nz/bitstream/handle/10289/4942/thesis.pdf;jsessionid=556C68C8C1165E2A88B284F49ED38DB7?sequence=3 Alexander, H.V. (2011). Teaching Leadership to Female Students in Saudi Arabia. Advancing Women in Leadership, 31 (2): 199-212. Childs-Bowen, D., Moller, G., Scrivner. J. (2000). Principals: Leaders of leaders. National Association of Secondary School Principals (NASSP) Bulletin, 84(616): 27–34. Coles, M. J., Southworth, G. (2005). Developing leadership: Creating the schools of tomorrow. Maidenhead, England: Open University Press. Crowther, F., Kaagen, S. S., Ferguson, M., Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA : Corwin Press. Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1). Gronn, P. (2003). The new work of educational leaders: Changing leadership practice in an era of school reform. London, UK: Sage. Hinchey, P. (1997). Teacher leadership: Introduction. The Clearing House, 70(5): 233. Harris, A. (2004). Distributed leadership and school improvement: Leading or misleading? Educational Management and Administration, 32(1): 11-24. Ingersoll, R. M. (2003). Who controls teachers’ work? Power and accountability in America’s Schools. Cambridge, MA: Harvard University Press. Katzenmeyer, M., Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press. Leithwood, K., Begley, P. T., Cousins, J. B. (1994). Developing expert leadership for future schools. London, UK: Falmer. Millwater, J., Ehrich, L. C. (2009). Teacher leadership: Interns crossing to the domain of higher professiona l learning with mentors? Refereed paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA) Albury. Rugh, A. W. (2002). Education in Saudi Arabia: choices and constraints. Middle East Policy, 9 (2). Sashkin, G. (2003). Leadership that matters: the critical factors for making a difference in people’s lives and organizations’ success. Boston: Berrett-Koehler Publishers. Sergiovanni, T. (1998). Leadership as pedagogy: Capital development and school effectiveness. International Journal of Leadership in Education, 1(1), 37-46. Silins, H., Mulford, B. (2002). Leadership and school results. Second international handbook of educational leadership and administration. Dordrecht, The Netherlands: Kluwer. Sunal, C. Kagendo, M. (2008). Undertaking educational challenges in the 21st century: research from the field. Alabama: IAP. Solmon, L. C., Wh ite, J. T., Cohen, C., Woo, D. (2007). The effectiveness of the Teacher Advancement Program (TAP). Santa Monica, CA: National Institute for Excellence in Teaching. Taylor, P.H., Johnson, M. (1974). Curriculum Development. London: NFER. Walker. C. (2004). Women and leadership: A female private institute for higher education, Al Nour College, in Saudi Arabia. Retrieved from: www.mbifoundation.com Zehr M. A. (2001). Teacher leadership should be strengthened, report says. Education Week, 20 (32): 5. This critical writing on Teacher-Leaders: What they need to know and do to Contribute to School Improvement was written and submitted by user Jeram1ah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Essay Examples on Glass Menagerie Essay Example

Essay Examples on Glass Menagerie Paper 1st Essay Sample on Glass Menagerie The reason the Unicorn is a symbol in the play, is to represent Laura and the fact that she feels different just like the Unicorn.In her eyes the unicorn even with its differences from the other horses is accepted.She relates with this, because it differs from her experiences in high school where she did not feel as though she fit in. Jim states that he remembered her being late to class and she says, Yes it was so hard for me getting upstairs, I had that brace on my leg-it clumped so loud! Jim responds, I never heard any clumping. (249) This is just one example of how she over exaggerates her leg brace.She isolated herself from everyone because she was so self-conscious about her leg brace. Her mother Amanda does not help her overcome the feeling that she is different from everyone else.She makes Laura feel inadequate and that she will never be able to fit into society.I dont think that Amanda does this on purpose, or even realizes she is doing it.I say this, because she is constan tly checking on Laura and telling her what to do. An example of this is when she comes home from her D.A.R. meeting and Laura asks her how her meeting went and her mother tells her No No I did not have the strength to go to D.A.R. In fact, I did not have the courage! I wanted to find a hole in the ground and hide myself in it forever!Then she tells Laura she went to the college to see if she was making any progress and learned that she quit.Laura told her that she got so upset on thefirst day that she threw up and cold not face anyone in that class again.Amanda then goes into this long saga about her becoming a spinster who was going to end up living off others.This does not help Lauras esteem at all this only makes her feelings about herself stronger. Learning that Laura quit school brings Amanda to the conclusion that Laura must find a husband. 2nd Essay Sample on Glass Menagerie In the play The Glass Menagerie, by Tennessee Williams, Williams uses many symbols, which represent many different things.Many of the symbols used in the play try to symbolize some form or type of escape or the difference between reality and illusion.Thefirst symbol, presented in thefirst scene, is the fire escape.This represents the â€Å"bridge† between the illusory worlds of the Wingfields and the world of reality.The direction varies for each character.For Tom, the fire escape is the way out of the world of Amanda and Laura and an entrance into the world of reality. For Laura, the fire escape is a way into her world. Both examples can readily be seen:Tom will stand outside on the fire escape to smoke, showing that he does not like to be inside, to be a part of the illusionary world.Laura, on the other hand, thinks of the fire escape as a way in and not a way out.This can be seen when Amanda sends Laura to go to the store.Another symbol pr! esented deals more with Tom than any of the other characters: Tom’s habit of going to the movies shows us his longing to leave the apartment and head out into the world of reality.A place where one can find adventure.And Tom, being a poet, can understand the needs of man to long for adventure and romance.But Amanda, who criticizes him as being a ;selfish dreamer, keeps him from entering reality But, Tom has made steps to escape into reality by transferring the payment of a electric bill to pay for his dues in the Merchant Union dues.Another symbol, which deals with both Amanda and Laura, is Jim O’Connor.To Laura, Jim represents the one thing she fears and does not want to face, reality.Jim is a perfect example of â€Å"the common man.† A person with no real outstanding quality.In fact, Jim is rather awkward,Which can be seen when he dances with Laura. We will write a custom essay sample on Essay Examples on Glass Menagerie specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Essay Examples on Glass Menagerie specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Essay Examples on Glass Menagerie specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Capital punishment misc14 essays

Capital punishment misc14 essays This day in age murderers actions are getting more and more incomprehensive. They are no longer just committing murder: they are torturing, mutilating, and engaging in grossly inappropriate acts against fellow human beings. Behaviors such as this will continue if nothing is done to stop them. The death penalty is a humane way to punish the convicted and deter these gruesome acts. Early as 1930, we can find the first recorded execution. Between the times of 1930 to 1967 there was a recorded number of 3,859 people executed. The following nine years would bring victory for those against capital punishment, there was no executions done in this time frame. Gregg vs. Georgia, Supreme Court of 1976 made a ruling that the death penalty does not violate the Cruel and Unusual Punishment Clause of the Eighth Amendment. The death penalty has been accepted by thirty-nine states of America (Newton, 1983). One of the basics in understanding capital punishment is the methods of which are used. Which will be the first of things I will be presenting. I will be showing how selections of death row are made. The last of subject matters that I will be touching on are the problems with the process of capital punishment and a possible more effective approach. I will also be concluding my findings and ending with a thought of my own. In the United States today, there are five existing methods of execution. These methods are used to kill convicted criminals that have been given the sentence of the death penalty. The different methods are; lethal injection, electrocution, gas chamber, hanging, and firing squad shootings. Lethal injection is currently used by thirty-six states in America. It is the most commonly used from of execution in the U.S. The preparation begins outside of the chamber with the use of a gurney. The convict is held to the gurney by wrist and ankle straps. There is then a cardiac monitor and ste...

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What Does it Mean to Be Well Educated Essay Example | Topics and Well Written Essays - 2500 words

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Policies for the Prevention of Fraud and Mismanagement PURPOSE The Prevention of Fraud and Mismanagement Policy outlines measures taken by the Institute to prevent fraud and mismanagement. SCOPE This policy applies to all members of staff. STATEMENT Rosary Tertiary Institute is committed to dealing with fraud prevention. The Professional Conduct of Staff is the principle guide for dealing with fraud prevention. It states that staff members are required to inform themselves about fraud controls, to inform the institute if they suspect acts of fraud and that if a staff member commits an act of fraud it will be investigated. This Policy is supported by the Theft, Fraud and Corrupt Conduct Procedure, which summarises the procedures to be used once an allegation of fraud is made to a senior staff member. PROFESSIONAL CONDUCT OF STAFF Staff Responsibilities Rosary Tertiary Institute seeks to create a safe and rewarding learning and working environment based on the principles of the Catholic faith, justice, equity, harmony, tolerance and pursuit of excellence while protecting the resources of the Institute and respect for individuals, the law and the governance of the Institute. In circumstances where staff conduct does not meet the standards set out in this policy and related procedures, senior members of staff may speak with the individual concerned in an attempt to remedy the situation. In cases where the misconduct exceeds the scope of authority, the matter may be referred to the proper civil authority. Personal and Professional Behaviour Staff must uphold the values of the Institute outlined in the Prospectus. Staff must maintain a high standard of conduct and level of performance while demonstrating courtesy, equity and fairness in dealing with staff, students, contractors, visitors and members of the public. The rights, duties and aspirations of others will be respected at all times. Staff must perform their duties in a professional manner with skill, care and diligence and with a proper utilisation of their authority. Staff must treat others fairly and with respect and must not engage in any harassing, bullying or discriminatory behaviour. Staff in administrative positions will maintain, as far as possible, a safe and orderly working environment. Staff must endeavour to ensure that their actions or decisions do not harm the health, safety and well-being of themselves or others, nor affect their work performance or that of others and must comply with the STAC Occupational Health and Safety Standards. Staff in management positions must ensure that all staff have the necessary qualifications to fulfil the responsibilities of the positions they occupy. Staff must ensure that relationships with students are professional, respectful and trusting. Staff must acknowledge that they have a responsibility to protect the interests of students and to acknowledge and resolve any conflicts of interest that may arise; to respect staff-student relationships and to accept the obligations involved in their responsibilities. Institute Finances Staff will maintain the highest standards of integrity in financial matters and, particularly, will comply with the requirements relevant to financial management legislation and the Institutes financial procedures which have been taken from the rule and constitution of the Dominican Sisters of Wanganui. Protection of Institute Resources Staff must utilise and maintain Institute equipment and resources in an economical and efficient manner and exclusively for Institute purposes; Staff must secure Institute equipment and resources against misuse or theft; Staff must follow all procedures governing the use of the Institutes electronic communications systems, and avoid excessive personal use of the Institutes electronic communications systems which incurs additional cost to the Institute. Staff must ensure the protection of the privacy of others and the maintenance of appropriate confidentiality with regard to personal matters and information acquired in the course of their employment and will use information only for purposes related to work Staff must maintain the confidentiality of official and personal information for which they are responsible and take all precautions to prevent all unauthorised access to or misuse of the Institutes records and information Staff must comply with all relevant copyright and records management policies and procedures. Respect for the Law and Tertiary Institute governance Staff must comply with all laws, regulations, codes, policies and procedures. Staff may report to management any behaviour that is in violation of any law, rule or regulation or that represents improper conduct, mismanagement of resources, or is a danger to public health and safety. The Institute does not tolerate improper conduct by Institute Staff or Board members, nor the acceptance of reprisals against those who offer to disclose such conduct. The Institute recognises the value of clarity and accountability in its administrative and management activities and supports the making of disclosures that reveal corrupt and improper conduct. The Institute will take the necessary and practical steps to protect individuals who make disclosures as described above in article 5.4 from any detrimental action in response for making the disclosure. The Institute will protect the confidentiality of the disclosure and the identity of the person who made the disclosure and allow procedural fairness to all parties concerned, including the one who is subject to the disclosure. Staff will not harass or take rash action in response to actual or suspected disclosures or participation in an investigation into such a disclosure. 6. Conflict of Interest 6.1 Staff will act with best interests of the Institute in mind when carrying out the duties of their position and must not allow their private interests or the interests of others inhibit them in this obligation. 7. Gifts 7.1 All gifts to staff will be managed according to the Constitutions of the Dominican Sisters of Wanganui. 8. Academic Integrity 8.1 Staff will maintain a high ethical and academic standard according to the Constitutions of the Dominican Sisters of Wanganui. 9. Misconduct 9.1 The Institute will carry out any necessary disciplinary action for misconduct and unsatisfactory performance according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 9.2 Disciplinary action will be at the discretion of the local Prioress and/ or Mother Prioress General, as per the Rule and Constitutions of the Dominican Sisters of Wanganui. 9.3 Requests for review of a disciplinary action will be managed according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 10. Theft, fraud and corrupt conduct 10.1 The Institute does not tolerate fraud or corrupt activity. 10.2 All staff are required to familiarise themselves with the Rule and Constitutions of the Dominican Sisters of Wanganui and fulfil their duties in accordance with them. 10.3 All Staff are expected to report any suspected fraudulent or corrupt activity to the Director. B.   Theft, Fraud and Corrupt Conduct Procedure 1. Approach to theft, fraud and corrupt conduct 1.1 The Institute is committed to preventing occurrence of theft, fraud and corrupt conduct. This will be achieved through: Risk management strategies Prevention strategies Detection strategies Response strategies 2. Risk Management 2.1 Risk management will be carried out in accordance with RTIs Risk Management Policy. 3. Preventative controls 3.1 To prevent theft, fraud and corrupt conduct, the Institute will have internal controls to avoid this. These will include: financial delegations, lines of authority and accountabilities, segregation of duties, approval processes, etc. 3.3 The Director will inform staff of how to prevent and report suspected fraud and corrupt conduct. 3.4 Supervisors will ensure that the following staff are familiar with and comply with the Rule and Constitutions of the Dominican Sister of Wanganui: Staff delegated to make financial decisions Staff delegated to make staff appointment decisions Staff delegated to manage contracts 3.5 Staff delegated to engage external contractors or suppliers will ensure that the contractors or suppliers are financially sustainable individuals or businesses before engaging their services. 3.6 The Risk Management Team will provide staff with a risk management tool to enable staff responsible for engaging contractors and suppliers to identify the level of risk and the level of critical examination required for each procurement activity. 4. Fraud detection controls 4.1 The Director will analyse the accuracy of all transactions. 4.2 The Director will ensure that those staff with delegated financial duties will analyse transactions for approval of the following: Validity Accuracy Invoice coding Invoices addressed to Rosary Tertiary Institute Goods and services tax (GST) calculations 4.3 The Director will give a monthly account of her receipts and expenditure to the local Prioress and conduct an annual internal financial audit, as per the Constitutions of the Dominican Sisters of Wanganui. 5. Reporting of theft, fraud and corrupt conduct 5.1 A staff member who suspects that an act of theft, fraud or corrupt conduct may be about to occur, is occurring or has occurred must report such suspicions to their head of department, the Director, the local Prioress or the Mother Prioress General. 5.2 On receiving a report of suspected theft, fraud or corrupt conduct, the head of department or Director will: Record the time, date and details of the report made Refer the report (including anonymous reports where there is adequate supporting information) to the local Prioress or Prioress General immediately and before any investigation of such allegations is undertaken. 5.3 Where a report of suspected theft, fraud or corrupt conduct made involves a senior officer of the Institute, the Director will refer the report to the local Prioress or, in case of her unavailability, the Prioress General. 5.4 The Institutes public information will inform individuals who are not staff or students of the Institute how to file a complaint regarding improper conduct, detrimental action or other corrupt conduct or misconduct by the Institute, its staff and its officers. 5.5 Where the local Prioress or Prioress General determine that an allegation as a deliberate false allegation of fraud, theft, or corrupt conduct, the staff member who made the allegation will be dealt with according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 6. Investigation 6.1 The Director will assess whether a report of suspected fraud, theft or corrupt conduct warrants further investigation. 6.2 Where a preliminary investigation of allegations of theft, fraud or corrupt conduct by a staff member is required, the Director will appoint investigation officers and provide them with reference terms. The investigation officers will conduct all investigations according to the Rule and Constitutions of the Dominican Sisters of Wanganui. 6.3 Where an external contractor to the Institute is involved in suspected theft, fraud or corrupt conduct, the Director will notify all departments who have engaged the external contractor and all other relevant areas of the Institute. At the conclusion of the preliminary investigation, the Director may: Take no further action Refer the matter to Legal Services Conduct a full investigation On the advice of the Mother Prioress General, report the theft, fraud or corrupt conduct to the police for further action where evidence of theft or fraud is found to be of a serious nature and a prima facie case has been established. 7. Insurance cover 7.1 The Director is responsible for ensuring that the Institutes management liability insurance coverage is current and will cover the Institute for the risk of loss incurred from theft, fraud or corrupt activity and externally instigated fraud. 8. Statutory reporting requirements 8.1 Where alleged theft, fraud or corrupt conduct have been found to involve the embezzlement of money, stores or property, the Director will report the matter to the Victorian Minister of Tertiary Education and Auditor-General of Victoria as required under the Financial Management Act 1994 (Vic). 9. Review of procedures and controls 9.1 The Director will review internal controls relating to theft, fraud and corrupt conduct. 9.2 The Director will follow up with management responsible for the area affected by theft, fraud or corrupt conduct to ensure that recommendations have been carried out within appropriate timeline. 9.3 In all instances where there is a report of theft, fraud or corrupt conduct, the Director will review the procedures and controls in operation within the department and advise the Director of this review, including any action taken to address any inadequacies discovered. 10. Records 10.1 The Administrator will retain the records of all theft, fraud and corrupt conduct investigations. 11. Confidentiality 11.1 A staff member who is involved in or becomes aware of theft, fraud or corrupt conduct investigation will retain the details and investigation results confidential, subject to the needs of the Institute, the Director and the police during their investigation. 11.2 Staff will not discuss or report any suspected or proven occurrence of theft, fraud or corrupt conduct to the media. PRIVACY POLICY Policy Number Version Number Policy Developer #34 #1 Administrator Approving Body Date of Approval Last Amendment Date RTI Board of Governors 4th March, 2017 4th March, 2017 Last Review Date Next Review Date Status 4th March, 2017 4th March, 2020 Filed This policy has been benchmarked with the Privacy Policy of Eastern College Australia

Children, Media, and Violence Essay -- Media Violence and Aggression

"The evidence is overwhelming. To argue against it, the link between media violence and teen violence is like arguing against gravity," said Jeffrey McIntyre, legislative and federal affairs officer for the American Psychological Association. As children are exposed to acts of violence in the media through television, video games, music, movies, etc. alarming results are occurring. The main negative effect being an increase in aggression among youth who are regularly exposed to the media and an increase in violent patterns as they mature into adulthood. If not resolved this problem of violence in the media will continue to push children, youth and adults to acts of aggression such as verbal and physical abuse and other more serious crimes. On average an American child will see 16,000 murders and 200,000 acts of violence by the age of 18 through the television. Thousands of studies from the 1950s to the present day have all suggested that viewing violent acts will increase violent behavior while only less than 20 have suggested otherwise (Boyse). As our children are exposed to these 16,000 murders and 200,000 violent acts one can only conclude that aggression, crime and violence can only increase in our younger generations from being exposed to the current media. One study, done by a panel of experts, showed that when youth are exposed short term to violent movies, television and video games that there is an increase in aggressive thinking and behavior. Their studies also show a long term effect into adulthood when individuals are continually exposed to violent media growing up, with spouse abuse and other aggressive acts (Huesmann). I personally remember growing up playing violent video games such as Halo and hearing, ... ...Mathis Grayson, Charlotte. â€Å"Media Violence May Affect Children's Minds.† WebMD. June 2005. Web. March 2012 Palo Alto Medical Foundation. 2012. Sutter Health. 3 March 2012 Park, Alice. â€Å"How Playing Violent Video Games May Change the Brain.† Healthland: Time Mag., 2 Dec. 2011. Web. March 2012. Wang, Yang. â€Å"Violent Video Games Alter Brain Function in Young Men.† Medical School News 1 Dec. 2011. Indiana U. Web. March 2012.

How is an “Unwoman” Defined? Essay

Historically, women and children were under the control of the father of the family. The role of women was to born babies and run the house. In the novel †The Handmaid`s Tale†, Margaret Atwood depicts a society dominated and ruled by men. Those who reject social structure and dominance of males are treated as â€Å"unwomen†. Most of them are feminists and deformed babies. These categories of people are â€Å"useless† for Gilead, because they cannot perform their main function: become pregnant and born healthy babies. â€Å"Unwomen† were females who reject the idea of male dominance and fight against oppression and sexual violence, low social role and poor treatment. Offred (and her mother) is a radical feminist which fights for freedom and a â€Å"women’s culture†. Radical ideas allow her to make sense of her own live as part of common experiences in male-dominated societies. As a radical feminist, she focuses political attention on patriarchal oppression in every area of women’s lives. The author of the article does not directly speak about Offred attitude towards a Superior society, but it is possible to assume that she would agree with this idea. The idea of women as a class identifies oppressed women as having common interests against men, since men have common interests in dominating women. In the class system, men benefit from patriarchal beliefs and practices which ensure that women service their needs, raise their children and are excluded from political and economic power. Offred tries to prove that women possess superior values against men. â€Å"Offred recalls a scene in which her mother and other feminists burn porn magazines†. To some extent, this remark shows that feminists try to be equal to men and could build a Superior society free from sexual violence and tyranny. Women have to develop consciousness of their interests as a class, and to struggle against men and against the organization of patriarchy. Gender is seen as more fundamental than class in the organization of women’s oppression. Atwood underlines that Offred â€Å"considered her body an instrument of her desires†. But as long as women are looked upon as a class, then the differences between women are not seen as of prime importance, as they have common class interests which unite them against men. References 1. Themes, Motifs & Symbols.

Free Essays on E-business@ Grainger

E-business @ Grainger The Internet is growing exponentially and many businesses are throwing up web sites looking to secure their share of E-commerce. Some of these companies have "brick and mortar" establishments and some only exist in the digital world. In either case, their marketing efforts will most likely determine the success of their Internet site. The marketing effort or strategy for their Internet site will most likely be significantly different from that of their "brick and mortar" site. Grainger Industrial Supply is a company that for the past 70+ years has built its business through its "brick and mortar" sites. In 1995, Grainger moved into the digital world and established grainger.com. In 1996 Grainger began taking orders online and fully immersed itself in e-commerce. Still, it was not until 1998 that the company recognized the need for different marketing strategies for the traditional branch based business and the new digital based one. Grainger Industrial Supply started business in the 1920's selling products through a catalog and over the last 70+ years has steadily grown. The catalog, which once held 100 items now, contains over 81,000 items only a fraction of the total number available for purchase. To support the growing business over 370 branches nation wide have been established along with 10 distribution centers to keep the product flowing. Grainger's marketing strategy for this business has been to grow sales through catalog purchases and personal selling. Approximately 732,000 catalogs were mailed to customers in 1999 and more than 1,800 full time outside sales representatives carry the message to customers that Grainger Industrial Supply is ready to find solutions to their maintenance, repair, and operating (MRO) needs (Grainger, Inc., 2000). Another 10,000 branch based employees stand ready to help the 2.1 million customers in complete their transactions. While direct mailing of the catalog and personal ... Free Essays on E-business@ Grainger Free Essays on E-business@ Grainger E-business @ Grainger The Internet is growing exponentially and many businesses are throwing up web sites looking to secure their share of E-commerce. Some of these companies have "brick and mortar" establishments and some only exist in the digital world. In either case, their marketing efforts will most likely determine the success of their Internet site. The marketing effort or strategy for their Internet site will most likely be significantly different from that of their "brick and mortar" site. Grainger Industrial Supply is a company that for the past 70+ years has built its business through its "brick and mortar" sites. In 1995, Grainger moved into the digital world and established grainger.com. In 1996 Grainger began taking orders online and fully immersed itself in e-commerce. Still, it was not until 1998 that the company recognized the need for different marketing strategies for the traditional branch based business and the new digital based one. Grainger Industrial Supply started business in the 1920's selling products through a catalog and over the last 70+ years has steadily grown. The catalog, which once held 100 items now, contains over 81,000 items only a fraction of the total number available for purchase. To support the growing business over 370 branches nation wide have been established along with 10 distribution centers to keep the product flowing. Grainger's marketing strategy for this business has been to grow sales through catalog purchases and personal selling. Approximately 732,000 catalogs were mailed to customers in 1999 and more than 1,800 full time outside sales representatives carry the message to customers that Grainger Industrial Supply is ready to find solutions to their maintenance, repair, and operating (MRO) needs (Grainger, Inc., 2000). Another 10,000 branch based employees stand ready to help the 2.1 million customers in complete their transactions. While direct mailing of the catalog and personal ...

Popular Street Artists

Popular Street Artists During a walk along the streets of most urban centers, one may encounter various artworks displayed on walls. The government does not sanction a sizeable percentage of these artworks. Street art refers to the illegal visual artwork. Street artists usually undertake their work despite the risk of arrest.Advertising We will write a custom essay sample on Popular Street Artists specifically for you for only $16.05 $11/page Learn More Various street artists have gained worldwide popularity due to their street artworks. Some of the street artists include Alexandre Farto , Christian Guà ©my, Banksy, Shepard Fairey, and Brian Donnelly. Banksy is a controversial street artist whose works are in walls in London, Brighton, and Bristol. Banksy has even exhibited his artworks on the walls of West Bank. Banksy’s real identity is still unknown. However, various sources claim to know his real identity. Banksy has many fans due to his exquisite works of art. Banksy has several celebrity fans who include Brad Pitt, Angelina Jolie and Christina Aguirela (Joseph para 3). Banksy has satirical artworks that use dark humor to express their message. Banksy began his career as a graffiti artist during the early 1990s. Initially, he was a member of the DryBreadZ Crew (BDZ). During the turn of the millennium, Bansky ventured into stenciling due to the less time that it takes to stencil. The shift to stenciling enabled Banksy to gain popularity in Bristol and London. Most of Banksy’s artworks have anti-establishment messages. He uses police officers, children, soldiers, and the elderly as subjects that enable him to express himself. In 2004, Banksy made a sizeable number of fake  £10 notes that had the portrait of Princess Diana instead of Queen Elizabeth. In an effort to discredit the Bank of England, Banksy satirically replaced the words ‘Bank of England’ with ‘Banksy of England.’ During the Notting Hill Carnival, a c ertain individual dished out the fake money to the crowd.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More The notes fetched  £200 on e-Bay. Banksy uses street art to express his political views. Some of the views may be controversial. Banksy also helps in the development of other artists. He hosts various exhibitions that provide other artists with a platform to exhibit their work. In 2008, he hosted the Cans Festival in London. The festival provided a platform for various graffiti artists to display their skills. This has enabled Banksy to become one of the most famous and influential street artists. Alexandre Farto is one of the most famous Portuguese street artists. He uses the pseudonym Vhils. Vhils has been a street artist since the tender age of 13 years. He started his career by painting on trains. Vhils is a graduate of arts from the University of Arts London. Vhils credits his current popularity to the platform that Banksy provides other artists to enable them portray their skills. There are artworks of Vhils in Moscow, London, Lisbon, and New York. Alexandre Farto adopted the name Vhils, since he liked spraying the letters (Jones para 3). Vhils started doing street art at the tender age of 13 years. When he was 17 years old, he started having a different picture of walls. Walls told the history of his country. This motivated Vhils to start carving into walls to reflect the changing times. Vhils has various street artworks of everyday heroes (Jones para 6). These artworks are in various countries across the globe. Vhils tries to use street art to chronicle the changing times. Therefore, his artworks help in social development. The Cans Festival provided Vhils with a platform that enabled him to attain his current popularity. During the festival, his work appeared alongside that of Banksy. Since then, Vhils has done several shows on his own.Advertising We will write a custom essay sample on Popular Street Artists specifically for you for only $16.05 $11/page Learn More Vhils has held various shows in Lisbon, Paris, and New York. These shows have enabled Vhils to display his skills. In addition, the shows have enabled him to express his ideas. The shows also fetch Vhils a considerable amount of money. Another famous street artist is Christian Guà ©my. Guà ©my uses the pseudonym C215. C215 is a 38-year-old French street artist who hails from Paris. The countryside background of C215 made him lack any connection to graffiti or stenciling work until he was 15 years old. However, upon doing some graffiti at the young age he became bored with graffiti. He only returned to do graffiti work in his adulthood. The wish to create a souvenir by painting her daughter’s face on the streets was the main factor that motivated C215 to venture into street art. However, his street artworks gained huge popularity prompting him to become a professional artist. Therefore, C215 did not set out to become a professional artist. He became a street artist by chance. C215 grew outside the street art culture that influences most of the modern street artwork. C215 is opposed to the repetition, overconsumption, hype, and cynicism, which characterize most modern street artwork. C215 uses his artwork to give hope and dignity to the society. In so doing, he uses his artwork to shape a new civilization. Most of the artwork of C215 consists of portraits of people. He uses beggars, homeless, and refugees as some of his subjects. These subjects enable C215 to use art to express himself. These subjects help in refocusing the society on forgotten people. C215 uses artworks in various cities around the world. Some of the cities include Barcelona, Rome, and London. C215 is also involved in other commercial artwork activities.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More Shepard Fairey is one of the most popular American street artists. Fairey, 43, hails from Charleston, North Carolina. Fairey’s involvement in art started in 1984 when he was 14 years old. The quest to hone his skills motivated Fahey to join the Rhode Island School of Design from where he obtained a degree in Fine Arts in 1988. One of the earliest works of Fairey is ‘Andre the Giant Has a Posse.’ Fairey created this piece of art while he was still studying at the Rhode Island School of Design. Soon after graduation, Fairey ventured into professional artwork by creating a small printing company. The company specialized in silkscreens and artworks on various clothing. This enabled Fairey to develop his art skills. Later on, Fairey helped in the formation of various companies that were involved in professional artwork activities. One of Fairey’s most famous pieces of artwork is the Barrack Obama ‘Hope’ poster. Fairey also has various street artwor ks. However, these artworks have landed him in problems several times. The risks involved in street artwork require artists to do street artwork discreetly. Street artists may face litigation from various parties due to vandalism of their property. This is because street artists work on other people’s property. However, this does not prevent street artists from portraying their artworks in various public places. On February 2009, police arrested Fairey due to his graffiti. Fairey uses street artwork as an avenue that enables him to express his ideas. In addition, Fairey has murals in several countries. Some of the murals are in London and Copenhagen (Bofkin para 1). Brian Donnelly is another popular American street artist. The artist uses the pseudonym KAWS. KAWS hails from Jersey City, New Jersey. KAWS began doing his artwork by doing graffiti in Jersey City. In the 1990s, he relocated to New York City. In New York City, KAWS began his career by subverting the imagery on var ious billboards and advertisements within the city. In so doing, he created attractive pieces of art. These advertisements remained in their reworked form for several months. This increased the popularity of the artist. KAWS has been involved in various commercial artwork activities. During the late 1990s, he designed vinyl toys, which were popular in various countries. The success of the toys prompted him to form partnerships with various companies for the manufacture of clothing. KAWS also designed the bottle of Dos Equis, a Mexican beer. Some of the artworks of KAWS include several acrylic paintings and sculptures. KAWS has remodeled various popular iconic figures. These figures include Mickey Mouse and the Smurfs. The artworks of KAWS have enabled him to use his artwork in mass-produced merchandise. KAWS has produced various artworks that have been commercially successful as mass-produced merchandise. However, KAWS continues to engage in various fine art activities that do not i nvolve mass production. KAWS shows how artists can take advantage of existing commercial opportunities while remaining true to their profession. Bofkin, Lee. â€Å"Street artist Shepard Fairey unveils largest mural in the UK.† The Guardian. 2012. Web. Jones, Alice. â€Å"Vhils: The art of urban decay.† The independent, 2012. Web. Joseph, Claudia. â€Å"Graffiti artist Banksy unmasked as a former public schoolboy from middle-class suburbia.† MailOnline. 2008. Web.