Henry VIII Essay

1. Did Henry VIII have the right to manage his marriages to his own advantage? In my opinion, I do not think so.   While it is understandable he needed a son to succeed him and to continue the Tudor name, he did not have the right manage his marriages for the sake of political expediency.   It is also revealed in studies made on the history of the Tudors is that Henry VIII was notoriously licentious.   His authority as king did not give him the right to change the rules. At the time, England was Catholic and it turned to Rome for moral guidance and when Henry did not get annulment, he changed policy and subordinated the church of England under him and his successors and this was all because he could not have a son.   Furthermore, he executed two of his wives and ironically, one of them, Anne Boleyn, produced his eventual successor, his daughter who would become Elizabeth I, one of England’s greatest monarchs. 2. Should a royal figure be held to a different moral code than his spouse and subjects? Why or why not? No.   Monarchs, regardless of their title, are still human.   Their title and privileges do not make them infallible.   They are also human and therefore prone to error.   They should not hide behind their authority to justify their wrongdoings as what most of them did in history.   They have to answer to someone and unfortunately, they cannot use God.   This is the reason why the philosophers of the Enlightenment eschewed the Divine Right theory when they saw it being abused. If monarchs believed they were ordained by God, how come their people hate them? If monarchs are considered beyond reproach, one needs to wonder why Louis XI was overthrown during the French Revolution or Charles I of England and Tsar Nicholas II of Russia were executed.   These examples demonstrate that the Divine Right is passà © and the reason why some monarchies cease to exist. Those that do exist are prudent enough to relinquish most of their power when they senses the changing times.

Benefits Of Distributed Leadership Education Essay

Leadership is non all down to the Head instructor, the caput of section or, in the schoolroom the instructor. If it is, cipher is larning anything at all about leading. The first regulation about leading is that it is shared. † ( Brighouse and Woods, 1999:45 ) Most frequently administrative leading is viewed as different from any sorts of leading in school. The functions might be different since most managerial functions are completed outside the schoolrooms while instructors ‘ leading is exercised within the schoolroom. Nevertheless in school, instructors, decision makers, Learning Support Assistants ( LSAs ) , parents and pupils can all work together towards the betterment of Distributed Leadership ( DL ) . That is why Sergiovanni states that, â€Å" If leading is a pattern shared by many so it must be distributed among those who are in the right topographic point at the right clip and among those who have the ability. † ( 2006:189-190 ) In this subdivision, literature will be organised and focused round the undermentioned inquiries: What are the benefits of distributed leading in a secondary school? To what extent is leading shared among all stakeholders in Sunflower School? How far can administer leading facilitate acquisition? How effectual to the schools ‘ betterment and success can administer leading be? What are the benefits of distributed leading in a secondary school? A successful leader is classified as such, when s/he manages to affect others in the procedure of leading. Harmonizing to Sergiovanni, when principals portion leading, they â€Å" acquire more power in return † ( 2006:185 ) . DL besides enables those involved to develop their ain leading accomplishments. With DL, Principals are assisting their co-workers by hiking their assurance, and to do their ain determinations ( Nicholls, 2000 ) . Recently, Mifsud found that â€Å" Maltese Heads practise shared decision-making to guarantee widespread ownership † ( 2008:7 ) . Therefore all teaching-staff ( Teachers and LSAs ) will go more independent, while staying with the School Development Plan ( SDP ) and course of study. Sharing leading with all stakeholders involves giving clip to accomplish good consequences ( Brighouse and Woods, 1999 ) . The â€Å" pure † type of collegiality ( Bush, 1995:52 ) works its best, when the establishment is formed by a little figure of staff. Having a big figure of teaching-staff will certainly do DL hard. Although in our school ‘s context we have a big figure of staff, DL can still work since the teaching-staff is divided into smaller groups. Likewise, Brighouse and Woods say that, â€Å" The smaller the school or learning unit, the more leading, every bit good as work, can be shared † ( 1999:45 ) . Harmonizing to Leithwood et Al DL helps instructors to be satisfied with their work, increases their â€Å" sense of professionalism † , stimulates â€Å" organizational alteration † , increases efficiency and encourages â€Å" cross-interactions † between teaching-staff ( 1999:115 ) . Although, Blase and Blase argue that intrusting instructors with self-autonomy and empowerment makes them experience â€Å" satisfied, motivated and confident † and they are likely to give their uttermost in their occupation ( 1994:29 ) ; this sometimes may besides take the teaching-staff to overmaster the Principal like it happens in our school. Yet, Blase and Kirby ( 1992 ) found that when instructors are empowered through liberty, their attitudes and public presentation will acquire better. Furthermore, even when leading is shared among teaching-staff and pupils, this creates an attitude of regard between them, particularly when they are so straight involved. Having a dem ocratic leader helps derive attentive hearing from subsidiaries, which in bend will besides assist better relationships. When instructors working in democratic schools but had old experiences in other schools which have autocratic leaders were interviewed Blase and Blase ( 1994 ) concluded that instructors ‘ schoolroom liberty enable them to hold category control. An bossy manner called by Brighouse and Woods â€Å" north pole-north pole leading † will take instructors to work to govern and nil more ( 1999:51 ) . In contrast holding a democratic manner called â€Å" north pole-south pole † where leading is shared among all stakeholders, will â€Å" unlock tremendous rushs of energy and attempt among professionals † ( Brighouse and Woods: 1999:51 ) . They besides argue, that sharing leading will alleviate Heads organize some leading emphasis. Thus DL, leads to sharing of duty which will non stay a load on the Head ‘s shoulders. Until late, harmonizing to Cauchi Cuschieri ( 2007 ) , leading in Maltese Church Secondary Schools was seen as the Head instructor ‘s occup ation. However, the manner used today is much more DL amongst stakeholders. In our school this is non the instance, since from its initiation, it was believed that DL enables sharing thoughts and duty which eventually leads to the school ‘s betterment. Duke et Al, ( 1980 ) established, that the school is democratic one when the teaching-staff, is involved in the procedure of determination devising. Likewise, Blase and Blase argue that â€Å" increasing teacher entree to determination devising is indispensable to authorising instructors † ( 1994:33 ) . Besides, Churchfields secondary school survey shows, that instructors feel the demand to take part in the school ‘s direction as it gives better consequences in the determination devising procedure ( Bush, 1995 ) . Finally, when a determination is taken, it is the teaching-staff ‘s duty to set it into action. So, being involved leads the staff to do a determination ( Bush, 1995 ) . Rivalland ( 1989 cited in Wolfendale 1992:57 ) presents a figure of benefits that can be achieved from parental engagement in schools: They work for a better acquisition environment since it is for their ain kid ‘s involvement ; Whatever is needed to be done in school, and whatever parents are able to make, they do it and they offer themselves as human resources to the school ; They create the larning connexion between schools and pupils ‘ several places ; With their presence in school, they will go cognizant of what the school needs from clip to clip. Although, Wolfendale ( 1992 ) argues, that holding parents involved in the survey and preparation of school ‘s behavior and subject policy will give a good consequence ; this may non be applicable in our school since it seems that the Parents and Teachers Association ( PTA ) tackles merely societal issues and personal concerns of parents. However, this will be investigated subsequently on in this survey. King provinces that pupils ‘ leading is largely exercised in the â€Å" prefectorial system † ( 1973:141 ) . However, this does non look to be the lone solution for our school, since leading is besides exercised through the pupils ‘ council. It is true that the ultimate duty of decision-making in schools is in the custodies of the Principal. However, as Frost claims â€Å" Schools can besides be enriched by pupils ‘ parts to decision-making and course of study development † ( 2008:356 ) . Furthermore, when pupils are consulted in certain affairs such as finance they are taught â€Å" some of the difficult lessons of democracy † ( Colgate, 1976:123 ) . Prefects and council members are pupils peculiarly chosen to assist in school control and determination devising. If their assignment is successful they may besides function as function theoretical accounts for other pupils ( King, 1973 ) . Contrary to all the benefits of affecting all stakeholders, one has to state that collegiality is an intense activity since it entails work after school hours. Likewise, Smylie and Denny ( 1990 ) argue that the engagement of the teaching-staff in leading may be clip devouring and may hold an consequence on the pupils ‘ demands. The clip for preparation and the support allocated for these maps are non plenty, argues White ( 1992 ) . These jobs make DL more hard to win. However since all teaching-staff in our school have free periods during the twenty-four hours, this may non be a job. Adding to this, holding a big figure of participants might make jobs in communicating, even when holding a broad scope of different positions from all participants ( Bush, 1995 ) . To what extent is leading shared among all stakeholders in Sunflower School? Leadership is non a one adult male occupation, because to be successful this must be shared. Moyo writes that: â€Å" The construct of distributed leading is the thought of sharing leading amongst all stakeholders. These stakeholders, as stated earlier include caput instructors, in-between leaders, instructors, parents and pupils. † ( 2010:25 ) â€Å" It is non leading if a individual orders, requires, seduces, or threatens another ‘s conformity, † ( Sergiovanni, 2006:192 ) . So true leading is when it is shared among all those holding the ability to be involved in it. Similarly, Brighouse and Woods emphasise that: â€Å" One individual may be ‘key ‘ but leading is shared – among students, instructors and other staff and members of the community † ( 1999:48 ) . Similarly, Leithwood et Al ( 1999 ) refers to DL as a cardinal component of many SDPs. Until late the Head instructor in Maltese schools was seen as the school ‘s ultimate authorization ( Mifsud, 2008 ) . Rather than holding an bossy school, holding a democratic one entails holding a DL ( Bush, 1995 ) . With coaction, and exchange of thoughts, jobs can be solved collegially, while single qualities are developed farther ( Leithwood et al, 1999 ) . This is what Bush calls collegiality ( 1995:52 ) , and claims that there are two different types of collegiality, one is the â€Å" restricted † , intending that a figure from the staff are chosen to take part in the procedure of determination devising, while the other called â€Å" pure † is the procedure which involves everyone every bit ( Bush, 1995:52 ) . Teachers, LSAs, parents and pupils who are â€Å" tremendously committed to kids and school life † ( Brighouse and Woods, 1999:49 ) are perfect for take parting in DL, because they are more accessible, more sure, and their chief end is school be tterment. In one of the interviews carried out in Blase and Blase ‘s ( 1994 ) survey, a instructor describes best what a shared administration principal ‘s attitude should be like, that is, to steer non to order. Teachers interviewed could do comparings of past and present principals. Although it ‘s ideal to affect everyone in the procedure of determination devising, in the context of our school, there should be a individual that leads both the treatment, and assumes duty for taking the concluding determinations, which should be the Principal or a delegate. About this, Blase and Blase province that â€Å" principals are compelled to presume full duty over all school affairs † ( 1994:78 ) . Dunford et Al besides maintain that â€Å" whilst the Head will stay the leader, others will necessitate to add a leading function to their direction duties † ( 2000:5 ) . Weick ( 1976, cited in Blase and Blase 1994:135 ) claims that now schools have developed into administrations, in which decision makers and instructors work individually and independently. This does non look to be our school ‘s state of affairs, as the stakeholders all seemed to be involved in teamwork. In contrast, Blase and Blase ( 1994 ) research presents principals under survey as being unfastened to others ‘ sentiments, collegiality and DL. When this issue of DL was introduced, most Senior Management Team ( SMT ) members were being involved. Arguing this Dunford et Al ( 2000 ) say that peculiarly holding more SMT members in a secondary school, leads to the shared duty and the constitution of different functions. Leithwood et Al ( 1999:121 ) in their survey found that instructors were most likely involved in â€Å" school planning and school construction and administration † while the principals ‘ leading is more focussed to direction issues. In our school this is non the instance as in school be aftering the Principal is the Chairperson. Normally, people think that teacher leading is exercised merely within the schoolroom. However, in democratic schools like ours, instructors are involved in all facets of the school, even when taking determinations. Blase and Blase besides province that, â€Å" Successful shared administration principals show trust in instructors ‘ capacity for responsible engagement in both school-level and classroom-level determination devising. † ( 1994:27 ) Similarly Leithwood et al argued that there are two signifiers of teacher leading ; one is the formal manner for leading of category control, or an informal one: â€Å" By sharing their expertness, volunteering for new undertakings and conveying new thoughts to the school†¦ assisting their co-workers to transport out their schoolroom responsibilities, and by helping in the betterment of schoolroom pattern, † ( 1999:117 ) . Brighouse and Woods ( 1999 ) concluded that because instructors are leaders in categories they do n't wish to be followings, and so anticipate to take part more in school leading. Furthermore, they besides say that: â€Å" Successful HeadsaˆÂ ¦ are work forces and adult females with ideals and the ability to portion those ideals with those whom they lead. † ( 1999:54 ) . Therefore, through the sharing and openness of thoughts, leading is shared and determinations taken will keep much more. However, in the context of our school, if leading is to be shared and if instructors are to work in different groups, they are to be monitored either by the Principal or adjunct principal. Furthermore Leithwood et Al, ( 2000 ) claim that the figure of people involved in DL varies harmonizing to different undertakings. â€Å" Most effectual distribution of leading maps would change the Numberss of people supplying leading in response to the complexness of the undertakings to be performed-more in the instance of complex undertakings and fewer in response to simple undertakings † ( 2007:58 ) . Research shows that in Malta, â€Å" Practically all schools have instructors involved in one squad or another † ( LIE, 2009:176 ) . The benefits of DL indicate that Maltese schools are seeking to work hard on it. Since 1980, the Education Act in England â€Å" ensured parental representation on school regulating organic structures † ( Wolfendale, 1992:62 ) . Likewise, the Maltese Education Act that was reformed in 2006 provinces that the Maltese Directorate for Educational Services, â€Å" Should advance, promote and supervise the democratic administration of schools through School Councils with the active engagement of parents, instructors and pupils. † ( GOM, 2006:7 ) Therefore the PTA and Students ‘ Council were introduced in Maltese Schools so that they may take part actively in school leading and determination devising. As Wolfendale ( 1992 ) said, the purpose for parents ‘ engagement is to stand for other parents, to discourse common involvement issues and to inform other parents of determinations taken through written handbills or school meetings. It is besides described as â€Å" a forum for instructors and parents to run into and prosecute in societal and possibly fundraising activities † ( Wolfendale, 1992:74 ) . Furthermore, research in Malta confirms that parents are so involved in policy determination devising and pattern ( LIE, 2009 ) . Parents are ever lament to take part in school leading for the benefits of their ain kids and for the schools ‘ betterment ( Wolfendale, 1992 ) . In our school, this may non be the state of affairs, since there are those who are inactive and do non take part in any activities or meetings even if it regards their ain kid ‘s involvements. In most of the Maltese schools or colleges, merely a little per centum of parents are involved through the PTA commission, while others get involved merely through activities organized by the school or the PTA. Some parents â€Å" are called upon by the schools to offer their expertness where necessary † ( LIE, 2009:175 ) . However, Wolfendale ( 1992 ) notes, that sometimes instructors do non experience the benefit of parental engagement in school. Harding and Pike ( 1988 cited in Wolfendale, 1992:59 ) suggest ways in which parents can be straight involved in the school. This can be done through: Personal contact with the school and staff ; Written communicating ; PTA or other parental groups within the school ; Their engagement in school affairs and acquisition. In contrast, in primary schools the rate of parental engagement in the PTA is higher than in the secondary. This most likely happens because secondary schools are much larger in figure and more instructors are involved, so the resonance between parents and instructors may non be that strong. These issues have been called by Wolfendale as troubles â€Å" to put up and keep teacher-parent enterprises in secondary schools † ( 1992:58 ) . The development of the School Development Plan was one of the chief activities where DL was exercised in Maltese schools with the purpose of including all stakeholders in planning and treatment. As the purpose was for the school ‘s betterment and improved acquisition for all pupils, it was noticed that pupils were non included in any of the treatment. This issue was subsequently tackled foremost by a pupils ‘ school council ( LIE, 2009 ) and so by an Ekoskola commission, which takes attention of the environment ( Bezzina, 2007 ) . Since, pupils are the concluding winners of the educational establishment, they should hold infinite and chances to portion their positions and speak about their demands. Bell and Harrison ( 1998 ) province that it is of common importance for the school to work in coaction with pupils and promote them in teamwork. Likewise, Brighouse and Woods ( 1999 ) emphasis the importance of affecting kids in leading functions within the school, to do them more responsible and fix them for the universe of work. However, there are two types of pupil leaders and these must be clearly distinguished. There are those called toughs, who use their power to intimidate others and as a consequence push off all other pupils. The other group is called â€Å" unofficial leaders † ( Brighouse and Woods, 1999:48 ) , who somehow ever attract others. Furthermore, they may be trusted and given a figure of leading responsibilities to transport out as they are seen by instructors as capable and responsible students. To separate between these sorts of leaders, the school can organize a socio-gram trial at the beginning or at the terminal of the scholastic twelvemonth. How far can administer leading facilitate acquisition? Leithwood et Al ( 1999 ) argue that there is a challenge between leading pattern, and the research that points out ways in which leading affects pupils and their acquisition. In contrast, Spillane claims that: â€Å" What matters for instructional betterment and pupil accomplishment is non that leading is distributed, but how it is distributed † ( 2005:149 ) . However, Leithwood et Al ( 2006b ) maintain that after schoolroom instruction, leading is following to act upon pupils ‘ acquisition. Recently, Leithwood and Massey emphasised that â€Å" Leadership is a major cause for the betterments in pupil accomplishment. † ( 2010:79 ) Principals and other SMT members are encouraged to work difficult towards making a better environment for better acquisition. This means that they are to guarantee that the school ambiance is good both for instructors to work in and for pupils to larn. This does non mention merely to the physical environment, but besides to the distribution of leading and instructors ‘ liberty. Principals ‘ credence of trust and DL within their school means that they let the teaching-staff choose their ways and agencies of learning that is best applicable for the pupils under their duty ( Blase and Blase, 1994 ) . This besides can be done through promoting teamwork between instructors and LSAs. Similarly, Bezzina claims that â€Å" Merely by affecting all stakeholders and esteeming differences can we give birth to new thoughts † ( 2006:86 ) and therefore make a better ambiance for better acquisition. Furthermore, Brighouse and Woods highlight that DL and coaction among all staff will ensue in: â€Å" raising the accomplishment of students † ( 1999:83 ) . Christopher Bezzina conducted a instance survey in one of the Maltese Church schools, where the academic accomplishment was non so high. The school ‘s Head, holding had experiences in different schools introduced the issue of DL for better acquisition. Teaching-staff, parents and pupils were encouraged to take part in the schools ‘ affairs and determination devising programmes. The consequence was successful concluding that â€Å" choice betterment enterprises placed a great accent on the leading of the administration † ( Bezzina 2008:23 ) . Therefore, one can reason that holding DL in a school has a great impact on acquisition. Harmonizing to Moyo, DL has an consequence on pupils ‘ larning through instructors, who are the closest leaders in contact with pupils and their acquisition ; â€Å" But in order to accomplish this, instructors need to be involved and motivated by the leading, † ( 2010:23 ) . Teachers holding a personal position of DL, aid kids to larn more. This is done by affecting them in leading pattern inside and outside the schoolroom. Brighouse and Woods ( 1999 ) note that even the type of teacher-student relationship has an influence on pupils ‘ acquisition. Furthermore, holding bossy leading manner in category does non assist in making a acquisition ambiance for pupils. The instructor with good pupil relationship encourages students to ne'er give up, and aim high in life for the hereafter. As stated by Blase and Blase ( 1994 ) , instructors ‘ liberty is when they are free to make up one's mind their ain ways and agencies, to transport out their work. In Malta, instructors ‘ liberty is largely linked with the schoolroom ; where they are free to plan their lesson programs, with their ain resources, while besides holding liberty to pupils ‘ control, which Blase and Blase ( 1994:73 ) name it â€Å" disciplinary affairs † . This sort of DL will besides act upon pupils ‘ acquisition. Besides this type of liberty in the schoolroom, new methods and techniques should be tried and encouraged. This so called â€Å" invention † facilitates larning for all pupils, as instruction becomes non merely one size fits all, but adapted particularly to the students ‘ demands ( Blase and Blase 1994:75 ) through the administration of differentiated acquisition. In school, this entails teamwork, reinforces collegiality and sharing of the resources within. For instructors to better pupils ‘ acquisition, they must foremost portion their ideals with others and so work together towards that ideal. â€Å" It is the occupation of the direction to convey those ideals together into common set of aims, † ( Brighouse and Woods, 1999:54 ) . Parents are considered as the first pedagogues, great subscribers of all facets of acquisition, and ever interested in assisting their kids to larn better. Wolfendale ( 1992:60 ) argues that, â€Å" parents as pedagogues, can do a important part to kids ‘s acquisition of reading and literacy accomplishments † . Furthermore, Leithwood et al argue that: â€Å" No affair what the pupil population, affecting parents chiefly in the instruction of their ain kids is most likely to lend to kids ‘s acquisition † ( 2006a:102 ) . The survey by HMI ( Her Majesty ‘s Inspectors ) showed that Parents ‘ engagement in schools, lead to pupils ‘ success ( 1991, cited in Wolfendale, 1992:56 ) . It ‘s interesting to analyze ways in which parents can assist both instructors and pupils in relation to acquisition. However, one must besides take note of the relationship that exists between parents and instructors and non do any occupation tampering. Normally, we merely think of academic consequences when it comes to pupils ‘ acquisition. However, research shows that through their engagement in leading, pupils gain more cognition and get new accomplishments. These accomplishments are needed for their hereafter in society. Frost claims that pupils ‘ engagement in leading besides helps them get other non-academic accomplishments ; â€Å" greater self-pride, heightened assurance, interpersonal and political accomplishments, and self-efficacy when pupils have chances to exert duty † ( 2008:356 ) . When given certain leading functions, pupils set their ain marks for larning through that experience ( Brighouse and Woods, 1999 ) , which might besides be of aid to other pupils. Brighouse and Woods ( 1999 ) argue that a instructor can give duty to pupils to assist those in demand in a certain affair. Through each other ‘s support, those that have less academic abilities will accomplish and larn more. Research shows that students have so much to state about their acquisition, and as such they should be consulted for the benefit of their acquisition, and the methodological analysis used by instructors in category ( Morgan, 2011 ) . How effectual to the schools ‘ betterment and success can administer leading be? Fink sees schools as â€Å" populating systems † where: â€Å" Leadership is distributed across the assorted cells that affect a school such as pupils, instructors, parents, brotherhoods, societal services, County Hall, and local communities † . ( 2010:44 ) Bezzina ‘s survey carried out in a Maltese Church School revealed, that when instructors were involved in DL â€Å" the bulk of staff felt responsible for finding the manner forward † ( 2008:24 ) . He so concluded that school betterment and success can be achieved, â€Å" with difficult work, forfeit and committedness expressed by the Head instructor, the senior leading squad, students, parents and instructors, † ( Bezzina, 2008:26 ) . LIE maintains that when a policy ‘s determination devising procedure involves all stakeholders in a school including, SMT, instructors, pupils and parents ; â€Å" Then the values which are held beloved by the school will be on the route to success because they would hold been owned by all † ( 2009:176 ) Brighouse and Woods ( 1999:45 ) confirm that research done in the yesteryear and once more recently by OFSTED shows that, â€Å" leading in schools is the cardinal factor in betterment and success † . They besides argue that, â€Å" A cardinal ingredient to school success is the extent to which the values of school life are shared among all the members of the community, † ( Brighouse and Woods, 1999:55 ) Harmonizing to Telford ( 1995 ) coaction between all stakeholders within a school brings about school betterment. She argues that the following points which lead to school betterment impact both the persons within the school and the establishment itself ; â€Å" Development of the educational potency of pupils, professional development of instructors, good organisational wellness, institutionalization of vision † ( Telford, 1995, cited in Bell and Harrison 1998:14 ) . It is interesting to observe that it is much easier for principals to command ends instead than worlds. To derive control for the achievement of a end, leading must be shared ( Sergiovanni, 2006 ) . Little ( 1981, cited in Sergiovanni, 2006:186 ) found that when principals work through collegiality with instructors, the school will better. It is of importance to equalise the principal and instructors ‘ sentiments in a treatment, since no 1 should be preferred to the others as everyone is sharing from his/her ain cognition, for the school ‘s best involvement ( Blase and Blase, 1994 ) . Similarly, Nicholls ( 2000 ) argue that leading is best carried out when a figure of people holding the same values and purposes challenge each other for acquiring better consequences. In other words, one can state that school leading is best fulfilled when all those involved in the establishment, portion their ideas without being considered as superior to one another. Therefore, â€Å" inc luding group activity liberates leading and provides the model we need for widespread engagement in bettering schools † ( Sergiovanni, 2006:186 ) . In successful schools, when a argument crops up on school betterment, the staff should work on: â€Å" Involving students, parents and governors † ( Brighouse and Woods, 1999:83 ) . Likewise, Davies and Davies ( 2010 ) besides claim that it is important to affect others in school leading as it leads to school betterment and success. Furthermore, they say that: â€Å" Prosecuting all the staff in treatments about where the school is, where it needs to travel and therefore the accomplishments and cognition we need to larn to accomplish advancement is a uniting factor. † ( Davies and Davies, 2010:15 ) Shared leading might convey about alterations which are required for school betterment to take topographic point. The best alteration is normally one generated from something or person within the school because it â€Å" Recharges energy in participants and embraces the greatest likeliness of betterment in instruction and acquisition manners, merely because it is so localized, † ( Brighouse and Woods, 1999:60 ) . Changes for school betterment are gained faster, when instructors are involved in the procedure of determination devising ( Bush, 1995 ) . Furthermore, Brighouse and Woods, ( 1999 ) argue that when alteration for school betterment is required, clip has to be allocated in the school ‘s journal, since the staff needs clip to work on the execution procedure. In their survey Leithwood et Al concluded that instructors consider their engagement in leading, as a measure for the school to be more â€Å" effectual † and â€Å" advanced † ( 1999:121 ) . Furthermore, when instructors are involved in the determination devising they are less likely to hold inauspicious reactions to principals ‘ outlooks. Harmonizing to Dunford et Al ( 2000 ) when the determination doing process involves those who are closest to its impact it gives a positive attitude towards school betterment. In add-on, they say that if secondary schools want to be effectual, leading must be shared at least among senior staff. Furthermore, Sergiovanni ( 2006 ) emphasises that in schools where power is shared among principals, instructors, parents and others, work is done autonomously towards schools purposes for school betterment. Likewise, Nicholls ( 2000 ) claims, that a shared vision is indispensable for school betterment. Trusting instructors through authorization may take principals to accomplish their coveted ends without enforcing them. â€Å" Building trust is critical to authorising instructors, † ( Blase and Blase, 1994:29 ) . They besides claim that this shows that the principal demonstrated great religion in them and valued them as experts and professionals, † ( Blase and Blase, 1994:77 ) . Teachers involved in different leading functions are expected to work for the betterment of the decision-making procedure ( Leithwood et al, 1999 ) . This collegial procedure of affecting others in the determination devising procedure is exercised through treatment and shared power in the establishment. â€Å" In a collegial, collaborative environment, principals systematically concentrate on enabling others to analyze and redesign schools for improved acquisition, and instructors learn to portion power and work as a squad. † ( Blase and Blase, 1994:33 ) Leithwood et Al ( 2007 ) concluded that when DL is implemented and when chances are offered, staff will be much more motivated to work towards school betterment. From their research Leithwood et al established that: â€Å" Informal leaders had more involvement with making high-performance outlooks and actuating others than formal school leaders, while formal leaders had more to make with identifying and jointing a vision. † ( 2007:57 ) With informal leaders we can include both parents and students. When pupils are at place most of them speak about their school experience with their siblings and through this parents get to cognize their ideas and feelings. Hence, parents might be another nexus between schools and kids. Parental engagement in schools may convey about alterations which will eventually take to school betterment. Similarly, Wolfendale argues that, â€Å" parental sentiment can be mobilized to convey about important alterations † ( 1992:63 ) . Decision â€Å" School ‘s success lies in the accomplishments and attitudes of the professional staff, non simply within the leading capablenesss of the principal. † ( Blase and Blase, 1994:28 ) Therefore DL is needed for growing and development because the Principal sometimes is in demand of other staff members to work out certain jobs. Harmonizing to Bezzina, DL â€Å" calls for an extension of that power vertically downwards to affect all members of staff, † ( 2000:305 ) . Furthermore, the concluding consequence of school success is a occupation that belongs to all stakeholders involved and non merely a Principal ‘s occupation. This is the purpose of this survey to look into the DL system in Sunflower school and eventually happen some recommendations to how it can be improved. As Mifsud suggests: â€Å" There could be infinite for more leading functions within the school and more enterprises by different stakeholders can be taken up, therefore widening the range for leading distribution. † ( 2008:8 ) Therefore through sharing leading with all stakeholders in the establishment both school and acquisition will be enriched.

International Business Economics Essay Example | Topics and Well Written Essays - 1500 words

International Business Economics - Essay Example The figures show labour cost in hours for producing one unit of good David Ricardo formulated the theory of comparative advantage and argued that even if a one country is more productive in both lines of production it would be still profitable to trade. Country A is more productive in both lines of production but it will still be profitable to trade with country B, this is shown by first stating that country A is more advantaged in production of good X, therefore when wee calculate the comparative advantage country A will specialise in the production of good X and country B will produce good Y and they will gain by trading. (Hardwick, 1997) The Hecksher-ohlin trade model states that trade is based on the difference in factor endowment, a labour rich country will produce and export labour intensive good, and it will also import capital intensive goods. A capital rich country will produce and export capital intensive goods; it will also import labour intensive goods. According to the factor equalization theory, if we have a situation where factors of production cannot move from one country to another but there is free movement of goods, then the free movement of goods will eventually equalize factor prices. Point Q is the equilibrium point of producing both goods for country one, point P is the point of equilibrium for country two in producing both goods. The movement of goods will cause a shift in equilibrium points and case price equalization. Equilibrium shift as shown by the arrow. According to the Rybczynski theory an increase in factor of production and the other factor remains constant in a country , then the output of the good using the factor of production intensively increase while the output of the other good will decrease in absolute amount provided factor and output prices remain constant. (Jagdish, 1987) The countries original equilibrium is at point P, after increase in labour the new equilibrium is at point P'. According to the Stolper Samuelson theory, he argues that a tariff imposed on import goods causes an income distribution. He argues that a tariff on an import causes domestic prices to rise; this causes an increase in domestic production as firms emerge to capture the profits caused by the price in this goods. This effect is

Race and power in the US Essay Example | Topics and Well Written Essays - 1000 words - 1

Race and power in the US - Essay Example Tule Lake!!! I had to stop making your father’s supper. I have only heard that name in my nightmares for the past thirty years. I know you children have always assumed that during World War II I was in Europe with your father. I was not. My wartime experiences are a matter of deep shame. To start with, all I have told you about your grandmother is true. My mother was born in Tokyo to poor parents. Upon marrying my father, they both dreamed of coming to America. My parents believed that if one worked hard enough in America, one could achieve greatness. They both worked to save the money for the ocean voyage. Upon my mother’s realization that she was pregnant, both my parents made a difficult choice. They had saved enough money for one. My father decided to send my mother ahead to America. They wanted their child born on American soil. My mother arrived in 1924, a few months before I was born. After we arrived in San Francisco, my mother worked as a dishwasher to support both of us. Mother saved every spare penny to bring father to America, but by the time they had saved the money, the restrictions on immigration had tightened. My mother and father were still going through the red tape when Japan bombed Pearl Harbor. The tensions in Japan had been rising before. I remember as a teenager, the headlines of Japan invading China. I was afraid for the father I had never met. Father’s letters started coming few and far between, then after Pearl Harbor stopped all together. Mother was frantic. Oddly enough, when the flyers calling for â€Å"Japanese Americans† to relocate my mother and I were not too concerned. I do not know if my mother thought we would be returned to Japan or not. She did think we would be reunited with father upon the completion of the war, one way or another. We lived in an apartment away from our Japanese friends in an all white neighborhood. Our landlord pressured us out of

Week 7 Hand-In Assignment Example | Topics and Well Written Essays - 750 words

Week 7 Hand-In - Assignment Example By such restriction the data will remain consistent or in other words it will be independent of the programs using it. The concept of data independence helps to improve the maintenance and management of database in single user environment (Wisegeek, 2011). End users, usually those who have no or very little knowledge about computers take advantage of application software (Toolbox, 2008). While on the other hand, database can be created, maintained or modified by its users through database management system. There are numerous advantages in separating the application software from database management system. One of the foremost advantages is better load balancing which means that different machines can be used for application software and database management system. This increases the overall efficiency of the entire system. Another advantage of separation of application software from the database management system is that it results in making the entire system more secure. This increase in security is necessary because end users are in contact with application software and in the database very important data is stored. Even very little change in the database can result in major faults and failures (Ramirez, 2000). Answer: Programmers or designers of database management system are not responsible to check vacancy on each flight. The user who is concerned with flight 243 will perform this operation and will check this vacancy. The user will enter into the application software to see the availability of flights. When he will click on the flight number 243 then it will be checked in the database that is there any seat in the flight available. Answer: A relation is a term which deals with database. At the time of designing of database management system it must be decided that how database entities, relations, tables etc within a database must be stored. Therefore, it is responsibility of designer of DBMS software to perform the operation

The Great Plains region in the early nineteenth century has been Assignment - 1

The Great Plains region in the early nineteenth century has been described as a world in flux. To what extent do the sources justify this description - Assignment Example The nineteenth century situation in the Great Plains is an ideal example of a world in flux. Through extensive use of primary sources, Calloway portrays the situation in this area as a crisis per se where the society was unable to determine what should be done at any given time. He further portrays an area characterized by feuds involving the settlers, Indians and the explorers. The situation in the Great Plains at around this time was marked with fights for territorial expansion among the various native tribes, Western powers expansion in the region and compulsory assimilation. It also witnessed one of the greatest destruction of the fauna of any region in history in the name of the slaughter of the bison. Droughts in the area had left the native Indians with few livestock but the outbreak of deadly livestock diseases at the beginning of the 19th Century nearly wiped out the entire Indian herds (Calloway 1996, p. 17). Before the great influx of people in the area, many animals in thrived there. The Native Americans barely relied on the land with large tracks remaining underutilized. There was little pressure on the land and the natural resources were not in the danger of depletion. The physical characteristics of the area were in fact responsible for attracting many early settlers of the area. It is the influx of these settlers that are primarily responsible for the cultural, political social- economic and environmental changes that took place in the plains. It is during this time the area witnessed the largest number of settles who and established different Forts. Such forts included Fort Lisa which was established in 1809 in North Dakota and Fort Lisa which was established in1812 in Nebraska. Posts were also introduced and were pioneered by the 1822 establishment of Fontenelles Post and the Cabannes Trading Post in 1822 both in Nebraska. The establishment of forts was closely followed with attempts to develop the

Case Study Essay Example | Topics and Well Written Essays - 2500 words - 2

Case Study - Essay Example Her mother seemed particularly agitated and anxious because Cherry had â€Å"passed out† during her last episode of vomiting. She complained of severe abdominal pain and feeling hot. She seemed drowsy and lethargic as she was taken into the Emergency department. The nurse on duty made an initial assessment of Cherry in order that she could take better care of her. She found that Cherry had an acetone smell to her breath and inquired if she had taken any drugs or alcohol the previous day, but Cherry denied taking any such thing. She also found that Cherry complained of having pain in all quadrants of her abdomen. Taking into consideration the blood results and reviewing the client history, the physician as well as the nurse concluded that Cherry Honeywell had â€Å"Diabetic ketoacidosis†. Cherry’s mother was visibly shocked and could not believe that her daughter was a diabetic. The reason for concluding that Cherry had a condition called â€Å"Diabetic Ketoacidosis† was because the nurse found the urine containing â€Å"ketones†. The nurse was very vigilant in informing the doctor of Cherry’s condition because such a condition if left untreated immediately could lead to coma and death. It is still a mystery as to the actual cause of diabetes, but the Medical Fraternity believe that environmental factors and genetics like obesity and lack of exercise play major roles. In fact most people are not even aware that they have diabetes. In this test a person’s blood glucose level is checked after a fast and two hours after drinking a glucose rich beverage. If the blood glucose level is between 140 and 199 mg/dl then the person has pre-diabetes. If the blood sugar level is above 200 mg/dl then the person is suffering from diabetes. To prepare the patient for an IV Cannula, the nurse rubs Emla cream on Cherry’s hands. The IV Therapy commenced by giving her 1000ml of Normal Saline at 0345 hours

Positive and Negative Impacts on International Business Assignment

Positive and Negative Impacts on International Business - Assignment Example These forces include economics, religion and politics. Globalization can corrode and globalize the characteristics and individualities of a local cluster. Globalization is the scheme of interface among the economies and countries in order to develop and grow the global economy. The term globalization has been increased since the mid of 1980s. In the year 200, the IMF have identified four fundamental aspects of globalization, such as dissemination of Knowledge, Trade and Transactions, migration and movement of human beings and capital and investment movements. Moreover, several environment challenges like, cross-boundary air and water pollution, climate change, and over fishing is directly and indirectly linked with globalization. Globalization has able to influence and strengthen the power of several intuitions, such as World Bank, International Monetary fund and World Trade Organization. The global business outsourcing has significantly increased due to the globalization. Several co untries face challenges as they tend to maximize positive outcomes from globalization. They did not bother about the minimization of necessary elements. Due to globalization, the control of consumers over the suppliers from other foreign countries gets weaker. Multinational A multinational corporation is a corporation, which is registered in more than the host country. The multinational corporations both manufacture and sell products and services in various countries (Gitman and McDanniel, 2008, p.52). Moreover, the multinational corporations have business operations in more than one country. The first ever multinational corporation was the East India Company. These multinational corporations play an important role in globalization. Business practices of multinational corporations in several countries can overcome the unemployment problem of the nation. Moreover, it helps to increase the GDP growth rate of a country. Multinational corporations can have exerted controversial politica l and economic power in some countries. As a result, critics have viewed these multinational corporations distrustfully and sometimes seek to have host countries inflict restrictions on them. Accountability is also a challenge for Multinational Corporation. These organizations’ annual revenue over and over again exceeds the Gross Domestic Product of several developing countries. It will affect the financial and economic structure of a country. Glocalization Glocalization is a combination of both the terms globalization and localization. It is a business terminology for the adoption of goods and services to each culture and locality in which it used to sell. This term and process is very much similar to internationalization. This term was first introduced in late 1980 in global market. The increasing restaurant chains in global market is an example of globalization, but the change of menus in several countries in order to attract the people of particular countries is an exampl e of Glocalization (Hesselbach, J., 2011, p.2). Organizations, individuals and households are trying to maintain the social networks that used to combine the long-distance and local interactions. The declaration of particular locality, such as a state or a city or a town is used to consider as a world territory, with rights and responsibilities on a global scale. Before

Essay for Graduate School Personal Statement Example | Topics and Well Written Essays - 500 words

Essay for Graduate School - Personal Statement Example He was shy and tended to not fight back when a group of students would bully and intimidate him using defamatory words. I knew that it was this maltreatment that forced him into a shell and become less sociable than he could actually be. One day, I decided that enough was enough and during lunch that day, I sat with the boy and talked to him. I did that everyday in order to encourage him to come out of his shell. The other kids followed my example and eventually got to know him and they felt the need to apologize for their previous actions. Since that event in my life, I have always had a soft spot for those without the power to defend themselves. I have been troubled for quite a number of years now by the fact that intimidation on a social and workplace basis is only getting progressively worse. Intimidation these days have taken on various new forms and methods because of the anonymity that the internet and social networking sites continue to offer. Thus making intimidation a serious legal problem at present. In the workplace, managers abuse their positions of authority in order to make their subordinates submit to their unfair labor practices and use it as leverage to have their way with their various employees. Intimidation in exchange for benefits seems to be the norm these days in most offices. The employees are afraid to file formal complaints mainly because they are afraid to lose their jobs. Although we already have laws in place to prevent such abuses both socially and professionally, not everyone knows about their rights and the laws against intimidation. That is why it continues to flourish. I fully intend to help promote the laws against intimidation as set out by the laws of our state and constitution once I complete my legal studies. There is an imperative need to spread the word about the way the law protects people

Management assignment Example | Topics and Well Written Essays - 500 words - 1

Management - Assignment Example eer has to do with business management in a busy organization but I intend to change to a career associated with information technology and work with the American Red Cross organization. American Red Cross is part of the Global Red Cross society that responds to emergencies and offer immediate help whenever required. I have a lot of interest in the digital technology and feel that I need to help and rescue many people who suffer injuries during disasters, accidents, or clashes. My career change relates to the current technology by the use of the social media and mobile application to alert the organization I intend to work with and the entire team on any urgent help that may be required. I intend to work as a volunteer first to help the management in digitalizing almost all the activities involving rescue missions. The career transition will involve many changes especially on my way of thinking as a rescuer, a volunteer, and not just a manager in an office. After changing my career, I will assist the other members of staff who are not conversant with the modern technology and will require the majority of them to have application software that will enable reporting of such incidents. I expect some workers to shift department to allow technological experts in some departments that will handle the digital transmission of live data from accident scenes giving the maps of the location. I am ready for the career change and feel that I will be of great help to the Red Cross community once I join them as a volunteer. I will work hand in convincing the management leaders to adopt digital technology such as the use of the social media and digital maps to respond to emergencies. Some natural calamities such as earthquakes, floods, droughts, and accidents have risen to high levels requiring a faster means to communicate and get the Red Cross rescuers ready for the missions. Technology will play a great part in ensuring that everyone arrives at the scene on time and I will

Professionalism and ethics Essay Example for Free

Professionalism and ethics Essay The episode presented in this case study give rise to Moral Sense Test directed to analyzing human moral judgments. The issue of saving a large woman to save 22 tourists behind her, driving a boat faster to save life of five people from drowning and at the same time letting one person to fall of and drown, failure to give a drug to a terminally ill person in knowledge that he may die without it and his organs may be used to safe some other three persons, and suffocating your baby with aim of averting an enemy from finding both of you and kill and other eight hiding with you presents a moral dilemma situation directed towards scrutinizing psychological mechanism basic to social moral judgment. Situation leading to moral dilemma has been capturing human attention towards how people judge certain affairs, deciding on justified and unjustified situations as well as social views on right and wrong action. Debate on moral decision has been has been a contentious issue with philosophers speculating how people have been making moral decision in the society. Scenarios presented by this paper give a situation which has for long been pondered by philosophers as well other professional on whether to sacrifice one for a greater good. Utilitarian ethical theory support option of sacrificing one to protect many. Many societies seems to value the utilitarian option but there is a considerable emotional element given that verdict involves harming a human being. Any of decision made on these scenarios results to a moral tug of war between whether to kill one person as in the case of killing huge woman to save 22 tourist, sacrificing one person to save five from drowning, sacrifice on ill person to save three and sacrificing a child to save you and others with sympathy of killing a human being. Moral theories Egoism as an ethical theory entails individual’s self is the motivation and the goal of individual’s own accomplishment. Egoism has two folds i. e. descriptive and normative. Descriptive also called positive variant, define egoism as explanation of human affairs meaning individuals are motivated by self interest and desires while normative ethics elaborates that people should be motivated. Ethical egoism an individual have no duty anyone but to him/herself. Meaning that, every person should strive satisfy his or her individual interests maximizing own welfare. According to egoism, each individual has a goal of his own†¦This diversity of goals may endanger conflict. This is not an objection to ethical egoism, however. When people have goals in conflict, each individual ought, according to egoism, to maintain his or her goal. Ethical egoism is a consistent ethical theory, in competition with other ethical theories,† (Tannsjo 2002 pp 42). From the above quote we can say that according to egoism theory you act wrongly when if you do not strive to maximize your interest. Maximizing of interest means that an individual can go to an extent of doing harm in order to protect his/her interests. The egoist is prepared to kill, not only in order to save many lives but in order to save his or her own life. Therefore, in the scenarios presented in our case study when considering egoism ethical theory means that when doing any act you should consider your interests. For example an egoist would consider saving digging a woman and making 22 tourists to perish and sacrificing woman life to save tourist will depend on different interests according to egoism theory. That is can sacrifice the whole group or to save large woman according to whom we have interest in and vice-versa. Being a subject of Moral Sense Test based on egoism moral theory I would drown person in the falling from the boat to save other five based on my interests. If I am more affiliated to the falling person, according to egoism I would let five to perish and save the one I have interest in. In case my interest is more to the five people I would work to save them making the falling person to die. In the case where am to suffocate my screaming my screaming baby to save myself and other eight hiding with me would be a better option considering egoism theory. This is due to individual interest of living taking more priority than that of the baby hence saving other eight people. Faced with scenario of sacrificing failing to give drug to a terminally ill patient knowing that he will die but his organs could be used to save other three patient considering egoism theory would mean to fall the self interest in this scenario. Saving three persons to the expense of sacrificing one terminally ill patient means that my interest for example if patient is my relative. On the other hand if I have more interest to a more terminally ill patient I would not fail to give drug making other three to die according to egoism theory of maximizing of interests. Conventional morality can be described as a morality of established local practice or a part of morality that directs people day to day life. â€Å"Conventional morality defines responsibilities, gives direction to action, helps to organize social life. It establishes expectations and thereby give guidance for personal development† (DeMarco 1994 pp. 24). This means that it is a fixed pattern of individual or a professional governing a particular role, giving boundaries of action, dependencies as well as patterns of authority. That is society or individuals have moral responsibility based on conventions and violations of conventions mean individual actions are immoral. In the three scenarios presented in case study in this context conventional morality theory would looking at different laid down standard in trying to save different dilemmas. Incase of saving a five from drowning to the expense of saving the one falling and vise versa would depend on morals raid down. If my society moral dictates that saving many would be the most moral, according to conventional morality I would strive to save the five and let the falling person to die even if it is my relative since these are set convention and must be followed. In case it is refusing to give terminally ill patient drug making his to die and use his organ to save the three will depend on convention set by the hospital and act according to them. Suffocating my baby so that I can save myself and other eight persons from attacks of an enemy would depend on set societal convention which may favor suffocating my baby or letting all to die all together. For example if conventions dictates that I should strive to save many, suffocating of my baby may be an option and this would be morally upright according to conventional theory of morality. Moral dilemmas have presented various arguments making some of philosophers to argue that â€Å"†¦doing the right is whatever produce the greatest balance over evil†¦This view has been called ‘utilitarianism’ or ‘consequentialism. ’ ‘Utilitarianism’ tends to be associated with the view that ‘good’ means a balance of pleasure over pain†¦or perhaps some more sophisticated ‘happiness’†¦Ã¢â‚¬  (Hallquist, 2008 para. 5). According to Hallquist (2008), when applying utilitarianism theory of morality to moral dilemma where you have an option of killing one person to save many, an individual is requires to kill one and save many. This situation presents a greater evil or prevents a greater evil according to Utilitarianism theory of morality. There have been options when you can consider killing many and save one for example if killing the five would prevent a deadly riot would allow for saving one person instead. According to utilitarianism, killing someone harvest organ to save the five individuals would be a better evil. This means that the case presented in the case study in the context of this paper about refusing to give drug to terminally ill patient letting him to die and using his organ to heal other persons would be a better choice according to utilitarianism. Letting the falling person to die and save and saving five droning persons would be the better evil instead of saving one and letting five to die. Suffocating a my screaming baby according to utilitarianism theory of morality would be a better evil than letting myself and eight people accompanying me to die. Theory of duty ethics also called deontological morality theory view morality through probing the nature of actions and will of agents instead of results achieved i. e. looking at input instead of the outcomes. Incase of killing one person to save many for example a situation where the doctor would sacrifice life of one person and use his organ to save five, duty of ethics opposes this. â€Å"†¦the agent should not kill the one person because if he does that he will produce worse state of affairs, as seen from his position. That he should not kill is the result that deontologist endorse as well† (Kamm 1993 pp. 5). According to duty ethic correctness of an accomplishment is not simply reliant on exploiting the good, if that accomplishment goes in opposition to what is consider moral. This means that the scenarios where am require not to give drug and to let terminally ill person to die and save three from his organ would be immoral from duty ethics. This is because by refusing to give drug is immoral no matter the good it can contribute of saving three persons. Letting the falling from the boat to save the five persons from drowning is immoral according to duty of ethics. On the issue of suffocating my baby it may be immoral to do that because in the first place is illegal to do that hence letting the worst to strike. Virtue of ethics emphasizes that; morality should be guided by character rather than established rules or procedures. This theory is greatly dependent on wisdom to direct an individual to do what he/she feel is moral. Virtue of ethics encompasses trait like honesty and generosity in performance of a moral duty. In the case of moral dilemma of killing on person to save many will be judged from what the person in this situation feel is morally upright. Moral principles The above analysis of the moral theory do not give define solution and are inadequate when giving solution to various situations for example moral dilemma episodes. Seven moral principles give an alternative in trying to get solution on moral decision. Moral principles define the right and wrong accepted an individual or a society to a certain situation or are universal rules that guide an individuals or a society on what to do. That is, they are standard for good behavior in the society. Moral decision making process is the process in which an individual tries to implement a balance of the seven moral principles in a given situation. The seven moral principles are; Respect, Non-Malevolence, Benevolence, Integrity, Justice, Utility and Double Effect. The lists of moral principle incorporate many cultures to serve purpose of morality. According to the principles of morality a moral action should be guide by the application of the most appropriate principle(s). Principle of respect calls for treating everybody with respect together with application of dignity and importance of a person(s) not matter the diversity. Non-malevolence principle calls for avoiding harming people or even causing pain to them. Benevolence principle tries to promote well-being of others. That is it emphasize on responding in the needs of other. This should be consistent to promoting spiritual and cultural belief and values. Principle of integrity advocates for maintaining personal standards for example in the professional environment. In application to the episode of killing one to save many, moral principle provides with a range choice in coming with appropriate action. Conclusion Application of moral theory and moral principles should be directed by the intention of being morally upright in the social operation. There intention is to guide person and society at large to have a common way of handling their affairs for common good. Moral theories and principles are motivated greatly by the social need toward an upright society. Social life presents different circumstances in life and hence many moral theories and principle geared toward giving moral solution to different social circumstances.

Child Soldiers and Poverty

Child Soldiers and Poverty Child Soldiers in Africa What accounts for the phenomenon of child soldiers in Africa? The primary cause contributing to the recruitment of child soldiers in Africa is poverty. While other factors such as ‘war’ itself, proliferation of small arms, lack of education, displacement all inevitably lead to child soldier recruitment, it is however poverty at the root of these circumstances. Therefore this essay shall argue this case by examining how Africa has come to have such high levels of poverty and by showing the association between other factors and that of poverty. To establish what is meant by the term ‘child soldier’ it must first be defined and a brief description offered that explains the recruitment practices used. This in turn allows the reader to better comprehend the devastating outcomes when underlying causes such as extreme poverty are not addressed. Subsequently this essay examines the factors that account for the phenomenon of child soldiers in Africa and through this examination of causal factors it will become apparent that pov erty is a recurring theme. Once it has been established that poverty is indeed the major cause of child soldier recruitment attention is then given to what is being done to stop it. Finally consideration must be given to the problems that arise when addressing the issues of disarmament, demobilisation and reintegration of the child soldier back into the community, to avoid a replication of the whole cycle. This focus on stopping child soldier recruitment and difficulties faced after hostilities cease, demonstrate an attempt to eradicate the practice at the causal level and show a commitment to assisting children who have already endured and survived this reprehensible process. A Definition of the ‘Child Soldier’ According to UNICEF: A child soldier is defined as any child boy or girl under 18 years of age, who is part of any kind of regular or irregular armed force or armed group in any capacity, including, but not limited to: cooks, porters, messengers, and anyone accompanying such groups other than family members. It includes girls and boys recruited for sexual purposes and/or forced marriage. The definition, therefore, does not only refer to a child who is carrying, or has carried weapons (Cape Town Principals, 1997). Recruitment Children are commonly taken from their homes, their schools, orphanages and refugee camps for displaced persons, directly to military camps for training. Many children are abducted by force while military offences are taking place on a child’s village. In contrast others actually volunteer and join the army (both government and rebel) to receive perceived benefits such as protection, food, opportunities to loot and a sense of power with a gun in their hands. The training commences very shortly after the children are abducted and its main focus is to quickly prepare the children to fight a war. Intense psychological pressure is placed on them whereby the links of the children with society are broken and a programming process is commenced to think of war and only war. This in turn is aimed at dehumanising the children and turning them into killing machines. The discipline is extremely hard and if a child is caught trying to escape often the penalty would be death and more than likely this would be carried out by another child soldier as a deterrent to others. It is also not uncommon to order these children to kill their own relatives, neighbors and to attack and steal from their own villages. This is a deliberate ploy by armed groups to destroy any chance of the child being accepted back into their village (Honwana, 2002). The Primary Cause The Children within African countries are generally at a higher risk of poverty, disease, malnutrition, becoming an orphan and have a higher mortality rate than seen in western developed nations. In addition sexual and labor exploitation (slave labor and armed conflict) has increased in the last twenty to thirty years. Africa is experiencing this state of affairs due to the poor state of socio-economic development in Africa and the nature of the development policies that have given rise to it. This terrible situation these children find themselves in is largely due to the failure of both state governments and markets. The developed world needs to redefine poverty reduction strategies urgently to address this situation and this may include more discriminatory aid allocation that includes debt relief, in agreement with the individual governments commitments to reducing poverty. The poverty we refer to above is predominantly of a rural nature as many of Africa’s poorest live in rural areas and thus depend on subsistence farming to provide food and income. Sub-Saharan Africa has the greater amount rural poor who are living in abject poverty and this includes the rural poor people of Eastern and Southern Africa, a region that has one of the world’s highest number of poor people. Rural poverty in many areas of Africa such as the Sub-Saharan region has its roots in the colonial system and the policy and institutional restraints that it imposed on poor people. Recent developments that affected the poor in Africa can also be attributed to the cold war between the east and west. The competition between the two sides resulted in many countries throughout Africa taking sides and either following a socialist model of development or a neo liberalism approach. After the collapse of the Soviet Union and the fact that many born in recent generations within Africa have been exposed to the later model, many saw their future based within the context of a ‘free market’ system. This system while showing encouraging signs initially started to show cracks into the 1990’s as it became apparent that an ever widening gap was developing between the south and the north. Many countries now found themselves in more debt from borrowed funds that could not be repaid than they were a decade earlier. In short the policy had basically managed to increase the wealth of developed countries, particularly multinational corporations (MNC’s) and the elitists within either African governments / rebel leaders. In contrast the poorest have received little due to a lack adequate social development policy (Baylis Smith, 1999). In recent decades, economic policies and institutional structures have been modified to close the income gap. Structural adjustments have also dismantled existing rural systems, but have not always built new ones. Furthermore in many transitional economies, the rural situation is now experiencing continuing stagnation, poor production, low incomes and the rising vulnerability of poor people. The reduced access to markets is a problem for many small businesses in Africa. The rural population is poorly structured and is often situated in remote locations that make it difficult for any assistance initiatives to reach. As a result more and more government policies and investments where they exist to address poverty reduction will most likely favor urban over rural areas. Given the above situation child labor is likely to keep increasing in Africa into the future  as the families or possibly just the children are dependant on the income they earn to simply subsist. In addition it has been found that if attempts are made to stop children working, it will only worsen the families or individuals situation unless new forms of income producing activities can be provided as an alternative. While this shift in income producing activities may help alleviate the situations where children are exploited and exposed to hazardous working conditions there still is concern that these children are not receiving an education. As the children are often not attending school they are in effect limiting their future chances of actually improving their situation and are more likely to continue a cycle of poverty through to the next generation (Ronald, Hope Sr. Kempe, 2005). Other Causes An obvious but often overlooked cause is simply ‘war’ itself – for without war there would be no need for child soldiers. Other causes consist of a proliferation of small arms since the end of the cold war, lack of education and displacement. These factors are likely to be present when a child is forcefully recruited by means of abduction which is a common occurrence in poor rural remote parts of Africa. Well known targets for this repulsive behavior are schools, walking home from school, refugee camps and from the home, often during the night. Others motivations that may lead to a child ‘voluntarily’ choosing to become a child soldier often stem from a view that the armed force will provide various opportunities not available at home. Additionally they are seen as providing a sense of adventure, survival in the case of an orphan, revenge against killed family members and escape from an either oppressive or abusive home (Cahn, 2005). These ‘other’ causes do indeed contribute to a child decision to become a child soldier, especially if that recruitment has been forcibly undertaken. The ‘state’ is often virtually non existent due to corruption / conflict and thus not able to provide sensible economic policy that may encourage industry and development or any social safety nets. The result is there are simply insufficient jobs; the only organization is that of the army or rebel group and therefore child soldiers in Africa do not exist for ideological reasons, but rather reasons of survival and escape from abject poverty. The fact that war is one of the main causes of child soldier recruitment seems too obvious and it appears quite strange that many non government organisations, researchers and bodies such as the UN have failed to even recognise it as a major cause in their research / discussions as a trigger for child soldier recruitment This ignorance may account for why many of the current efforts such as the millennium development goals (MDG’s) are failing Africa. Moreover as war is such a massive force of destruction and normality in Africa that sadly many children grow up believing it is a part of everyday life. Just being aware of its presence in your backyard / town generates a continuous need where a child must look out for themself through violence. War will cause the collapse of society including, family structures, closure of schools and other places of learning and lead to high unemployment. All of which indirectly lead children to view involvement in military conflicts as the only choice available to them for survival. The circumstances of education have a very immense impact on young children and through childhood and education children are forming their morals, values and goals for later life. Access to education and the content that is actually taught in schools are of equal importance. The relevance of education to employment, the way in which children are treated in their schools, or the way the school operates as a recruiting place are also important when studying the relationship between education and the recruitment of child soldiers. Likewise, the lack of education is a perilous trap because children will find armed violence as the only possible solution to their unappeasable boredom. Whilst studying the significance of education, the link between education and employment is also very important. In many of Africa’s unstable countries, this connection is very fragile and as a result children often find themselves thrown into a world of poverty and unemployment where education has no value. A consistent cycle of poverty leads to one course for its children that appears to offer economic protection and that course is that of armed involvement. As poverty increases in third-world countries the connection between education and employment is rapidly eroding and tragically a child coming to the conclusion that education is not very important in their lives. Singer (2001, p. 45) attributes the expansion of child soldiers to the proliferation of light weapons. â€Å"Rarely mentioned in analyses of world threats, which typically focus on the most complex and expensive systems, light weapons (rifles, grenades, light machine guns, land mines, and other â€Å"child-portable† systems) are the weapons most often used in contemporary warfare and produce 80 to 90 percent of all the casualties. Technological and efficiency advances in these weapons permit the transformation of children into lethal fighters†. After the Cold War there were enormous amounts of small arms in surplus throughout the world. Until recently, the weight and technicality of small arms precluded the employment of children in front-line positions. The proliferation of simple, light arms such as the M16 and AK-47 assault rifles has meant that they are now easily handled and carried by the child. This is due in part to lighter weight, less moving parts, which allows for easy stripping and reassembly even for a child under the age of 10 (Faulkner, 2001). A final contributing factor discussed in this essay is that of ‘displacement’. Children that are separated from a family due to a variety of different reasons will not have any reference for guidance, support or education. These children’s displacement may be the result of past wars that have created a generation of orphans as well as other children that are dislocated. Often these times is when children may identify with an armed group and possibly even volunteer their services to an armed group. However many children most likely initially move to either live on the streets in urban areas or possibly be able to access an orphanage for protection and shelter, although many will end up in refugee camps for displaced peoples. It is from these places of ‘safety’ that these special risk groups are often forcibly recruited and as they are especially vulnerable and feel defenseless they will usually come to acceptance of promises that a powerful armed group will also provide them with protection, shelter, food, and other basics of survival (Save the Children Federation, 2001). International Law Children’s Rights The international community has implemented laws that ban the recruitment and use of child soldiers in conflict. This legal and policy network is comprised of numerous laws developed by many international institutions and have been ratified by many governments. The following lists some organizations that have established many of the laws we see today that prohibit the use of child soldiers in conflict and also some of the major conventions (Hughes, 2000). The League of Nations (1924 Declaration for the Rights of the Child). The UN Security Council – numerous resolutions. The International Labor Organisation – Child labour conventions. The Geneva Conventions were adopted in 1949. The Optional Protocol to the Convention on the Rights of the Child – 2002. Although some of these laws may be imperfect, legal protections now exist and are increasing to protect children from being drawn into military service. Where governments such as seen in Africa are not democracies and therefore may not be accountable to their citizens, non-governmental organisations (NGOs) and International institutions represent the best possible sources of change because they function outside of the state bureaucracy. In some of Africa’s states that are experiencing conflict they may be either unable / unwilling, to protect children’s rights. NGOs have shown success in drawing attention to the problems facing children and in affording services and resources to help them. The Convention on the Rights of the Child (CRC) has also been fervently promoted by NGOs which has resulted in many countries ratifying the convention (Cahn, 2005). While conventions and laws are importantly necessary to address child soldier recruitment defiance of them needs to be correctly scrutinised, reported and the perpetrators held accountable before tribunals or other bodies such as the Statute of the International Criminal Court. Disarmament, Demobilisation and Reintegration The ‘gun’ gave a sense of power that was not there prior to becoming a child soldier and was most likely used against a child’s own community. This raises two issues, firstly how do these children lose this sense of power and secondly how do the children reintegrate into communities they may very well have alienated? One thing that is obvious it that the process will be long and difficult in many cases and will require feasible and special programs to achieve rehabilitation and reintegration (Zack-Williams, 2001). When children can be induced into formal disarmament, demobilisation and reintegration programmes, there are many factors to address. Firstly the number of soldiers reporting for disarmament and demobilisation need to be counted, their weapons surrendered and consideration given to what communities or other destinations they choose to relocate to. The ideology of violence needs to be addressed by imposing alternative values and non-violent means of confl ict resolution. The following points Malan (2000) demonstrates what needs may need addressing when child soldiers are being demobilised: †¢ Nutrition †¢ Medical treatment (including STD’s and drug abuse) †¢ Respect and self-esteem †¢ Human dignity and confidentiality †¢ Consultation and participation in determining their fates †¢ Reintegration packages and benefits †¢ Community sensitisation in advance of family reintegration †¢ Amnesty from prosecution, protection from retribution for acts committed †¢ Protection from repeat recruitment †¢ Mental ‘disarmament’; †¢ Education, peace education and vocational training †¢ Employment creation. Given the number of needs as shown above there would obviously need to be a huge commitment on the part of all parties involved (not just the NGO’s) to have any hope of achieving a beneficial outcome. Furthermore when considering the above needs it does highlight how much damage child soldier’s recruitment can do to the child. This awareness should encourage further urgent work by all concerned to address the causative factors such as abject poverty which is at the root of the whole child soldier process. Conclusion The entire child soldier phenomenon is a poignant process where children are being deprived of their childhood, denied an education and blocked from actively participating in their chosen culture. As a matter of urgency the underlying abject poverty that is a catalyst for children’s involvement in conflict and war, must be addressed by good governance, social policy and targeted aid / assistance by NGO’s and international bodies such as the UN. Priorities to assist in achieving a reduction in poverty in countries where hostilities have ceased should include the following. Improvements that allow ‘secure’ private sector activity, strengthening the public sector / quality of governance, increasing investment in infrastructure, the creation of service delivery in human development and the creation of a social safety net. Furthermore increased work must be done to not only create laws that prohibit the use of child soldiers in Africa, but to actively prosecute those responsible and apply appropriate penalties as a deterrent to others. Given the large number of needs shown to rehabilitate child soldiers and the subsequent investment in time and money; a serious commitment will have to made by those involved to provide the best chance for the child to attain some ‘normality’ of life and to not see the child return to armed conflict. Reference List Baylis, J Smith, S 1999, The Globalization of World politics – An Introduction to International Relations, Oxford University Press, New York. Cahn, N 2005, ‘Poor Children: Child â€Å"Witches† and Child Soldiers in Sub-Saharan Africa’, Public Law and Legal Theory Paper No. 177, The George Washington University law School. Faulkner, F 2001, Kindergarten killers: morality, murder and the child soldier problem, Third World Quarterly, vol. 22, no. 4, pp. 491–504. Honwana, A 2002, Negotiating Post-war Identities: Child Soldiers in Mozambique and Angola, in Bond, G and Gibson, N (ed) 2002. Contested Terrains and Constructed Categories. Colorado: Westview Press, p. 3. Hope Sr. K.R 2005, Child survival, poverty, and labor in Africa, Journal of Children and Poverty, vol.11, no. 1, pp. 19 — 42. Hughes, L 2000, Can International Law Protect Child Soldiers?, Peace Review, vol.12, no. 3, pp. 399 — 405. Malan, M 2000, ‘Disarming and demobilising child soldiers: The underlying challenges’, African Security Review, vol. 9, no. 5/6. Save the Children Federation 2001, Child Soldiers Care Protection of Children in Emergencies, Save the Children Federation, accessed 20 May 2008, Singer PW, 2001, ‘Caution: Children at War’, Parameters, vol.31, no. 4, winter 2001/2002, p. 40. UNICEF 1997, Cape Town principles and best Practices, UNICEF, accessed 23 May 2008, . Zack-Williams, AB, 2001 Child soldiers in the civil war in Sierra Leone, Review of African Political Economy, vol. 28, no. 87, pp. 73 — 82.

Biography of Katherine Johnson

Biography of Katherine Johnson This autobiography is focused on Katherine Johnson, the human computer and mathematician. Her triumphs were a part of the civil rights movement, as she was one of the few federally employed African Americans specifically by NASA. While continuously fighting for the betterment of her education and career, she was successful in helping put the first man into space. In fact, it was John Glenn himself who requrested Mr. Johnsons confirmation of the BMIs calculations before boarding Friendship 7. She was a necessity in the launch and landing of Americas first space shuttle, providing to millions of Americans that a black person was just as capable as any. She was also the first black women integrated into West Virginia Universitys college. Her contributions to our country rewarded her the Presidential Medal of Freedom in 2015. Katherine Johnson was born in our very own home state on August twenty-sixth in the early fall of nineteen eighteen. She was born and raised in White Sulphur Springs, Greenbrier County, West Virginia. Her mother and father were Joshua and Joylette Coleman. She wa the youngest of four siblings, and both of her parents worked; her mother was a teacher and her father worked at the Greenbrier Hotel. They both loved Katherine dearly and wanted to further her education once they realized the great potential that she had. Many African Americans her age did not go past the eighth grade. Quickly, her parents enrolled all four of their children into high school on the campus of West Virginia State College. Traveling back and forth one hundred and fifty miles to White Sulphur Springs and Institute gave Katherine the opportunity to dream big just at the age of ten. Once Katherine graduated high school, she applied and was accepted into West Virginia State College which may also be known as West Virginia State University today. During her childhood she loved numbers, growing up she loved numbers, and as she aged she grew into a mathematician. While attending college, Katherine took advantage of every opportunity given to her. Many of Katherines professors recognized her determination as she took every math course available. A woman named W.W. Schiefflin Claytor even went to lengths to create her new math courses. At the age of eighteen, Katherine graduated college and accepted a teaching position at an African American public school in Virginia. Shortly after graduation, she met her first husband, James Goble, and married him in year of nineteen thirty-nine. Being the first African American in history to desegregate West Virginia University, Katherine enrolled into the graduate program. After one session, she decided to quit and start a family. Luckily at a family gathering, thirteen years later in nineteen fifty-two, a relative mentioned that the National Advisory Committee for Aeronautics was hiring mathematicians. The next year, she was offered a job which she accepted and became a part of NASA. Until nineteen fifty-eight, Katherine worked as a computer analyzing topics such as gust alleviation for aircraft. She was then assigned to help the male flight research team temporarily. Blowing away her bosses and colleagues with analytic geometry proved her position there, so she stayed. Taking on racial and gender discrimination was hard for Katherine; however, she persevered by ignoring them and sticking to her work. Throughout her career, she worked as an aerospace technologist, and was promoted to the Spacecraft Control Branch. She contributed and took place in major historical events and accomplishments for America such as John Glenns orbit around Earth, the Mercury mission, and putting the first man into space! She was expected to calculated trajectories, launch windows, and to plot navigational plots for astronauts in case of electronic failures. John Glenn specifically asked officials to have Katherine verify the calculations made by the computer, stating that he refused to fly otherwise. Her work ensured Alan Shepards Freedom 7 Mercury capsule would be found after it had landed. Her trajectories were required for the nineteen sixty-nine Apollo 11 flight to the moon. She helped creating a one-star observation system that would allow astronauts to determine their location with accuracy; After all, her concern was getting them (astronauts) back. Since there, she has worked on the Space Shuttl e program, the Earth Resources Satellite, and on plans for a mission to Mars. West Virginia University presented her with a Presidential Honorary Doctorate of Humane Letters for attaining national and international preeminence in the field of astrophysics and providing distinguished leadership and service in her field while the former President of the United States awarded her the Presidential Medal of Freedom.

Argument Against a National Identification System Essay -- ID Identifi

Argument Against a National Identification System The concept of a national ID card has been debated in the United States for over three decades. In the past, the opposition as well as its allies has been strong. As a result of the September 11th terrorist attacks there has been new interest in the concept of national ID cards. While this idea is not all a new, it is closer to becoming more of a reality than ever, gaining the approval by the key members of congress. Currently the Bush Administration objects this renewed idea, however due to the intense emotion from the recent terrorist attacks the nation is closer to the idea than ever before. The idea of a national identity (ID) card seems simple enough. Take the photographic and alpha-numerical information on our birth certificates, Social Security cards, driver s licenses, and voter registration card; add a bar code, fingerprint, microchip, or other biometric identifier; and display all that information on a neat plastic card no bigger than a credit card. But beneath this smooth surface hides a complex issues and perhaps the greatest threat to personal freedom Americans have ever confronted. A national ID system will Require Americans to obtain federal government authorization to travel, work, rent or buy housing, obtain medical care, use financial services, and make many purchases.   Ã‚  Ã‚  Ã‚  Ã‚  This federal authorization could be denied for many reasons, including database errors, a suspicious transaction profile, being a deadbeat parent, failure to pay taxes or fines, and any other social control measures Congress wishes to hang on the system.   Ã‚  Ã‚  Ã‚     The system will almost certainly create an outlaw class--as large as 10 to 20% of the population--cut off from "normal" life in America. This outlaw class will sustain the underground economy for the use of future terrorists (and ordinary criminals). (Dority Barbara, p10)   Ã‚  Ã‚  Ã‚  Ã‚  The general questions about national ID cards and concepts involved in the debates, found on the Privacy International website at www.privacy.org/pi/activities/idcard/idcard_faq.html. Can be summarized as below: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Who uses ID cards now? About a hundred countries currently utilize official, compulsory, national IDs for various purposes. These include Belgium, France, Germany, Greece, and Spain. Among the developed countries that don't have such a card are Australia, Canad... ... promote new forms of discrimination and harassment of anyone who looks or sounds "foreign." Failure to carry a national I.D. card would likely come to be viewed as a reason for search, detention or arrest of minorities. The disgrace and humiliation of constantly having to prove that they are Americans or legal immigrants would ponder heavily on such groups.   Ã‚  Ã‚  Ã‚  Ã‚   There I strongly believe that national ID system is not the solution for the problems we are facing today. We have seen before that technological solutions involve risks that should be identified and understood in advance of its use to the greatest extent possible. These risks should be discussed and understood in detail before any decisions regarding its adoption is any form should be made. Work Cited   Ã‚  Ã‚  Ã‚  Ã‚  Dority, Barbara. ?Halt and show your paper!? Humanist. 1 March.2002, Vol.62 Issue 2   Ã‚  Ã‚  Ã‚  Ã‚  Mohl, Jeff. ?How public is personal information?? Communications & Mass Media Complete, 1 September 2003, Vol. 91, Issue 7   Ã‚  Ã‚  Ã‚  Ã‚  Safire, William. ?The Threat of National ID.? Kirszner and Mandell 586-88.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.aclu.org   Ã‚  Ã‚  Ã‚  Ã‚  Privacy International www.privacy.org/pi/activities/idcard/idcard_faq.html.

Jazz :: essays research papers fc

Jazz has been an influence in many artist's work, from painting to other forms of music. Jazz is an American music form that was developed from African-American work songs. The white man began to imitate them in the 1920's and the music form caught on and became very popular. Two artists that were influenced by jazz were Jean-Michel Basquiat and Stuart Davis. The influence is quite evident in many of their works, such as Horn Players, by Basquiat, and Swing Landscape, by Davis.Stuart Davis was born in Philadelphia in 1894. He grew up in an artistic environment, his father was art director of a Philadelphia newspaper, who had employed Luks, Glackens, and other members of the Eight. He studied with Robert Henri from 1910 to 1913, made covers and drawings for the social realist periodical The Masses, which was associated with the Ash-can School, and exhibited watercolors in the Armory Show, which made an overwhelming impact on him. After a visit to Paris in 1928 he introduced a new note into U.S. cubism, basing himself on its synthetic rather than its analytical phase. Using natural forms, particularly forms suggesting the characteristic environment of American life, he rearranged them into flat poster-like patterns with precise outlines and sharply contrasting colors.He later went on to pure abstract patterns, into which he often introduced lettering, suggestions of advertisements, and posters. The zest and dynamism of such works as Swing Landscape reflect his interest in jazz, which Davis considered to be the counterpart to abstract art. Davis is often considered to be the outstanding American artist to work in a cubism idiom. He made witty and original use of it and created a distinctive American style, for however abstract his works became he always claimed that every image he used had its source in observed reality. Davis once said " I paint what I see in America, in other words I paint the American scene."Stuart Davis' works of the late 1930's celebrate the urban and technological environment and are quite complex and frequently recall Legers's brightly coloured geometric forms. Early works depict saloons and ragtime musicians. Titles and images of his works in the 30's reflect syncopation and unusual rhythm of jazz, particularly swing . Jean-Michel Basquiat was born in 1960, four years before Stuart Davis' death. At an early age Basquiat showed an interest and love for drawing. His mother often took him to The Brooklyn Museum, The Museum of Modern Art, and The Metropolitan Museum of Art.