Global Leadership and Managment Essay Example | Topics and Well Written Essays - 750 words

Global Leadership and Managment - Essay Example The dissatisfaction amid the Cuban public generated a productive environment for Castro to get control as a leading actor. His concerned behavior toward the subjugated quickly made him a role model within his country. Castro created close associations with the Soviet Union, â€Å"nationalized the local industry† (Ramonet and Castro, 2009), detained or executed enemies, and formed an environment of eternal stress with the United States of America. There was an obvious and passionate link between Castro, his adherents, and the state of affairs when he took leadership. The contemporary restlessness of the Cuban public toward the administration made it convenient for Castro to get control as a rescuer. Castro showed a transformational leadership approach, as he was capable to persuade his adherents’ standards, moral values, principles, as well as long-standing objectives on a profound affectionate level (Coltman, 2005). Transformational leaders express the difficulties with in the existing arrangement and have a persuasive image of what a fresh society or group could be; Castro was capable of influencing his adherents to bring about more than what was generally anticipated from them. Another former great leader was Martin Luther King, Jr. â€Å"He was raised in the contemporary, conventional way of segregation between Blacks and Whites† (King and Carson, 2001). King’s best accomplishment was his leadership during the ‘great protest rally’ within Washington, DC on August 28, 1963. His objective was to support the development of the â€Å"Beloved Community† (King and Carson, 2001), foreseeing a fresh social structure in which all sorts of individuals as well as groups would reside together in harmony and uniformly share the wealth of ‘God’s creation’. He consequently utilized his brand new authorities to deal with prejudice. The rapport between King, his adherents, and the state of affairs, was appare nt. There was ethnic separation. Blacks wanted a compelling, powerful, dominant leader to lead them and bond them for official development. King was mainly attacked â€Å"as their leader without initially even wanting it: he just happened to be at the right place at the right time† (Phillips, 2000). Due to this, he is considered as a citizen leader. â€Å"Citizen Leaders generally do not select leadership† (Phillips, 2000). They do not even try to find it, and they are not provided with conventional types of appreciation. Martin Luther King Jr. showed motivational leadership; he encouraged the lives of a number of his adherents nationally. All through his leadership, King showed idealistic obligation to peacefulness, constantly attempting to enlighten young black individuals why they must abstain from self-protection in front of dangerous aggression by Klansmen in addition to â€Å"white vigilantes† (Phillips, 2000) who were usually in union with legal authoriti es. References Coltman, L. (2005). The Real Fidel Castro. Yale University Press. King, M. L., and Carson, C. (2001). The Autobiography of Martin Luther King, Jr. Grand Central Publishing. Phillips, D. T. (2000). Martin Luther Kin

American History I Essay Example | Topics and Well Written Essays - 250 words

American History I - Essay Example It is through religion that the blacks found a tool of enduring enslavement with their dignity still intact. Religion strengthened their belief that they will get their freedom. Other worshippers, however, felt that the whites became sent by God, to deliver them from their bondage. Through this, they became more loyal to the slave masters. Family was significant to the enslaved people. Family allowed the male slaves is more than a working beast. It gave him the opportunity of being a father, and also a husband. Women became allowed to be mothers and wives, and to take on responsibilities different from their slave duties (Stanley, 2000). Even though, on one hand the masters wanted these families since they wanted slaves to reproduce, they allowed for a whole new generation, to develop. Families weakened slavery because it is out of families that communities’ grew these turned out to be a world that the slave master never knew about, leading to easy riots and ganging up against slavery (Stanley, 2000). While region did both weaken and strengthened the institution of slavery, family weakened the institution completely. Families became able to plot on how to gang up against the masters without their knowledge. Slave leaders found it easier to pass information through families rather than holding public gatherings (Stanley,

The Ivory Coast Essay Example for Free

The Ivory Coast Essay Giving money for a positive cause is always a good thing especially when they create favorable long term effects. There are numerous countries suffering for several different reasons all around the world, one of these countries being The Ivory Coast. The Ivory Coast is failing in different aspects because of certain social, economic and political issues. One of the biggest problems to date is the poor education system. We plan to repair the countries damaged education system by rebuilding schools and supplying people with the necessary resources needed to pursue a decent education. With help from the World Bank, Oprah Winfrey and any others willing to contribute to our cause, we are confident that the Ivory Coast can be put on a steady path to success. The Ivory Coast is located on the South coast of West Africa. Surrounding countries include Guinea, Liberia, Burkina Faso and Ghana. The country is about 322,463 sq. Kilometers. Today, there are over 20 million people living in the Ivory Coast. There are about 39 people per sq. Kilometer. There is a pretty even number of males to females, 51% males, to 49 % females. The life expectancy age is approximately 59 years old. People of the Ivory Coast practice many different religions. These religions include traditional beliefs practiced and developed in certain varying villages, Christianity, Roman Catholicism and Islam. The current president is Alassane Ouattara. The official language of the Ivory Coast is French, but there are multiple languages spoken in the country including Dioula, Baloule, Dan, Anyin and Cebaara Senufo. The capital of the country is Yamoussoukro and Abidjan serves as the administrative center. The flag of the country is composed of three bold, vertical strips all different colors. The orange color on the flag represents the rich and generous land, it also is a symbol for the blood of young people who fought for emancipation. The white strip represents peace, and the green exemplifies hope for a better future. Common Cuisine consists of a dish called aloko, a popular snack that is served with fried banana, onions and chilies. Popular music includes Zoblazo, Zouglou and Coupà ©- Dà ©calà ©. When traveling to the Ivory Coast, All visitors require a passport and a visa is necessary, except for nationals of USA and ECOWAS countries. It is hard to determine when existence first began in the Ivory Coast due to the fact that human remains have not been well preserved. But with discovery of old weapon fragments and tools, life of the Ivory Coast seems to have begun during the upper Patheolithic period (15,000 to 10,000 BC). Research indicates that the early inhabitants of the Ivory Coast seem to be scattered, leaving historians to come to the conclusions that the ancestors of present Ivory Coast Inhabitants were displaced. The earliest recorded history of the Ivory Coast is found within the trade caravan condu cted by North African traders from early Roman times. A caravan of salt, slaves, gold etc. was conducted across the Sahara. After independence from France in 1960, the Ivory Coast economic success story was built on cocoa, and other agricultural products including coffee, cotton and fruits. But many laborers, who originally came from neighboring countries, and their descendants, increasingly felt marginalized. This contributes to a rebellion in 2002 which split Ivory Coast in two. The Ivory Coast is currently suffering due to ongoing social and economic issues. The major economic issue today in Ivory Coast is the rebuilding of Ivory Coast infrastructure, main roads, cocoa farm and reducing their deficit which is about us$2.3 million. As the political impasse persists in divided Ivory Coast, the West Africa country, which was once the region’s economic powerhouse, faces further decline. Residents and analysis are very worried about the quickly dissolving economic situation there. After the political crisis a lot of banks were shot down, cocoa farms which is one of the major resources in Ivory Coast were destroyed, shortage of cooking gas, roads were damage and the price of food raised. Socially, the health of the country is extremely poor. Malaria, a virus caused by parasites infects a high percentage of the country and is a leading cause of death in children and is the second highest cause of morbidity and mortality in the Ivory Coast. Symptoms of malaria include fever, body aches, nausea, vomiting, fatigue and sweating. Unfortunately, Malaria is not the only deadly disease which affects many in the Ivory Coast. The AIDS epidemic is preoccupying; over 3.9% of the adult population is HIV-positive. Around 500,000 persons are living with HIV. HIV/AIDS is the highest cause of morbidity and mortality in Cote dIvoire. Aside from diseases, Water pollution is an environmental problem in the Ivory Coast. Due to chemical waste from agricultural, industrial, and mining sources: about 92% of the countrys city dwellers and 72% of the rural population have safe water. Water pollution is a massive problem in the Ivory Coast that is causing struggle and delaying the process to achieve peace. Sadly, there are other issues in the Ivory Coast aside from health concerns. Poor education has not always been a problem, but the topic has become increasingly significant in recent years. Most people do not continue school after the primary level. There are multiple factors that contribute to such a low number of educated individuals. One of the main reasons that education is at such a decline now, is because of the current political crisis. The 2010 presidential election between incumbent Laurent Gbagbo and opposition member Alassane Ouattara resulted in a political standoff and violent conflict after Gbagbo refused to honor the results that declared Ouattara the winner. Two elections were held. The initial election did not yield a winner and a second electoral round was held on November 28, 2010. The polling results were released on December 2, 2010 and declared Ouattara the new president of Cà ´te d’Ivoire after he received 54.1% of the vote. The political stalemate turned violent and caused the decline of state security, threatened regional stability, and resulted in gross human rights violations and violence against civilians. The UN reported in March 2011 that over 1000 people were killed in clashes, and the UN High Commissioner for Refugees stated that over 500,000 Ivorians were forcibly displaced, and 94,000 Ivorians fled to neighboring Liberia out of fear of violence. The country seemed to be divided. Forces loyal to Gbagbo and Ouattara were accused of gross human rights against civilians which could amount to crimes against humanity including enforced disappearances, sexual violence, and extrajudicial killings. After months of defying the outcome of the presidential election, Laurent Gbagbo was arrested by Ouattara forces on 11 April 2011 following an attack o n his residence in Abidjan. Alassane Ouattara immediately called for the establishment of a truth and reconciliation commission. Cà ´te d’Ivoire now faces many challenges as a result of the far reaching effects of the crisis, including the restoration of peace and security, the prevention of further human rights abuses, and the delivery of humanitarian aid. Alassane Ouattara’s government must now foster peace and reconciliation in Cà ´te d’Ivoire and insure that those responsible for gross human rights violations are held accountable. After the 2010 presidential crisis there were nearly 800,000 children out of school due to the crisis and some are still waiting to get back to learning. â€Å"We arrived at school at 7:30 a.m. as we always do on a school day. At exactly 8:30 we could hear shooting coming from the direction of a neighbouring village,† recalls Pafait Guei, a 14-year-old boy who attended primary school in the western area of Ivory Coast. Instead of being in school, youn g children are seen selling goods on road sides in attempt to earn very little money to support themselves and their family. In a venture to try and help the Ivory Coast education system we have devised a plan that will ultimately rebuild the Ivory Coast education system. Our plan is to obtain a minimum of $10,000,000 dollars from the world bank and Oprah Winfrey to help at least 100,000 children by distributing school bags filled with supplies such as textbooks, pens, pencils, eraser, pencil sharpener to support families in need. We also want to re-open/re-build many schools that were affected by the crisis. Even the ones that have re-opened have a shortage in desks, chairs, and supplies. We plan on hiring more teachers. Most of the schools have 1 teacher per 50 students. We will use all of the money to help the government pay for the teacher’s salaries and hopefully the country will move in the right direction and will be able to afford and continue our efforts once the money finishes. We feel as though Oprah would be a good choice as a financial contributor because of her stand on education, especially after building the school in South Africa, she was quoted saying: â€Å"I think the reason not just Africa but the world is in the state that it is because of a lack of leadership on all levels of government and particularly in regard to schools and schooling for poor children. The best way to effect change long term is to give children exposure and opportunity and nurture them to understand their own power and possibility.† We hope that she would be willing to aid us with a significant amount of funds to move the Ivory Coast forward in the right direction. There are many commendable reasons to donate money to the Ivory Coast. Donating money to the Ivory Coast would only result in positive effects. Only about half of the population is illiterate and many children are not enrolled in school (between the ages 6-10). By donating money to the Ivory Coast, we will be able to begin to change the statistics by creating more education opportunities. We also will make educational resources more accessible to everyone. Those who have some form of education can have the opportunity to extend their education, and those who have no or very little education would have the chance to receive one. Having better education opportunities would not only benefit those going to school, but it would also create jobs. There is usually about one teacher to every fifty children, but with the money we receive, we plan to hire more teachers. Less children in the classrooms means that the children could receive better and more direct attention. This can ensure that the material being taught is actually getting across to each student, and it will become easier to give one on one attention to those who need i t if there are more teachers available to help. Not to mention the fact that the employment rate will increase providing more individuals with a source of income. If anyone were to decide to donate or contribute money to the Ivory Coast you would be a part of our plan to help to build a stronger economy. One of the many reasons Africa is suffering as a whole is because of the lack of necessary resources needed to obtain a good paying job. If we do not invest in education, the education system will continue to fail. Majority of people in The Ivory Coast do not continue schooling after primary school because they do not have the funds for college and feel that it more important to get a job barely making ends meats. But if we can provide money for schooling and education, this can create a better future not just for the Ivory Coast but for Africa as well. If people were to have the credentials needed to land a decent job, this could slowly start to increase income in households. Donations could also help begin to restore order in the Ivory Coast. Because people were displaced, had to flee, or were forced out of their homes, many people of all ag es could not continue to go to school. If we can focus in on trying to get people of the Ivory Coast back in school, this can be a stepping stone to help the country prosper. In the 1980’s education was named one of the country’s main priorities and the plan has proven successful . Education received about one-third of the national budget. Because education was so greatly emphasized, The Ivory Coast education rate changed dramatically. An overall 43% literacy rate increase, 53% for men, and 31% for woman. Nearly 15% of the country was enrolled in some sort of educational institution. If we attempt this once again, we are confident that we can get the same, if not better results than we had in the 1980’s. The fact that a similar plan was put into effect and carried out with positive results gives us more motivation to believe that our approach will be effective. Education is extremely significant when trying to make a country prosper. If we try to make education our main focus, the things that are important become relevant again and the Ivory Coast can continue to flourish positively. Giving the children a chance at a better education can ensure a better future for the country’s entirety. The flight from JFK airlines to Abidjan through Air France i s approximately $1513. You would be staying in one of the best hotels in the Ivory Coast, The Ibis Abidjan Plateau (located in Abidjan), which is $1137 for 7 days 6 nights; it includes breakfast and a car rental. While in the Ivory Coast, there are many interesting places and landmarks to visit. The Basilica Notre Dame de la Paix, also known as Basilica of Our Lady of Peace of Yammousoukro is one of the greatest prides of the Ivory Coast. It is considered as the tallest and largest church in the whole world. The basilica is specifically located at Yammousoukro, Ivory Coast. Its construction started in 1985 and was finished four years later. It cost $300 million to complete the basilica. The Taà ¯ National Park is a national park in Cà ´te dIvoire containing one of the last areas of primary rainforest in West Africa. It was inscribed as a World Heritage Site in 1982 due to the breadth of its flora and fauna. There are a few of the animals found on the Taà ¯ National Park that are on the red list of threatened species such as the pygmy hippopotamus, leopards, and chimpanzees. The rainforest is located in Abidjan. There is also a beach called Bassam, it is about 45 minutes away from Abidjan city, so its possible to do a day trip from the city. This country has the potential to become prosperous and peaceful. All it needs is good leadership and unity within the country. Ivory Coast has good natural resources and it has been proven to have the capacity to do well economically. Hopefully now with the new president the country will continue in the good direction and he will focus on the major issues facing this country such as political stability, addressing the health issues, and most importantly, not forget the importance of an education, and all the benefits it will bring to the country as a whole if at least the literacy rate of the country goes up. Bibliography unicef.org http://www.unicef.org/infobycountry/cotedivoire_59009.html http://www.unicef.org/infobycountry/cotedivoire_57879.html wikipedia.org http://en.wikipedia.org/wiki/Oprah_Winfrey_Leadership_Academy_for_Girls http://en.wikipedia.org/wiki/Ivory_coast responsibilitytoprotect.org http://www.responsibilitytoprotect.org/index.php/crises/crisis-in-ivory-coast ttp://www.voanews.com http://www.geopolitical-info.com http://traveltips.usatoday.com/famous-places-ivory-coast-58979.html http://www.virtualtourist.com/travel/Africa/Cote_DIvoire/Things_To_Do-Cote_DIvoire-TG-C-1.html http://www.netglobers.com/africa/cote-d-ivoire-main-health-risks-for-cote-d-ivoire.html

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION 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).

Hippocrates’ Role in the Shift From Irrational to Rational Medicine in

Although populations in ancient societies suffered attacks, invasions, starvation, and persecution, there was a more efficient killer that exterminated countless people. The most dreaded killers in the ancient world were disease, infections and epidemics. In many major wars the main peril was not gunfire, nor assault, but the easily communicable diseases that rapidly wiped out whole divisions of closely quartered soldiers. Until the time of Hippocrates, in the struggle between life and death, it was, more often than not, death that prevailed when a malady was involved. In the modern world, although illness is still a concern, advances in thought and technique have led to the highest birth rates in recorded history. No longer is a fever a cause for distress; a quick trip to the store and a few days of rest is the current cure. An infection considered easily treatable today could have meant disablement, even death to an ancient Greek citizen. In modern medicine when an ailment arises it can be quickly diagnosed, attributed to a precise bacteria, virus, or body system, and treated with medication, surgery or therapy. During the time before rational medical thought, this streamlined system of treatment was unheard of, and all complaints were attributed to the will of the multitude of commonly worshiped Greek gods (Greek Medicine 1). It was during the period of Greek rationalism that a perceptible change in thought was manifested in the attitudes towards treating disease. Ancient Greece is often associated with its many brilliant philosophers, and these great thinkers were some of the first innovators to make major developments in astrology, physics, math and even medicine. Among these academics was Hippocrates, one of the first e... ...ill Cornell Medical College. 2005. Web. 10 Apr. 2015. . Sources consulted: "Greek Medicine - Asclepius." U.S National Library of Medicine. U.S. National Library of Medicine, 02 July 2012. Web. 14 Apr. 2015. . Hippocrates. On Regimen in Acute Diseases. Trans. Adams, Francis. Ca 400 BC. MS. The Internet Classics Archive: 441 Searchable Works of Classical Literature. Massachusetts Institute of Technology. Web. 11 Apr. 2015. . Hippocrates. On Airs, Waters, and Places. Trans. Adams, Francis. Ca 400 BC. MS. The Internet Classics Archive: 441 Searchable Works of Classical Literature. Massachusetts Institute of Technology. Web. 11 Apr. 2015. .

market trends :: essays research papers

GDP and Market Trends   Ã‚  Ã‚  Ã‚  Ã‚  The current prospects of the gross domestic product are encouraging. GDP is on the rise at a staggering rate. As stated by the commerce department â€Å"economic growth surged in the first quarter at its fastest pace in more then two years.† GDP has been on a comeback with a vengeance, coming in at a 5.8 annual percent a full point higher then expected economic analyst are enthusiastic of the rest of the year.   Ã‚  Ã‚  Ã‚  Ã‚  Corporate America is also enjoying the boost in the economy with 86% of the S&P 500 companies coming in even or above wall streets forecast for the first quarter.   Ã‚  Ã‚  Ã‚  Ã‚  Although economic growth is surging it is not expected to keep at its current pace. In one strategist’s opinion (Ned Riley) â€Å" In the short term the market should flourish, then very sluggish economic progress.† Regardless of the speed of the expansion, it is all but inevitable throughout 2002. With this rapid expansion comes the chance of a double dip, sliding back into a recession, but according to James Cooper and Kathleen Madigan, writers for Business Week, write â€Å"that there is no danger of a second recession.†   Ã‚  Ã‚  Ã‚  Ã‚  With GDP on the rise, the surging economic activity, the FED lowering interest rates, and charts of the business and economic cycles I believe that we are on the upside of the recession and coming out strong. With the factors that are in place the market markets rise should slow but it will continue. Economic Factors, Indicators and Forcast   Ã‚  Ã‚  Ã‚  Ã‚  Interest rates have been dropped to historically low levels to help bring the economy out of recession, and is having a great impact on the economy as a whole. With lowered in interest more people will be taking out loans and spending money they would not have with the previous interest rates. This puts a boost in the economy by putting in extra money, which people will then spend on goods and services with becomes income for others which then leads to more demand for products, then more manufacturing, and eventually the whole economy is lifted from lower interest rates†¦ or at least this is the plan.   Ã‚  Ã‚  Ã‚  Ã‚  All of these indicators say to me that the economy is coming out of the recession with strong force, and it may not continue its current speed of expansion but I believe that unless there is an extreme event the economy should continue to recover and grow at a normal rate.

Effects of Reality Shows on Society

EFFCTS OF REALITY SHOWS ON SOCIETY Dissertation submitted in partial fulfillment of the award of the Degree of Master of Business Administration in M&E (2011 – 2013) By NEENA MALVIYA 112516026 Manipal University Bangalore Campus Bangalore December 2012 EFFCTS OF REALITY SHOWS ON SOCIETY Dissertation submitted in partial fulfillment of the award of the Degree of Master of Business Administration in Media and Entertainment By NEENA MALVIYA Department of Media and Entertainment Manipal University Bangalore Campus Bangalore 19-11-2012 DeclarationI hereby declare that this dissertation titled ‘EFFCTS OF REALITY SHOWS ON SOCIETY’. Submitted in the partial fulfillments of the requirements of the Degree of Master of Business and Administration in Media and Entertainment of Manipal University Bangalore Campus, has been written under the guidance and supervision of Prof. Sachin. s. Tantri. This dissertation or any part thereof is not submitted for any purpose to any other U niversity. Bangalore Abhijeet Gangoli Date: Prof. Shinu Abhi Prof. Sachin.S. Tantri (Head of the Department) CERTIFICATE This is to certify that this dissertation titled‘ EFFCTS OF REALITY SHOWS ON SOCIETY’’. submitted by Neena Malviya the partial fulfillments of the requirements of the Degree of Master of Business and Administration in Media and Entertainment of Manipal University Bangalore Campus, is based on the research work carried under the guidance and supervision. This dissertation or any part thereof is not submitted for any purpose to any other University.Bangalore Date: Prof. Sachin. S. Tantri ACKNOWLEDGEMENT I would like to acknowledge everyone who helped me complete my dissertation. I would like to express my gratitude towards Prof Sachin. S. Tantri for their excellent guidance and timely advice. I would like to thank the respondents who patiently answered questionnaire that formed the crux of my research topic, Industry professionals who gave me w onderful insights during the in-depth interviews and my friends and family for their continued support.I would also like to thank our Head of the Dept. Prof. Shinu Abhi for training us in the concepts of Research Methodology. Table of contents Title page Declaration by the student team Acknowledgement from the student team Table of contents List of tables Executive summary Chapter 1: General Introduction I. Introduction to the study II. Background to the study Chapter 2: Introduction to the problem I. Title of the Study II. Statement of the problem III. Objectives of the study IV. Scope of the study V. Limitations of the study Chapter 3: Industry / Company profileI. Industry Profile. II. Products/services profile. Chapter 4: Review of Literature Introduction I. Literature review II. Theories applicable to the study Chapter 5: Research methodology I. Research design II. Hypothesis if applicable, III. Sampling IV. Tools for data collection V. Field work VI. Methods of data analysis Ch apter 6: Data Analysis I. Data analysis tools. II. Simple tabulation, cross tabulations, descriptive statistics, hypothesis testing and Qualitative Analysis. Chapter 7: Summary of finding, suggestions and recommendations Chapter 8: ConclusionExecutive summary: India is the world’s third largest TV market with almost 138 million is growing optimism in the industry. There will be great demand TV Households (HHs) next to China and USA. The television and broadcasting industry has grown tremendously could be tapped for further growth of the medium over the last two decades, with an average growth rate in double digits. The industry added almost 100 million viewers in 2010 to reach 600 million viewers and crossed the 550 channel mark from 460 in 2009. The report analyses on reality television shows.It identifies that the popularity of these shows among networks and marketers are due to monetary opportunities and brand awareness. These shows have psychological, social, cultural and personal effects on consumer behavior has they learn and relate to the contestants situations and problems. This behavior affects trends and patterns in retail buying power and the right viewers exercise in showing reaction has they are empowered to participate in the shows. It also puts forward the cultural, political and social factors as reality TV concepts are not readily adaptable and require modification.After immense success of these shows, viewer’s arte contended as its entertaining even when it lacks realism. Finally it concludes that these shows are more interested in profit making than entertaining viewers. The report also recommends for media to accept responsible journalism and focus on ethics and moral to target social problems. chapter 1: General Introduction 1. 1 Introduction to the study â€Å"A reality show is the live telecast of the performance or the activity of the person who may be the expert or non expert of the respective field in unpredictable envi ronment &in unscripted manner†.