Religious diveristy Research Paper Example | Topics and Well Written Essays - 750 words

Religious diveristy - Research Paper Example Moreover, the author will be supporting the stand for religious diversity in the country on the basis of respect for individual rights, knowledge of good and evil and the treatment of diverse choices like commodities (Wuthnow 76). According to Wuthnow (Wuthnow & Myers), America claims to have been built on Christianity when in fact religion already existed even before Christopher Columbus discovered the land. This has caused the problem we have today because of the information instilled in the American minds that the country progressed economically, technologically as well as other aspects where the nation succeeded, because of Christianity. These days, the modern American now assumes the right to insist on his/her belief in the Christian God and disregards the other religions as exemplified by the then presidential candidate George Bush who was reported to have claimed that only Christians have a place in heaven to which his own mother did not agree with (Wuthnow & Myers). This reck less comment gained Bush a number of enemies at least when it comes to religious discussions with the Muslims, Jews, Hindus and other religions. Just this example may probably suffice to represent the tension experienced in America because of individual religious convictions. Being a political leader, the aforementioned statement of Bush has been unwittingly uttered because knowing the laws, he should have borne in mind the spirit of democracy which is freedom and in this freedom is included the respect for individual rights to religion (Balmer). It is unwise for an individual, not to mention a political leader to try to coerce somebody to conversion by scaring them about heaven or hell. People have individual rights and they have the right to choose so that proselytizing would not be a good means of sharing one’s faith but as one preacher once said, faith is not a matter to argue upon but is a gift to be shared. If an individual thinks his religion is the right one, then he should share the reasons why he has such convictions. If his reasons are acceptable enough for his prospect, then that person will have all the right to have the freedom to choose or to reject the religion even if he is fully convinced of a person’s convictions and arguments. The second argument to be discussed is the belief that people have the ability to distinguish good from evil on the basis of their common experience as human beings, regardless of race, ethnicity, nationality or religion (Wuthnow 76). This is in relation to the right to religion, leaving the person to choose the beliefs he wants to embrace, trusting that they are able to make wise choices. Salvation is a choice and should not be insisted. It can be encouraged but not forced nor become a threat to an individual, like he does not have the capacity to decide for himself. The third argument is that diverse choices are like commodities (Wuthnow 76), where when there are more choices, a person can have a choic e that would really fit his/her needs and satisfy individual expectations. For instance, where there is a wider selection of clothes there is the greater possibility that the one that best suits a customer can be found. Correspondingly, diversity in religion will allow a person to choose

Ways to improve the value of employees work contribution Essay

Ways to improve the value of employees work contribution - Essay Example The firm that is analyzed in the paper is the Upper Room Soup Kitchen as one of the long serving soup kitchens in Prince Edward Island in Canada serving to the need of the needy and hungry people in the area. During a two weeks voluntary work in the soup kitchen, as a management student I realized that the value the employees added to operations of the business and towards meeting the goals of the Soup Kitchen in serving the needs of the hungry in Prince Edward Island were constrained. This is despite the fact that most of the employees in the Soup kitchen were volunteers even though there was other long term paid employees. Notably, the food donation system was in disarray with the records of food donations received not properly managed. In addition, though there were quite a considerable amount of food donations received in a week, at times the soup kitchen would record shortages in key foods required, while have excesses of some other. Some of these foods that were not usually use d stayed in the storage for too long and when they went bad, they would be discarded. This brought a point that indeed not only were employees’ contribution for effective running up of the place low, but also was the food donation and recording system lacking. After learning about SSM method which is a means through which problems can be holistically resolved, the researcher thought of Upper Room Soup Kitchen’s problems and decided to develop solutions based on this SSM model that would help the manager of the soup kitchen ensure smoother running. The expressed problem situation With the above problem situation, phone interviews were conducted with five soup kitchen employees from various departments and the manger of the soup kitchen to get a grasp on the problem. The Upper Room soup Kitchen whose goal is to meet some food needs of the hungry people in Prince Edward Island through provision of low fat high nutrition healthy meals to this population is faced not only w ith low employee contribution in meeting its goals but also inefficiencies in the management of its food donation system. Markos and Sridevi (2010:91) indeed asserts that for value of employee contribution in an organization to be improved, the employees’ activities and goals need be aligned the organizations goals. Though the employees in the soup kitchen perform their daily duties well, a sense of laxity in the organization has made inefficient several systems that are core to the organization meeting its goals. For instance, the employees in charge of communicating the food needs of the organization to various stakeholders in order to align the food needs of the soup kitchen to those that are received have experienced some problems in that some of

The Value of a Human Life Essay Example for Free

The Value of a Human Life Essay We look at the words of one of the framers of our constitution, and we apply it to the concept of assisted suicide. This subject was one of the hottest issues of the late 20th century, but why was this issue so crucial? Why did it seem to have law writers and judges fumbling to grab for their red tape? There seems to be a more deep seated opinion on why the land that gives us the right to freedom of speech, expression, natural, and civil rights, can restrict the one right we should inherently have. The question I pose for you today isn’t to look at the morality of suicide, but rather look, and ask yourself, why don’t we have the right to die? This paper will be broken down into two sections, one will be the law, precedent, acts, etc. and the other will be the philosophy governing our actions as a collective body and why the ideals that the sound percentage of this united states are unrepresented. The Law There are many cases of assisted suicide, and legislation overseeing it, but the few examples I will give will show the stance that America has taken on the subject of assisted suicide. Jack Kevorkian was the front runner for euthanasia, advocate for a pro-choice death, and leader of one of the most controversial hot button issues of the late 1980s to 1990s. He fought for the legalization of assisted suicide in terminal patients and was known for saying â€Å"dying is not a crime†. He’s an important figure in this movement because he couldn’t be convicted until he was aired on 60 minutes as personally injecting the patient with the drug, instead of having them commit the suicide themselves. The importance of this distinction is that when Jack himself did not inject the patient, he was not found accountable, showing the importance of the word â€Å"assisted† in assisted suicide. [2] Secondly, the Terry Schiavo case was another landmark case pertaining to the death of a terminal patient. Theresa Marie Schindler (Terri) had entered a vegetative state and was comatose and on life support. Her husband had the power to order her feeding tubes removed, ultimately sentencing her to death, however, many people intervened and wouldn’t let her pass away, rather they kept her on feeding tubes for 15 years until she finally was taken off life support and passed 13 days after. During her life, the very controversial â€Å"Terri’s Law† was written up and gave the power to Florida’s Governor to put Terri back on life support. An interesting point in this legislation is that President George W. Bush flew to Washington just to sign this bill into action. â€Å"It should be noticed that this is the same George W. Bush who, as Governor of Texas, signed into state law the power of hospitals to remove a patient (in identical situations as Terris) from life support a critical factor being the familys ability to pay the hospital bills even if such removal was against the familys objections. †[3] This brings a completely different angle into the element of a patient’s death. From the parameters of this case it proves that the government will not intervene into the death of one of its constituents, unless of course that person is not financially able to keep living. I’ll explain this further, in the second section. Another fact to outline our government’s stand on suicide is the Washington v. Glucksberg case. In this case the Supreme Court agreed unanimously that the Due Process Clause of the Constitution did not protect the right to assistance in committing suicide. There was a previous case, Moore v.  East Cleveland, which decided that liberty interests cannot be protected if they aren’t deeply rooted in the nation’s history. Rehnquist wrote that it â€Å"furthered various compelling state interests, such as the preservation of human life and protecting the mentally ill and disabled from medical malpractice†. The Court also thought that protecting physician assisted suicide would create a â€Å"slippery slope† towards involuntary euthanasia. [4] Some things that must be discussed in this regard are as follows. The Due Process Clause protects the right to choice over abortion, which can be compared semi-closely in this case. 5] Why should those who are unborn have no say over their own demise, but yet someone who is suffering and wants to die with dignity cannot have the blessing and assistance of their physician? Furthermore, the slippery slope argument is not a logically proven one, it’s simply using something with shock effect and making it seem less distant than it really is, putting fear in those who notice nothing wrong with the argument. R. G. Frey, DPhil says it best in his book titled â€Å"The Fear of a Slippery Slope,† Euthanasia and Physician Assisted Suicide: For and Against. Especially with regard to taking life, slippery slope arguments have long been a feature of the ethical landscape, used to question the moral permissibility of all kinds of acts The situation is not unlike that of a doomsday cult that predicts time and again the end of the world, only for fol lowers to discover the next day that things are pretty much as they were We need the evidence that shows that horrible slope consequences are likely to occur. The mere possibility that such consequences might occur, as noted earlier, does not constitute such evidence. [6] There’s no other way it can be put, the use of a slippery slope has no bearing on the actual case in front of the judges and should have never been allowed as reasoning for striking down the act. Another commonly cited document in this case is the Hippocratic Oath, the rule of law for doctors and alike as well as a document swearing in medical practitioners into the field. The cited phrase that those opposed to assisted suicide use is â€Å"I will prescribe regimens for the good of my patients according to my ability and my judgment and never do harm to anyone†. It seems that people are being too narrow-minded about the term, â€Å"harm†. As Philip Nitschke, Founder of Exit International, a pro-euthanasia group says, â€Å"The much-quoted reference to do no harm is also in need of explanation. Does not doing harm mean that we should prolong a life that the patient sees as a painful burden? Surely, the harm in this instance is done when we prolong the life, and doing no harm means that we should help the patient die. Killing the patienttechnically, yes. Is it a good thingsometimes, yes. Is it consistent with good medical end-of-life care: absolutely yes. [8] Another interesting quote in the Hippocratic Oath is the phrase, â€Å"I will not give a lethal drug to anyone if I am asked, nor will I advise such a plan; and similarly I will not give a woman a pessary to cause an abortion. †[9] This shows some contradictions in the Oath that the opposition has held so dear. The abortion line has since been removed, as well as the statement about a lethal drug, but in the updated version it also has no statement about â€Å"never do[ing] harm†. Some anti-euthanasia persons use an outdated version of the oath to make their points, but have neglected that there are also other statements in that old version that are no longer applicable to this day and age. [10] The last and final bit of information is the Death with Dignity Act, established in Oregon and Washington. It has been voted in by the citizens of each individual state by majority, challenged by the state legislature and rejected by voters, and even challenged by the Bush Administration and upheld in the Supreme Court by Gonzales v.  Oregon. The act establishes safe and enforceable guidelines to go through before the patient takes the life-ending medication. The guidelines include and enforce a waiting period, must be reviewed by two physicians, the patient must be free of a impairing mental illness, must be witnessed by two people, one of which isn’t family, and the request is voluntary and can be backed out of at any time. [11]/[12] This is the act we need established in the entire United States; one that gives patients the right to die with dignity. The point of this research is to show the clearly biased views of the American government; next, I’ll be demonstrating examples and reasoning for why we should be allowed the freedom to choose. Philosophy First, it must be said that to purely discuss the task at hand we must remove all prejudice about religion and morality. Those things can be used in one’s own personal value that they put upon this subject, but in front of us is the law, and it must be known that all religious aspects must be removed from government. Now, what we’re facing is the legalization and promotion of assisted suicide. Suicide is a non-punishable crime, so to speak. It’s not that they can convict a corpse, but in the attempt of a suicide attempt one can be taken into a mental institution to be assessed and treated. The first question posed is how can a crime that can’t be punished be illegal? How can we outlaw something that no government, law, or individual can persecute another for? Back in the earlier years of this country suicide used to be treated with a common law, governing all forms of the same type of suicide. However, the common law must always be updated in this ever changing society. Back when the precedent was decided there was no need so assisted suicide because the people with the illnesses would simply pass away, but today where there’s life support and other means of keeping sick patients alive, now we must choose where to draw the line in that individual’s suffering. There are different tiers of being â€Å"alive†. The fact that someone is breathing doesn’t mean that they’re alive. One may say that their life is running, playing with family, writing books, or painting pictures. This life is taken away from them when they’re sentenced to a hospital bed with tubes keeping them alive and no way to interact with others. They don’t want to ever let themselves get to the point where their family has to see them like that, and it’s an honorable, selfless thing to do. Human beings have certain unenumerated rights, sometimes known as natural rights, those not to â€Å"be construed to deny or disparage others retained by the people†. Upon looking into the words of this phrase in the Ninth Amendment, we see that this amendment is plainly stating a sense of equality. If we apply this to the case of assisted suicide, the vast majority of Americans have the natural right that is life. If we were to break down the spirit of the word life, let it be seen that, as formerly stated, life has different acceptable meaning depending upon circumstances. The law cannot be taken at face value in this case and must be interpreted accordingly. Life, for one may mean freedom, and in this case the only freedom a terminally ill patient has is in death. The patient needs freedom, freedom from the constraints of suffering, freedom to move on to a better place than they are in now, whether that be a religious place, reincarnation, or a hole in the ground. As stated earlier there is a quandary in this argument when finance enters into play. We might ask ourselves why our government is so adamant on keeping us alive. Through legislation, passed by a man that became our president, it appears that a financially stable families can keep their loved ones alive even against the wishes of her husband who has the power of choice, while those not able to pay for life support must watch their loved one die as the feeding tube is removed against their will. The question of preservation of life is miniscule in this example. The real reasoning behind certain groups advocating for life is because of monetary gain, they force an individual who cannot communicate his wishes to continue living an unexamined life on his death bed, while the man who does have a say cannot choose his own path. This brings forward the one of the focal points of this paper; can and individual violate their own rights. The government is put in place to protect our individual rights and freedoms, and they use that title to protect our right to life by not letting us choose. Someone can violate the rights of another and be sent to jail in which their rights are revoked until their time is served, but are the consequences the same for one who attempts suicide? The answer is no, a human being may have the right to life, but that life cannot be violated by themselves. I can say this because of the inherent freedoms allowed by the Bill of Rights. In these, Americans are given freedoms to be their own person, to worship, and express themselves completely and fully within constraints of their own person. As long as the rights of other humans are not directly, or even indirectly, put at risk there is no fear of conviction. To explain further I must say that we cannot violate our own rights in the legal sense. If we are to take our own life, it is our right to, and one cannot be held accountable for their choices pertaining to themselves. This leads us to the discussion of positive and negative rights. Positive rights are those that permit or allow action, whereas negative rights are those who permit or allow inaction. For example, a person may want to be assisted in their suicide, and that should be their positive right to do so, but their physician, who may not morally agree with the procedure, has the negative right to refer the patient to a different doctor. This comes up most frequently in the case of abortion where the doctor may not want to go through with it for moral reasons, but the patient still has the right to have the procedure. This is important in the distinction because a person who does not agree with assisted suicide has the negative right not to have the procedure done on their death bed, and the fact that the wishes of other are not imposed on them is showing the freedom this country has not fully applied on both ends of the spectrum. They should have the right not to have the procedure done if they don’t want it, just as much as the person who wishes to have it should be allowed that right. Liberalist Thomas Szasz writes that, â€Å"If freedom is self-ownership—ownership over ones own life and body—then the right to end that life is the most basic of all. If others can force you to live, you do not own yourself and belong to them†. This is exactly what the framers of our constitution wanted us to believe in, self-ownership, freedom, and the pursuit of happiness. What better way to prove that the individual purely owns himself than to be able to make his own decisions up until and including death. Conclusion In conclusion, the proof if right in our own Constitution, and in the precedent set in past court cases and actions of the government. The right to a physician assisted suicide should be a part of our freedoms just as much as abortion, freedom of religion, and freedom of expression. The Bill of Rights sets up certain unwritten rules that everyone should have equal access to, and it should be stated that the right to life can intrinsically be attributed to death as well. There are already states with legislation in order, but it will take an act of government to make it federally acceptable. The arguments against suicide either come from the slippery slope argument or from an argument from morality. As we can see, the slippery slope argument has no proof or rational acceptance, unless more proof from trial comes forth, and since there are already states which have enacted legislation on the subject, and no problems have arisen, we can justify the disregard for such an argument. The argument from morality also holds no grounds because morality is different in each individual being, and we cannot make another mistake in our practice of government such as letting the thoughts of the many outweigh the few who have a constitutional equality. It is stated that we all have our own freedoms, which cannot be violated either by ourselves or by our government. The protections that are placed upon us are inalienable by any means, and it is contradictory to say that we’re violating our own rights and should be held accountable by anyone except for ourselves. To finish, I hope I have shown enough research, and voided enough counter arguments, to show that and rational being must be able to accept the proposition of assisted suicide from the view of legal equality and representation. I’ll end with two quotes that speak volumes to the desires of these terminally-ill people.

Importance Of Teacher Motivation Education Essay

Importance Of Teacher Motivation Education Essay A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002). Inspirational motivation Leaders behave in ways that motivate and inspire those around them by providing meaning and challenge to their followers work (Avolio and Bass, 2002). According to Bass (1998), team spirit is aroused and followers show much enthusiasm. The transformational school leader (Barnett and McCormick, 2003) builds and sustains interactive communications with the teachers. For instance, inspirational talks and acting in ways that encourage enthusiasm. Principals inspire teachers to see an attractive future, while communicating expectations and demonstrating a commitment to goals and the shared vision. Research (Eyal and Roth, 2010) also proved that transformational school leaders can stimulate their teachers efforts to be innovative and creative. According to Tracey and Hinkin (1998), such influence motivates followers to show integrity in the form of ethical and moral conduct. This includes values and beliefs which emphasise the schools mission and embracing high morality. Another point to be noted is that teachers want to be fairly treated. Any discriminatory actions (Wevers, 2000) against them are negatively perceived and these impact heavily on their motivation level. Awamleh and Gardiner (1999) believe that school leaders should avoid the misuse of power for personal gains. School leaders should be seen trustworthy and competent by followers (Cheemers, 2001). So, it is important to have ethical school leaders. Intellectual Stimulation Studies (Reynolds, 1976; Mortimore et al., 1988;, Stoll and Fink, 1996) of Effective schools showed that, principals, considered innovation to be an integral part of the school. They encourage teachers to question existing assumptions and to reframe problems. They invite the teaching staff to approach old situations in new ways. Int

Self Reflective Practice Essay -- Childcare Directors, Early Childhood

This paper will explore the role of the director in modeling reflective practice as a tool to move a program towards programmatic excellence. Childcare directors are closely connected to all aspects of the childcare program; they supervise and support the teachers and staff and they work with the children and families. They are responsible for the program administration. They are the program manager and the center leader. This paper will suggest ways to incorporate more reflective practice into our programs at Kennedy Heights Community Center. The literature on self-reflective practice will be explored and analyzed to support the paper’s thesis of reflective practice as a tool on the path to excellence. The limitations and weaknesses of reflective practice will also be explored. Reflection- Literature Review In her article, Becoming a Self Mentor, Bloom states, â€Å"The capacity to reflect and engage in candid introspection is at the core of achieving self-awareness. Reflective practitioners think creatively, imaginatively, and at times self-critically about what they are doing. Individuals who use a variety of reflective practices have a better understanding of themselves† (pg. 55). If we value continuous programmatic improvements then practitioners must know themselves to effectively change and improve themselves. Teachers and directors cannot adjust or improve their attitudes or behaviors if they are unable to honestly acknowledge and own their actions. Reflection can help to close the gap between â€Å"espoused theories and theories in action† (Bloom, 2007). The best written handbooks and program manuals are meaningless if teachers and directors do not implement the philosophy and vision of the program as written. If centers talk... ...d care and education to know what excellence looks like, but also knowledge of adult education to get all the teachers to the pursuit of excellence. While reflective practice is a critical part of professional development, the program administrator must continuously move a program towards excellence and have a deep understanding of best practices and what quality childcare looks like to effectively model and facilitate reflective practice that leads to sustainable change. While some aspects of quality are concrete and stable; many aspects of quality childcare reflect the needs of the children and their families and are constantly changing. It takes management skills to maintain consistency and leadership skills to facilitate the changing program needs to maintain quality. The director serves both roles and therefore serves as the gatekeeper to program quality.

The Faults in the Recent Project of Sainsbury :: Sainsbury Business Management Essays

The Faults in the Recent Project of Sainsbury In 2000, Sainsbury’s began its â€Å"business transformation programme†. The grand plan includes what is arguably the largest and most ambitious retail supply chain project in Europe. The main driver was the need to cut costs. However, internal research found that the company’s cost-per-case was significantly higher than its nearest rivals. Sainsbury‘s had been managing distribution in the same way for more than 40 years, which is mainframe-based warehouse management system, Its typical distribution center was almost as old. Compared to the age of the average Tesco depot—seven years—Sainsbury's depots were nearing the end of their useful life. The old system of depots was designed for the purposes, such as packing for meat and own-brand goods. However, it means that one store could be receiving goods from five or six different depots in any one day, which was highly inefficient. The old delivery system was also ill-suited to changes in customer tastes, habits and store locations. Supermarkets have to offer a wider range of products, in smaller volumes and at lower prices, than in the past, to people who shop when they need to rather than stocking up once a week. â€Å"Today, Sainsbury’s carries 2.5 million cases per week from around 2,000 suppliers. It also has to deliver them to 500 outlets every day, ranging from traditional large stores to smaller shops on previously untapped territories, such as railway terminals and Shell petrol stations. Given this diversity, daily â€Å"waves† of restocking are required from 5am onwards.† (http://www.supplymanagement.com/archiveitem.asp?id=8784, 4/4/2005) In order to service this need, Sainsbury revamped its supply chain and created a complete end to end supply management system. â€Å"The initial timeline for the project was seven years, as the struggling chain set about pruning a network of 25 distribution centres to just nine facilities in eight regions around the UK. Another part of the plan was to build four giant warehouses, two of them fully automated, for  £400 million each." (http://www.supplymanagement.com/archiveitem.asp?id=8784, 4/4/2005) Sainsbury did it in three years, to catch up with, in some cases, and some cases overtake its rivals. Sainsbury's uses a number of IT systems to manage its supply chain, mostly within the Accenture outsourcing deal. Distribution warehouse management systems are provided by Manhattan Associates. Eqos has built an alerts system to improve stock availability in store, based on Microsoft .net technology. And Retek has supplied software to forecast product demand in Sainsbury's stores. By implementing automation, Sainsbury was hoping also to avoid human errors so that errors were right at the first time Although, Sainsbury has been working hard to improve its supply chain, however, the operation of its four new automated depots

Moral Sainthood Essay

The concept of moral sainthood quickly becomes a negative one, simply because no one can be perfect. When we hold high expectations for people, they will inevitably fail to meet these criteria for perfection. When this occurs, individuals who hold high expectations of their moral saint will experience a huge let down. Also, a mere onlooker may get the wrong idea, and value the immoral decisions that this person made, or at least view their mistake as acceptable behavior. One of the main arguments against moral sainthood is that there is a limit to how much morality we, as humans, can take. A true moral saint would carry through with their virtues to an excess. You would not be able to make a negative assessment to an immoral person, or a positive one to moral one. A true moral saint can not gain any skills, or glean any joy from non-moral events, like winning a football game, or finishing a painting. â€Å"The normal person’s direct and specific desires for objects, activites, and events that conflict with the attainment of moral perfection are not simply sacrificed but removed, suppressed, or subsumed† (Wolf 350). These would be pointless attempts at folly. Moral perfection is not only impossible, it’s not desirable socially. The qualities that a true moral saint would possess, if saints did exist, are qualities that are unattractive to society. A true moral saint cannot go through the normal social experiences we go through, like developing a sense of humor, or getting into an intimate relationship. A moral saint would not conform to any of the molds society creates. Given many of these molds may be inappropriate or immoral, there are some you can not overlook as necessary. Your overall characteristics as a person would suffer as well, seeing how the well-rounded qualities we all need would not be present. These moral saints can often cause tension among ‘average citizens’ because of the uncomfortable feeling they may bring to the table. These people of ‘perfection’ highlight the natural flaws we, as humans, all have. A small mistake soon becomes a huge ordeal, and these ‘higher beings’ are eventually making us feel inferior, instead of people we should be looking up to, and aspiring to be. Humans are not willing to condemn themselves, so this process of being frowned upon is, well, frowned upon. When people develop into role models, they attain the admiration of others. Although media portrayal may transform these everyday people into super heros, they are not. When we value other people’s morals and opinions instead of considering our own, we are being shallow. Although some may say we base our role models on our own morals, we have a certain expectation for role models that, as humans, they can not always fulfill. These people many hold as role models, are individuals we do not even know personally. Athletes and movie stars are people that we do not know on a personal level, so we don’t even know if their behaviors are worth valuing. These heroes are being judged based on how the media portrays them. When we judge a person based on their media presence, we choose to view them only in the light, not the dark. As humans, we are often afflicted with an obsession of power. This obsession with power causes us to create heroes out of everyday people with ordinary characteristics. When we put them on a pedastol and look up to them, this undue admiration is given out far too easily. These ‘leaders’ we establish will eventually conform to the group they’re in charge of and act the way they think people want them to act. Expectations then soon lead to pressure, and this will cause the person to act differently. What people fail to realize is that there are ordinary individuals who are doing better things, achieving higher standards, and living their life more ethically and morally than those we call super heroes. People such as movie stars, sports stars, and the rich and famous person will, in our society, be more of a hero than the ordinary person, until they make a mistake. The process of becoming a moral saint simply does not work within our society. Social norms do not lend themselves easily to one seeking unattainable qualities of moral sainthood.