Similarities between Hinduism and Islam - 2334 Words

What are the Similarities between Hinduism and Islam? Hinduism and Islam are two religions that are similar in many ways. In Islam, the religion was created by The Prophet, Muhammad, created in 62 CE; In Hinduism, The religion was created by two different groups, the Dravidians, the first known people in India, and the Aryans, the Indo-European group of people who invaded the Harrapan civilization through the Hindu Kush, and that religion was Hinduism, created nearly 4,000 years ago. Other concepts that they also share are the aspects of the religions like The Idea of Reincarnation, caste system, the idea of a supreme god. Reincarnation in its essence is a religious belief. Many of people to this day believe in reincarnation or some cyclic of rebirth based on the migration of the human soul from one physical body to another. Perhaps the idea is best expressed in the words of Mahatma Ghandi, â€Å"Each night, when I go to sleep, I die and the next morning, when I wake up, I am reborn† (Mahatma Gandhi). This quote illustrates the i dea of Samsara, the process of birth, death and rebirth. The process of reincarnation allegedly continues until the soul reaches its full maturity and perfection when it joins its source - God or the Universal Soul(World History). In Hinduism and Jainism, moksha is the discharge from the cycle of rebirth. The individuals who accomplish moksha are brought together with a definitive higher force, or God, and no more needed to persist lifetimes in whichShow MoreRelatedAnalysis of Hinduism and Islam651 Words   |  3 Pages Amongst the various religions practice are Islam and Hinduism. Both of these religions are widely practiced by people who believe in the same ideals or concepts. These separate religions are similar to one another, but also contrasting. Common themes can be found between Hinduism and Islam, but the differences are predominant as well. Those who practice Islam are typically Arabic and are called Muslim’s. This practice is based off of the text called the Qur’an. The Qur’an is a bible of sorts toRead MoreChristianity, Hinduism, And Islam1054 Words   |  5 PagesEvery religion has its own goal, and their own believes, however there are also many similarities in their believes. Although the followers of Judaism, Christianity, and Islam may see things differently, they basically hold the same values and codes. To Islam, the Prophet Mohammad’s teaching is a â€Å"complete and final revelation†. On the other hand, according to the bible, Christianity believes that Jesus Christ is the true lord and savior will grant you the access to heaven in the afterlife. JudaismRead MoreComparison And Contrast Of World Religions1194 Words   |  5 Pagestheir specifics, are surprisingly similar. The three most prevalent religions in the world are Christianity, Islam, and Hinduism, in that order. All believe in a higher power that presides over and created man. Islam originated in approximately 609 C.E., or Common Era, and Christianity originated around 33 C.E. which is supposedly when Jesus Christ was crucified. The main prophet of Islam, Muhammad, is supposedly of the lineage of Jesus Christ. Both religions consider Abraham the father of the peopleRead MoreDifferences Between Islam And Hinduism1280 Words   |  6 Pages Islam and Hinduism are both very large, popular world religions. Although the two religions have some common ground, there are many distinct differences between the two religions. Many of the differences are centered around two major beliefs. The two major beliefs are the means of salvation and the number of Gods the followers of the religions worship and believe in. Religions often answer questions about spiritual life. A question that is often asked is, â€Å"What happens after death?† Many peopleRead MoreDifferences Between Hinduism And Islam925 Words   |  4 Pagesthis essay. Although there are very similar views between Hinduism and Islam the reasoning behind these, views differ due to the fact that basic key concepts of these faiths differ so tremendously. Although at a superficial glance the ethical viewpoints of Gender roles, Sexuality as a whole, Homosexuality ,and Sexuality as a whole seem almost consistent with one another. Although they differ in more ways than they are similar. Between Hinduism and Islam sexuality is viewed as rite of passage for marriageRead More Religion in India Essay1629 Words   |  7 Pagesbound to be clashes within itself. India has had its share of different religions affecting its structure, but the three main religions are Hinduism, Buddhism, and Islam. All three of these religions have evolved drastically and have left a lasting mark on where India stands right now. Hinduism is one of the oldest religions in the world. The history of Hinduism extends over centuries, and the lack of early documents makes it difficult to trace exactly. â€Å"Inwardly it changed from century to centuryRead MoreSimilarities Between Christianity And Islam1409 Words   |  6 Pages Christianity and Islam were both spread in socially and economically similar and politically different. They both had an important people that role and spread of the religions. Christianity included the individuals of who believe in Jesus Christ. Christians are the flowers of the Christ who often believed is the son of the God (â€Å"the father†); Christians strongly believe that Christ will return after the next life; the end of the world. Islam consists of individuals who believe in Allah, the godRead MoreReligion : Hinduism, Islam, And Christianity1079 Words   |  5 Pagesworship and to follow their practices. A few of the main religions over time have been Hinduism, Islam, and Christianity. These three religions consist of ideas and practices that may be very different, but are made up of the same general idea expressed in a new form. Although their main differences, each religion seeks one thing, and that s an afterlife. Most religions are made up of a god or many gods. Hinduism is considered a polytheistic religion, which means more than one god. Hindu beliefs,Read MoreEssay about Marriage Rituals Hinduism and Muslim1169 Words   |  5 Pagesevent in contemporary society. It is a means of building new bonds between two individuals and their subsequent families. The foundations of memorable weddings are built on those that bring often-distant family and friends together for the occasion, while dressed in their most sophisticated attire, surrounded by elegant flowers, a night of dancing, captured through the lens of an exceptional photographer. Although Hinduism and Islam are two extremely distinctive religions, their matrimonial customsRead MoreThe Clash of Secular Thought and Religion1647 Words   |  7 Pagesclash between secular thought and religion since its formation of societies in the classical age. Both have made an equal effect on the culture of each empire by influencing people to change their belief on the world. Major religions have made interactions, which affected some of their ideas for what they have become now. The major religions during the classical age are Christianity, Judaism, Buddhism, Islam, Hinduism, Jainism, Daoism, and Zoroastrianism. These religions also have similarities and

Essay on Bennis V. Michigan - 1038 Words

Assignment 2 Issue: Under the state’s tort law, does forgery occur when an individual finds a check written out to cash, and was there any intent to injure or defraud. Rule of law: Under Section 30-236 of the state penal code defines forgery as â€Å"falsely making or altering any signature to, or any part of, any written purporting to have any legal efficacy with intent to injure or defraud.† Section 45-3-109d of the state Commercial Code provides that when a negotiable instrument is made out to cash, it is a â€Å"bearer instrument.†Ã¢â‚¬ ¦ (a) bearer instrument refers to an instrument that is payable to anyone possessing the instrument and is negotiable by transfer alone; it is the same as cash.† Analysis: Part 1 1. Falsely making or altering†¦show more content†¦B. Issue: Under the state’s tort law, does the constitutional violation occur when the library refuses to include the organization’s literature among its materials, when it embodies a picture of a burning Koran being stepped on by a spiked boot. Rule of law: First Amendment states, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.† Analysis: Part 1 1. No law respecting establishment of religion 2. Right of the people peaceably to assemble 3. Petition the Government for redress of grievances. Part 2 1. Did the Library affect the organization’s establishment of religion 2. Did the Library affect the organization’s right of peaceably to assemble 3. Did the Library petition the organization’s for redress of grievances Part 3 If the burning of the American flag which is symbolic to the American nation can be burned why can’t the Koran, which is reading material. Conclusion: The case law defines the First Amendment, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for aShow MoreRelatedEffective Leadership Essay1798 Words   |  8 Pagesthem to do as if they have thought of it themselvesâ€Å"(Karns Bean, cited in Parker Begnaud, 2004). Leadership guru Warren Bennis describes leadership as â€Å"those who make a contribution makes a difference in the organization, thus giving meaning to his or her work† (Czarnecki, 2010). Leadership occurs when one tries to influence the behavior of an individual or group (Bennis Nanus 1995; cited in Morley, Moore, Heraty, Gunnigle). LEADERSHIP THEORIES Early leadership theories were called universalismRead MoreEssence of Leadership6795 Words   |  28 Pagesdeclare that I am the sole author of this assignment and the work is a result of my own investigations, except where otherwise stated. All references have been duly cited†    ii    Table of Contents List of Tables List of Figures iv v Abstract............................................................................................................................. 6    Literature Review .......................................................................................Read MoreHree Most Pressing Issues in Organizational Behavior2696 Words   |  11 Pagesface uncertainty, among others. Bennis and Nanus (1985, p. 259) maintain that â€Å"neither in common parlance nor in the literature on the subject, is there consensus about the essence of leadership, or the means by which it can be identified, achieved or measured†. Leadership remains an elusive subject despite a large body of research from trait models (based on the traits and other characteristics of leaders) to behavioral perspectives (notably the Ohio and Michigan studies), to contingency theoriesRead MoreJustice Is Not Ambiguous : Justice3066 Words   |  13 Pagesnew provision establishing a legal limit to campaign contributions and expenditures. This in turn created the Federal Election Commission (FEC) (Smith. 2003). The act was amended again after the Supreme Court’s decision in Buckley v. Valeo 1976. The decision in Buckley v. Valeo struck down the limitation of individual campaign expenditure, but did uphold the limits set on individual campaign contributions. And in 1979, two more amendments were added to the act, that included; (1) unlimited hard moneyRead MoreModel Thesis31971 Words   |  128 PagesClinefelter, Ph.D. Walden University 2010 ABSTRACT Customer Service Experience: A Quantitative Analysis of Frontline Employees’ and Customers’ Perceptions in the Fast Food Industry by William Yaw Adufutse M.S.A., Central Michigan University, 2005 B.Sc., Central Michigan University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University August, 2010 ABSTRACT Many investigators have documented a continuingRead MoreOrganizational Behaviour Analysis28615 Words   |  115 PagesScribblings, Love Letters and Shopping Lists 31 32 48 48 49 49 50 51 52 53 54 57 58 59 60 60 61 61 62 62 63 64 64 65 65 66 66 66 68 69 Page iv Please do not attempt to eat these notes. Organisational Analysis: Notes and Essays Page v Organisational Theory Introduction to the Workshop This workshop is not primarily about management of organisations, but about organisations and people. There is actually no such thing as ‘management theory’ in terms of a separable area of studyRead MoreEssay about Compare and Contrast Leadership Theories9999 Words   |  40 Pagesafter being praised for showing up to work on time. The use of positive reinforcement is a successful and growing technique used by leaders to motivate and attain desired behaviors from subordinates. Organizations such as Frito-Lay, 3M, Goodrich, Michigan Bell, and Emery Air Freight have all used reinforcement to increase productivity.[28] Empirical research covering the last 20 years suggests that reinforcement theory has a 17 percent increase in performance. Additionally, many reinforcement techniquesRead MoreChange Management49917 Words   |  200 Pagesorganizational norms and values to motivate a multi-cultural and diverse work force; (iv) ongoing examination of the way in which promotion and reward systems operate in a 10 MBA –H4010 Organisational Development And Change diverse work force; and (v) changing the composition of the top-management team to improve organizational learning and decision making. Functional Resources : Each organizational function needs to develop procedures that allow it to manage the particular environment it facesRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesposttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo EditorialRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesApplications 239 3 The Group 9 10 11 12 13 14 15 Foundations of Group Behavior 271 Understanding Work Teams 307 Communication 335 Leadership 367 Power and Politics 411 Conflict and Negotiation 445 Foundations of Organization Structure 479 v vi BRIEF CONTENTS 4 The Organization System 16 Organizational Culture 511 17 Human Resource Policies and Practices 543 18 Organizational Change and Stress Management 577 Appendix A Research in Organizational Behavior Comprehensive

The Shape of the Water Stain Free Essays

With my eyes heavy from exhaustion, I roll over and glance at the clock for the eighth time tonight: 2:37am. As I turn back over, my thoughts echoing stresses from the day I just survived, I sigh in desperation. It’s only Wednesday, and despite my intense fatigue and futile attempts, for the third time this week, I cannot fall asleep. We will write a custom essay sample on The Shape of the Water Stain or any similar topic only for you Order Now While I study the shape of the water stain on my ceiling, I try to imagine how many hours I have spent staring at that same spot and how many hours of sleep I have lost over the years. It’s maddening. How can I be so incredibly tired but still find it nearly impossible to fall asleep? When I do finally fall asleep, why do I wake up still feeling exhausted? Why does this keep happening to me?Insomnia is acommon sleeping disorder that causes perpetual sleeplessness, and millions of people suffer from this disorder every day. According to Dr. David N. Neubauer of the Department of Psychiatry at Johns Hopkins University School of Medicine, â€Å"thirty percent ofadults experience insomnia at least occasionally, and ten percent have persistent insomnia. † Furthermore, women, elderly people, and those with specific medical conditions are even more susceptible to the effects of insomnia. Routinely experiencing an insufficient amount of sleep has been linked to many extremely dangerous side effects. As stated by the United States Centers for Disease Control and Prevention, adults with sleep insufficiencies are at a high risk for developing chronic diseases such as hypertension, diabetes, depression, and obesity, as well as cancer, increased mortality, and reduced quality of life and productivity (â€Å"Insufficient Sleep†). In the book, Sleep Disorders and Sleep Deprivation, written for the National Academy of Sciences by the Committee on Sleep Medicine and Research, Harvey Colten and Bruce Altevogt note, â€Å"compared to healthy individuals, those suffering from sleep loss and sleep disorders are less productive, have an increased health care utilization, and have an increased likelihood of injury,† and alarmingly, â€Å"almost 20 percent of all serious car crash injuries in the general population are associated with driver sleepiness.† With an estimated 50 to 70 million adults in the US suffering from chronic sleep disorders (Colten and Altevogt), this issue and its side effects continue to grow even more concerning.Possible CausesBehavioral IssuesOne possible cause of insomnia are behavioral issues. In the book Adolescent Insomnia, Dr. J. R. Morrison, a professor of counseling, and Brian Storey, a research assistant at the University of San Diego, explain that, â€Å"behavioral issues that cause insomnia include ‘lifestyle’ problems that are not conducive to sound sleep.† Examples of such habits include irregular bedtimes and rising hours, long naps during the day, and use of stimulants like coffee, tea, and other caffeinated beverages. Irregular bedtimes and excessive napping alters a patient’s internal clock and makes it difficult for their brain to decipher whether it is the appropriate time for sleep or not. Additionally, The National Sleep Foundation states that, â€Å"certain substances and activities, including eating patterns, can contribute to insomnia.† In the article, â€Å"What Causes Insomnia?† the NSF mentions that consuming stimulants such as caffeine and nicotine, as well as alcohol and heavy meals can cause sleep disruption. Ingesting or using any of these substances creates high levels of brain activity. A hyperactive brain can make it extremely difficult to fall asleep and remain asleep.Even though lifestyle choices are considered to be a very prevalent cause of insomnia, there are certain researchers who believe otherwise. In the Medical News Todayjournal, Peter Crosta, who studied at Columbia University, says that â€Å"[T]here is often an underlying medical condition that causes chronic insomnia.† He continues to explain that lifestyle choices should not be considered a true cause of insomnia. Crosta believes that insomnia is not based on decisions that a patient makes for themselves, and it is solely based on medical factors alone.Chronic Medical ConditionsAnother potential cause for insomnia are chronic medical conditions. The National Sleep Foundation gives examples of these medical issues; those include â€Å"nasal/sinus allergies, gastrointestinal problems, endocrine problems, arthritis, asthma, and parkinson’s disease.† These certain medical conditions create symptoms like crippling pain, runny nose, constant coughing, difficulty breathing, and tremors. Such symptoms make it nearly impossible for patients to be able fall asleep and stay asleep.In the article, â€Å"Ask Yourself 8 Questions,† in the Current Psychiatryjournal, Dr. David N Neubauer, describes how, â€Å"pain or discomfort caused by a medical condition may undermine sleep quality.† Neubauer goes on to explain that, â€Å"certain cardiovascular, pulmonary, endocrine, rheumatologic, and orthopedic disorders are associated withinsomnia.† Essentially, he is saying that these medical conditions can cause symptoms that would make insufficient sleep more likely. Although these medical conditions causing insomnia is a widely accepted theory, J. R. Morrison and Brian Storey mention in their book, Adolescent Insomnia, that they believe that, â€Å"poor sleep is a learned habit,† as opposed to something caused by a medical condition. They explain that this theory is based upon how people can examine and adjust their sleeping habits and cure their insomnia. They do not believe that this would be possible if it were truly caused by those specific medical conditions.Psychological DisordersAnother possible cause of insomnia is an underlying psychological disorder. The National Sleep Foundation has found that â€Å"Insomnia can be caused by psychiatric conditions such as depression and anxiety.† Based on their studies, they have found that patients with major depressive disorders are at a much higher risk of developing insomnia. Furthermore, they described that certain symptoms of anxiety, such as tension and excessive worrying, cause high levels of brain activity which leads to chronic sleep deprivation.In the book Adolescent Insomnia, Dr. J. R. Morrison and Brian Storey discuss and explore several different aspects of insomnia. Morrison and Storey state that â€Å"psychological factors [of insomnia] include anxiety and depression.† The pair go on to explain that people who deal with anxiety often struggle to initially fall asleep, while those with depression tend to frequently awaken early in the morning and find themselves unable to fall back asleep. In either scenario, the psychological issue clearly creates a condition where the person is unable to gain sufficient sleep.Even though the evidence seems unambiguous, there is a possibility that psychological issues are not at the root of insomnia. â€Å"Although many people believe that psychiatric disorders such as depression and anxiety cause insomnia, the reverse may actually be true,† argues Henry Olders, an assistant professor of psychiatry at McGill University in Montreal. Olders bases his claim off of research done by The National Institutes of Mental Health. Their studies found that, â€Å"the risk of developing new depression was 39.8 times higher for insomniacs than for those without sleep problems.† Essentially, both the NIMH and Henry Olders have found that insomnia leads to an onset of depression and anxiety, as opposed to the other way around. Considering the results of this study, there is no way to fully conclude that insomnia is actually caused by psychological disorders.The most likely cause of insomnia is behavioral and lifestyle choices. There are more people in the United States that drink excessive amounts of caffeine, smoke cigarettes, and eat heavy meals before bedtime, than people with serious psychological or medical conditions. This means that most people with insomnia, most likely have made specific lifestyle decisions that caused it. If we do not do anything about the climbing rates of insomnia, our society will experience a higher rate of sleep deprivation. This will add to an already growing rate of motor vehicle accidents due to drowsy driving, as well as other sleep deprivation related disasters. On top of that those struggling with insomnia will e How to cite The Shape of the Water Stain, Papers

The Women of Bangladesh free essay sample

Low Status and Power Bangladesh is one of the worlds most densely populated countries with 150 million people, 49 percent of whom live below the national poverty line. In addition, child malnutrition rates of 48 percent are the second highest in the world, a condition that is tied to the low social status of women in Bangladeshi society (THP). Even though women constitute almost half of the population in Bangladesh, their status has been ranked the lowest in the world based on twenty indicators related to education, health, marriage, children, employment, and social equality (NCBP). Bangladesh is a very patriarchal society and gender inequality is evidenced in almost every aspect of life. Some studies have shown that the majority of women from rural areas are not aware of gender inequality because traditional beliefs keep them in the shadow of their fathers, husbands, and sons (Hadi). Women are dependent on men all their lives because that is what they know. Their traditions and lack of education keep them pocketed away from society especially in rural areas, where after marriage they are not allowed to leave the home unless accompanied by a male relative. Bangladesh is one of the very few countries in the world in which males outnumber females; this provides strong evidence that there is a problem of missing women. Census data from 2001 shows that more than 2. 7 million Bangladeshi women were missing (SIGI). There are no reliable statistics to quote, so estimates on the number of trafficked women and children are difficult to make. The crime is largely hidden despite its pervasiveness. Nevertheless, a total of 335 women and children were reportedly trafficked from Bangladesh in 2002 (BNWLA). In all fairness, it seems that stating â€Å"more than 2. 7 million Bangladeshi women were missing† from the 2001 census may pose more questions than answers especially considering many rural families do not legally record births, deaths and marriages because they haven’t been educated to do so. Son preference is also prevalent in this society leading to female sex-selective abortions, neglect of girls (compared to boys) in early childhood and abandonment (SIGI). A report released by the U. N. Population Fund in 2000 asserted that 47 percent of adult women report physical abuse by their male partner. Much of the reported violence against women is related to disputes over dowries. Assailants who fling acid in their faces disfigure a number of women each year. Many of these attacks are revenge motivated by rejected suitors. Few perpetrators of these acid attacks are prosecuted due to poor investigation and lack of eyewitnesses (OWP). Reproductive Freedom In Bangladesh, the use of the term â€Å"Reproductive Rights† is very recent. The common understanding of reproductive rights is that women should be able to decide and control their own bodies and reproductive behavior. However, many women living in rural and poor urban settings of Bangladesh are victims of physical, sexual, psychological, and human rights violations (Hossain and Akhter). Pregnant women have many potential causes for serious illness and complications during their pregnancy. Early marriage, lack of proper nutrition, and multiple pregnancies are just the beginning. Abortion is not legal, and many women attempt to induce abortion or get assistance from untrained people in less than sanitary conditions. These factors often lead to sterility and sometimes death. The government decides which contraceptives will be made available to women and often due to lack of education; rural women are unaware of what is accessible to them. Additionally, â€Å"women have to take permission from their husbands to use contraceptives (Hossain and Akhter)†. This means that women, especially the extremely poor, do not have a choice concerning the timing of pregnancies. A highly religious and patriarchal culture keeps women on the role of passivity regarding their own sexual health and those who resist are subject to spousal battering, dowry-related torture, marital rape, arbitrary family planning, and sexually transmitted diseases (Henningfeld 98). Sexuality / Lesbianism There is not much written in news articles or reports about lesbians in Bangladesh. In fact, any references to lesbianism are almost footnotes in ublications regarding homosexual men or LGBT. In the article â€Å"An Analysis of Homosexuality in Bangladesh† by Ashok Deb on the LGBT Bangladesh website, the writer describes how invisible the gay and lesbian communities of Bangladesh are and the prejudices they face. Bangladesh has the second largest Muslim population in the world and homosexuality is forbidden in their culture. â€Å"Although not declared officially like [in] Iran,†¦. homosexuality does not simply exist. The combination of homophobia and heterosexism in Bangladesh keeps the majority of gays and lesbians in â€Å"the closet. Lesbians in Bangladesh are dealt a double blow in regard to their rights; being women in a largely hetero-patriarchy society where women do not have the same liberties as men and being the sexual minority whose sexuality is controlled by society, religion and the legal system. Since the Bangladesh culture essentially prohibits a homosexual lifestyle, lesbians are forced to hide their sexual orientation to protect themselves and their families from physical and verbal attacks and/or community rejection. Thus to avoid social abrogation and rejection, a lesbian opts to marry a male partner†¦ (Deb)†. Such â€Å"invisibility† in culture and denial of sexual orientation can lead to serious psychological issues resulting in depression and sometimes, even suicide. Women’s Work In general, women are undervalued both in the formal and informal labor sectors; formal being the workplace where one receives a taxed paycheck and informal work situations such as contract basis, ‘under the table’ and ‘off the books’ (Burn 92). Bangladesh is one of the worst countries concerning gender pay gap, occupational sex segregation, and gender stereotypes in the workplace. The World Bank’s 2012 labor report states that Bangladeshi women make 12 cents for every dollar a man earns! One of the contributing factors to the wage gap is called the human capital approach. This means that women are credited with less education, experience, and life skills to offer an employer versus that of a man, so they can be paid less (Burn 104). However, the young women of Bangladesh are starting to make changes in their lives and in society. Allowing women to work outside the home is one of the first steps to economic empowerment of women. There are still many cultures, Bangladesh included, where women are dependent on men for everything, but that is slowly changing. Women without access to their own money are more likely to be forced to marry young, have many children, and have little to no education. Young women who are in the workforce have better mobility, access to better education and marry later in life. When these women do get married, they have control of their own reproductivity and are more likely than men to put their money back into their family in the form of better food, homes, health care, and education for their daughters as well as their sons. Additionally, their daughter’s will have an even better education and that will give them the skills to make their own decisions about contraceptives, where to work, when to get married and how to use their earnings (Negash). Investing in the women of today can lead to less poverty tomorrow. One challenge for women in the workplace is sexual harassment. The general idea is as follows: typically, men committing unwelcome/ unwanted sexual advances toward women in the workplace. The sex-role spillover theory posed by Gutek amp; Morash in 1982, suggests that how men and women perceive their roles in life (men seeing women in sexual terms and women trained to see this as flattery and not complain) ‘spills-over’ into the workplace. This leads to a few different kinds of sexual harassment; gender harassment, unwanted sexual attention and sexual coercion. Gender harassment is derogatory and insulting behavior toward women. Suggestive comments and physical contact comprise some aspects of unwanted sexual attention and the worst is sexual coercion; sex being required to get or keep a job (Burn 113). However, there is very little written about sexual harassment toward Bangladeshi women in the work force. Unfortunately, several factors contribute to this problem. Women’s unwillingness to report harassment is the biggest one. Reasons that harassment is not reported may be any or all of the following: women are trained from childhood that any talk of the sexual nature is taboo, fear that if they do report the harassment they will lose their job, and worse, fear that they report it and their superiors will do nothing (Siddiqi). The work environment in Bangladesh will not improve until the traditional gender role perspectives are changed by both men and women. Women in Development Households in rural areas of Bangladesh face several major environmental problems. Frequently, access to clean water and poor sanitary disposal contribute to villagers contracting gastrointestinal and other water-borne diseases. In addition, there continues to be loss of natural forest areas due to commercial tree felling for fuel and encroachments on agricultural settlements. Clearly, there is a direct correlation between environmental issues and poverty; the poor are forced to address short-term needs, even if their actions contribute to the long-term depletion of natural resources (Rhaman and Roy). The Bangladesh Academy for Rural Development (BARD) has incorporated an Environmental Education program in one of its rural development projects, the Comprehensive Village Development Program (CVDP). Since its inception, CVDP has been working to establish a strong institutional framework at the village level with the active participation of the members of the communities (M.H. Chowdhury). There are no short cuts in reducing poverty and increasing economic development in Bangladesh. The CVDP encourages local leadership and community participation by addressing rural problems related to development. The program works to implement strategies to empower the women and the poor in these communities. Women and Religion The major (state) religion in Bangladesh is Islam with Hindu in second position. Early Islam history shows that women were important leaders of the religion but now women are limited in their public participation; women can be leaders only in all female groups. It is believed that the teachings of Islam are opposed to using masculine god language and promote all followers as equal and yet Allah is referred to as â€Å"he† and women do not have much of a public role in the religion (Burn 184). Fundamentalist Islam religious practices are very gender segregated; one reason women primarily participate in religious rituals within the home is because menstruation is considered unclean and they cannot enter a mosque or touch the Qur’an until their period is complete and have taken the ritual cleansing bath (Burn184). Men claim that one of the reasons mosques are segregated is that women are a physical distraction, so men and women cannot pray together (Jehanzeb). Contrary to many Westerner’s beliefs, many Muslim women view traditional Islamic dress as a way to show their devotion to Allah, rather than a form of oppression. The use of the hijab (or veil) to cover the hair and the abaya (a long dress or coat and a headscarf) are expressions of women wanting to please Allah and follow Islamic teachings (Burn 185). Women in Politics Although two women Prime Ministers have headed the Bangladeshi government alternately for the past 20 years, this does not reflect the ratios of gender participation in the Parliament or decision-making at policy level. While there have been many men in the ceremonial presidential position, there have been only the two women, Sheikh Hasina or Khaleda Zia, alternating in the most powerful position of the country. However, even though they held high positions within the government, neither questioned the male dominance of politics in Bangladesh or tried to change gendered political structures in order to allow more female participation. Islam plays an important role in both society and politics in Bangladesh. In 1988, an amendment to the constitution made Islam the state religion. To insure their participation and visibility in politics, many female Members of Parliment observe proper female Islamic dress code by covering their heads in public and participating in public religious rituals to show that they were practicing Muslims. It has always been very important to the people of Bangladesh that their statespeople be practicing Muslims (N. Chowdhury, Women and Politics Worldwide). Despite the two top leaders of Bangladesh being female, women’s representation in parliament is small. The quota of reserved seats for women in the Bangladeshi Parliament is 45. These 45 of 300 total seats do not adequately represent the over fifty percent female votership in Bangladesh (N. Chowdhury). Thus, ensuring that women do not have an equal voice in Bangladesh’s politics. Women who are Members of the Parliament from those reserved seats are considered â€Å"ornamental† partially due to lack of participation but mostly because of the patriarchal views of women in the public sphere. Also, women do not run for unreserved seats on parliament for many reasons. Some state they do not have the funding (because their money is controlled by their husbands), do not want to be linked to criminal activities, and some fear for their lives should they win. The political arena in Bangladesh is filled with corruption and many male politicians buy their way into Parliament or use assassins to eliminate competition (F. D. Chowdhury). Unfortunately, neither Sheikh Hasina or Khaleda Zia used the power of her position to further women’s political growth or enhance their political competency (N. Chowdhury). Gender Equality Movements The Bangladeshi Constitution affirms gender equality but women’s rights are often disregarded. Women and girls are disadvantaged in their access to education, health care, and financial assets (SIGI). Islamic Sharia law regards women as â€Å"custodians† but not legal guardians of their children. In the event of divorce under Muslim law, women can only retain custody of sons until age seven and daughters until puberty (SIGI). The husband has the right of unilateral divorce, for no cause at all. The wife has no such right and when her husband exercises his right; she has no redress. Bangladesh’s largest women’s organization, Mahila Parishad, works to raise women’s awareness and provide equality in the laws that govern the country. Twenty years ago, they lobbied parliament to pass an Anti-dowry law due to the extreme violence against married women over dowries (Burn 252). Although this law is in effect, many families in rural areas still observe the dowry as part of the marriage arrangement. Unfortunately, due to extreme poverty and underdevelopment, women’s equality issues are not seen as important issues (N. Chowdhury, Women and Politics Worldwide). Women in the Garment Industry Over 80 percent of Bangladesh’s garment industry workers are women, which is a large increase over previous studies (ILO). Traditionally, garment industry workers have always been men and when women were first hired, the men were not sure they could do the job. Only after watching women in action did that thought change. Breaking some of the typical gender stereotypes, there are now over 200 garment factories in Bangladesh that not only hire women to sew and iron garments but some allow women to move into ‘cutter’ positions, normally a position only held by men (ILO). Still, occupational sex de-segregation has a long way to go. Some of these companies, like Babylon Garments Factory, are making great strides to create family-friendly facilities; a nursery for worker’s children and free medical treatment/ health care on the premises (ILO). However, there is still a lot of progress to be made before women can break through the glass ceiling in the Bagladeshi workforce. Women and Proper Etiquette There are many subtle nuances of proper etiquette concerning Bangladeshi women such as how to greet them, dining arrangements, and proper attire. Greetings usually only take place between members of the same sex and women will really only be met within a business atmosphere; foreign men should nod to a Bangladeshi women unless she extends her hand and address her as â€Å"Begum† (â€Å"Madam†). Public displays of affection, even between husbands and wives, are considered immoral; particularly in respect to unmarried females (Shrestha). Women should not be photographed unless it is certain there will be no objections. Dining will typically be same sex inside and outside of the home. Proper attire for Bangladeshi women includes a Saree (a type of dress), a Hijab (or veil) worn on the head so that no hair is showing with the common hairstyle, and hair worn in a Beni (twisted bun). Use of Western clothing is rare and exposure of cleavage, thighs and arms is discouraged (Shrestha). In Closing Women represent half the worlds population, and gender inequality exists in every country. Preventing half the people on this earth from reaching its full potential is shortsighted. Society in general is hurt when women and girls are deprived of equality (Negash). For the women of Bangladesh, there are still some huge hurdles to overcome concerning the improvement of education for girls, health and reproductive care for women, and basic human rights. Optimistically, the changes that have already been witnessed will continue to spread so the next generations will be met with a promising future.

Recent Legislative History Control of Educational Standards

Table of Contents Introduction Analysis Application Reference List Introduction The educational system of the United States of America is full of captivating events which have significant contribution to the life of every American citizen. Advertising We will write a custom critical writing sample on Recent Legislative History: Control of Educational Standards specifically for you for only $16.05 $11/page Learn More There are three different levels which promote proper development of the system and which are responsible for obligatory control and funding: they are local, federal, and state authorities. Each type of control has its own peculiarities in accordance with which schools and other educational institutions are able to vary, be improved, and develop during a long period of time in regard to the current living conditions. Educational standards vary considerably from time to time, and now, it becomes very important to provide teachers with nece ssary education and license before they could start doing their jobs. According to Pullman and Van Patten (2007), this kind of legislative control is crucial to make educators meet special standards and correspond to the national model required. In my opinion, it is necessary to support control of educational standards by local, federal, and state authorities in order to present proper quality of education, professional teaching, and obligatory variations. To defend this necessity, it is better to pay more attention to each type of control and its outcomes on the educational process and to define how exactly these authorities may promote the growth of professional teachers. Analysis According to the International Colloquium on Private Education (2009), any kind of government is entitled to control educational standards in order to promote growth of sufficient education in regard to the national context. For example, local government is primary responsible for the quality of educat ional processes; federal authorities usually deal with the standards settings; and state department has to take care of provision of information, resources, and various technical material to schools. In case this type of control weakens, the quality of education may undergo considerable changes, and these changes could be hardly called positive. Randi Weingarten (2010) admits that the role of education is considerable indeed in the life of every person: professional educators have to be ready to complete any kind of duty prescribed. However, it does not matter how mature an educator can be: if there is no support from local, state, and federal authorities, the professionalism of educators cannot serve as the only reliable basis. Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is why there is no reason to struggle against control of education by local, state, and federal authorities, but instead, it is very important to find out more powerful grounds to improve the quality of the control of these authorities and improve the cooperation between the authorities and educational systems to be able to achieve one goal: provide students with necessary education of a good quality and provide teachers with a number of possibilities to get necessary practice and appropriate certificate. Application The chosen position may considerably enhance the processes of teaching and learning. It is possible to focus on â€Å"a constructive, meaningful, and ongoing system that incorporates standards and best practices for the teaching professions† (Weingarten, 2010, p. 37) and helps teachers to realize how information must be learned but not tested (Pullman Van Patten, 2007). Learning activities may be improved considerably because federal authorities introduce necessary technological techniques, and students get chances to learn more about the peculiarities of progress an d how they can benefit from it. In general, the idea of controlling legislative approach is good indeed, and people have to evaluate its positive sides to enlarge their chances for proper education. Reference List International Colloquium on Private Education. (2009).The Evolving Regulatory Context for Private Education in Emerging Economies: Discussion Paper and Case Study. Washington: World Bank Publications. Pullman, J.D. Van Patten, J.J. (2007), History of Education in America, New Jersey: Pearson Education. Weingarten, R. (2010, Spring). A New Path Forward: Four Approaches to Quality Teaching and Better School. American Educator, 34 (1), 36-39. This critical writing on Recent Legislative History: Control of Educational Standards was written and submitted by user Zuri Reeves to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A phobia is an excessive or unreasonable fear of an object.

A phobia is an excessive or unreasonable fear of an object. PHOBIASA phobia is an excessive or unreasonable fear of an object, place or situation. Simple phobias are fears of specific things such as insects, infections, flying. Agoraphobia is a fear of being in places where one feels "trapped" or unable to get help, such as in crowds, on a bus, or standing in a queue. A social phobia is a marked fear of social or performance situations.Phobias are extremely common. Sometimes they start in childhood for no apparent reason; sometimes they emerge after a traumatic event; and sometimes the develop from an attempt to make sense of an unexpected and intense anxiety or panic (e.g. "I feel fearful, therefore I must be afraid of something").When the phobic person actually encounters, or even anticipates being in the presence of the feared object or situation, she/he experiences immediate anxiety. The physical symptoms of anxiety may include a racing heart, shortness of breath, sweating, chest or abdominal discomfort, trembling, etc.Phobia 2and the emo tional component involves an intense fear - of losing control, embarrassing oneself, or passing out.Commonly people try to escape, and then to avoid the feared situation wherever possible. This may be fairly easy if the feared object is rarely encountered (e.g. fear of snakes) and avoidance will not therefore restrict the person's life very much. At other times (e.g. agoraphobia, social phobia) avoiding the feared situation limits their life severely. Escape and avoidance also make the feared object/situation more frightening.With some phobias the person may have specific thoughts, which attribute some threat to the feared situation. This is particularly true for social phobia where there is often a fear of being negatively evaluated by others, and for agoraphobia when there may be a fear of collapsing and dying with no one around to help, or of...

MARKET RESEARCH WITHIN THE BUSINESS CONTEXT OF MARKETING Essay

MARKET RESEARCH WITHIN THE BUSINESS CONTEXT OF MARKETING - Essay Example It may also prevent further mishap or casualties that it may encounter later on. A solid comprehension of how the facts can help in managing business must be the foundation for administering market researches (Wrenn, Stevens, and Loudon 25). The aim of this paper is to analyze the importance of market researches in business settings. Market Research According to American Marketing Association, a market research is an event that connects consumer, customer, and public to the buyer and seller of different goods and services by way of exchanging information (qtd. in Kolb 7). This information is utilized to distinguish strength and weakness, create, enhance and assess marketing administration supervise performance, and enrich the realization of marketing as a procedure (qtd. in Kolb 7). All the participating parties in trading are found in the market. The buyers and sellers bargain with each other; consumers and customers meet and interact, and investor and borrower negotiate. These cons tant interactions among the participants generate and transfer information. Now, when these sets of information are circulated, it can be used by the receiving party. A stockbroker who recently learned that the prices of stocks are low may choose to disregard and pass an investment option. Thus, by skipping an investment opportunity, the stock broker engaged in market research and has successfully used it to its own advantage. Role of Market Research Since the main purpose of market research is to help in the decision making, it is divided into four measures. First is to identify the presence of a threat or opportunity. Second is to analyze the problem or opportunity, then third is to classify option, and fourth is to choose a solution (Wrenn, Stevens, and Loudon 3). Determining a problem or opportunity must be the first step in the decision making because it is the basis of having a solution. Observation and recognition must be necessary to point out any possible trouble or positiv e prospect that may arise. The analysis of the trouble and opportunity comes next to determining problem. While it is necessary to pinpoint troubles, if there is any, a better judgment must be made in categorizing the choices. There are some cases that a small inconvenience inside an agency may become an opportunity for the whole. This is followed by the evaluation of option. After recognizing and interpreting the problem, it is best to evaluate the options. Application of the information gathered for the possible solutions must be thoroughly enforced. This precedes the final step as selecting the right solution. In choosing the accurate solution, the goal of the market research here is fulfilled as decision making is made in this move. Precisely, a market research pertains to the steps and processes used in planning and gathering of information, and in examining and proposing of data utilized for forming marketing decisions (Stevens et al. 2). Different kinds of techniques are used in market researches depending on the objectives and purpose of the research. These sets of techniques are often confused with the decision making. The marketing research should be centered on the making of decisions and not on the sets of techniques involved in obtaining information to implement decision making (Stevens et al. 2). By doing so, it evades undesirable situations of unsuccessfully gathering of data

Evaluation of Agency's personnel administration Essay

Evaluation of Agency's personnel administration - Essay Example Furthermore, they provide for training of labor and instill the organizations values in them so that they can conform to the requirements of the organization both within and outside environment (Leigh & Blakely, 2013). The urban planning human resource also ensures staffs awards are assured while offer punishment to those who break the policy. Therefore, the underlined factors above makes the human resource be a stronger department. Nonetheless, the committee also finds it hard to find the right personnel that provide a perfect fit for the organization. The agency is also thriving to reach the international standards of personnel management such as the level required by the United Nations labor management. This includes actions and not limited to utility theory approach. But incase the personnel department becomes inefficient, the agency outsources to provide for technical assistance (Buller, & McEvoy, 2012). It ensures that their employees are well managed, and the human resource acquires extra skills on how to deal with the staffs. As a result, global standards are maintained that makes the agency one of the best performing in the industry. The human resource department of the urban planning is tasked with hiring the right employees for the organization. The recruitment process begins by the department advertising the available opportunities that the qualified candidates will send the application to. They then review the applications and determine the best candidates who are then taken for interviews to determine their suitability (Breaugh, 2014). In doing so, they have to conduct a background check on the applicants since the personnel must be of integrity before they can be hired. The final component is the hiring criteria. The selected candidates are notified and provided with the employment contract letters. In the process, they are expected to provide to undergo medical tests to

Strategic Management Essay Example | Topics and Well Written Essays - 250 words - 4

Strategic Management - Essay Example ALDI opted for conservative methods to offer better quality and reduced prices. The strategy is presented to hold numerous benefits in expansion and retention of an increased market share. Furthermore, ALDI utilizes cheaper measures in advertising as compared to Amazon that spends majority of finances in marketing. This places ALDI at a paramount position to expand and increase the profits with increased income and reduced expenditure, especially in marketing (Stubblefield, 2006). The post critics on the shopping trends of consumers and the focus placed on the comparison of Aldi and Amazon. The German Aldi stores stock mostly their products and offer lower cart value at $0.25. The company saves money through failing to accept credit cards. This includes increased purchase of the cheap products to generate revenue. Amazon offers value in products through the online stores. This generates easier measures in shopping to offer the convenient sopping measures. These are the differences in the two stores with the consumers offered cheap expenses in Aldi and the convenient Amazon. These stores may serve as supplements in their positioning since they satisfy consumers in varied manners. The post offers the challenge on the preference of a company based on the strategies that they incorporate in their marketing

Investigation of outdoor play in early years

Investigation of outdoor play in early years Outdoor Play in Early Years In whose best interest? This review examines the definition of play and outdoor play as well as the perspectives of the early years pioneers spanning over two centuries who has shaped our understanding of outdoor play such as Friedrich Froebel, Maria Montessori, Margaret McMillan, Susan Isaacs and Majorie Allen, better Known as Lady Allen of Hurtswood. It will also seek to address how outdoor play can be optimised in early years setting to improve childrens learning and development outcomes. The scope of this review includes debates surrounding outdoor play, concerns and the advantages of using the outdoor environment. This review would also analysis previous researches on outdoor play and evidence which suggests that outdoor play improves childrens development and well-being. Play is a difficult concept, and by its very nature cannot be pinned down or precisely defined. There is nothing tangible, predictable or certain about childrens play, and this makes thinking about play more difficult and sometimes uncomfortable for those who like things neat and orderly. Play sits uneasily in a culture of standards, measurable outcomes, testing targets and quality control. While most of us know play when we see it, academics have had trouble defining it (Johnson, Christie, Yawkey, 1999). Play involves a free choice activity that is non-literal, self-motivated, enjoyable and process oriented. Critical to this definition is the non-literal, non-realistic aspect. This means external aspects of time, use of materials, the environment, rules of the play activity, and roles of the participants are all made up by the children playing. They are based on the childs sense of reality (Wardle, 1987, p. 27). Children do not play for a reward-praise, money, or food. They play because they like it.(p. 28). Children who compete to make the best wooden ship are not playing. Children who are told they must use the block with an A on it to create a word are not playing, and children who are asked to label the colours of their paints, instead of using them to create a picture, are not playing. Article 31 in the United Nation Convention on the rights of the Child stipulates that play is a fundamental right of all children (Human Rights Directorate, 1991 cited in Steampfli 2008) and that play is essential for children to develop intellectually, physically, emotionally, and socially. Through play children learn to express their thoughts and feelings, develop language and social skills and become aware of cultural diversity in their community. Filer, (2008), describes creative outdoor play as play which gives children the opportunity to use their imaginations, helps promote original thinking, flexibility, adaptability, empathy and the ability to generate multiple solutions to a problem. She express play as the most important activity that children will take part in outside as it is a means through which they find stimulation, well-being and happiness in order to grow physically, emotionally and intellectually. She express that the outdoor environment is well suited to meeting childrens needs for all aspects of play and is the most relevant way of offering learning based upon first-hand experiences and individual interests. Waite et al. (2006) cited in Waller, T (2007) journal article point out, outdoor learning is not a single entity but comprises many different sorts of activity with distinct purposes. Outdoor environments afford opportunities for a balance between adult-led structured activities and giving children access to interesting outdoor spaces. Friedrich Froebel(1782-1852) emphasised the importance of the garden and the educational importance of learning out of doors more than a century ago. To Froebel, the garden was both literal and metaphorical. He used the word kindergarten, a garden for children, rather than the word school and saw the kindergarten as a place where the child could develop in harmony with nature. Educators would provide a rich environment for growth, and would tend, nurture and cultivate each child just as a good gardener would tend a young plant. Froebel believed in a divine unity and connectedness between all living things, and it was therefore important for children to be close to nature in the outdoor environment. Through gardening and play outdoors children learnt about nature and about the growth of plants and animals, but they also learnt to care for and take responsibility for nature, and gradually to recognise their own place in the natural world. Childrens freely chosen game games outdoors wer e a source of fascination to Froebel. He saw in such games evidence of childrens growing sense of justice, self- control, comradeship and fairness. (Tovey, 2008). Forest Schools which are closely associated with the Danish early years programme is inspired by the ideas of Froebel, traditionally favoured play, movement and fresh air (Stigsgaard, 1978, cited in Maynard, 2007), while a sense of connection with nature and the environment has been linked to the Danish notion of an ideal childhood (Organisation for Economic Cooperation and Development (OECD), 2001 cited in Maynard, 2007). The development of young childrens understanding about the natural environment is seen as being an important aim of all day-care facilities (OECD, 2000 cited in Maynard, 2007). For Maria Montessori (1869 -1952), working in a poor inner city community in Rome, Italy it was not the garden, but the house that was the enduring metaphor for her approach to early childhood. The environment, she argued, should allow children to be like the masters in their own houses, that is it should be child-sized, offer independent movement and be well organised with everything in its place. It was not nature, but science and her notion of scientific pedagogy, which was a guiding principle. Using Froebels metaphor of the gardener she argued that behind the good cultivatorà ¢Ã¢â€š ¬Ã‚ ¦.stands the scientist. This is a very different philosophy from Froebels garden where weeds were valued as much as the flowers. It was Montessori, who pioneered the idea of open access from indoors to outdoors and free choice and self direction, but choice was restricted. Unlike Froebel, Montessori did not believe the natural materials were educative and, therefore, she made no provision for pla y materials like sand and water. Rather she argued that structured materials, which had been subject to the perfecting hand of a higher intelligence (Montessori 1983 cited in Tovey 2008), were necessary to identify the real or true nature of the child. Margaret McMillan (1860-1931) was a socialist politician. Her experience of running an open air camp for children in the slums of Deptford, South of London, where disease was rife, convinced her that time spent outdoors could dramatically improve childrens health and that the youngest children should be the focus of attention. She developed an open air nursery school for children, and literally designed and built a garden for children. The garden was central and the indoor spaces were merely shelters for use in very bad weather. Everything, she argued could take place outdoors, play, sleep, meals, stories and games. She argued that there was no need for artificial didactic apparatus to stimulate childrens senses in isolation when real first-hand experience offered richer and more meaningful opportunities. A nursery garden must have a free and rich place, a great rubbish heap, stones, and flints, bits of can, and old iron and pots. Here every healthy child will want to go, taking out things of his own choosing to build with. (McMillan 1919 cited in Tovey 2008). Susan Isaacs (1885-1948) worked in a very different social context from McMillan. She opened the malting House School in Cambridge in 1924, a school for highly advantaged children of professional parents. It was an experimental school that had two aims: to stimulate the active enquiry of the children themselves rather than to teach them and to bring within their immediate experience every range of fact to which their interests reached out (Issacs 1930 cited in Tovey 2008:46). Children were given considerable freedom for Isaacs argued that play has the greatest value for the child when it is really free and his own (Isaacs 1929 cited in Tovey 2008:46). The garden included grass, fruit trees, a climbing frame, slides, movable ladders, trees for climbing, flower and vegetable garden with individual plots for each child and a range of animals. The garden provoked childrens curiosity and enquiry. It offered challenge and risk and children had considerable freedom to try things out, to question, to experiment and to follow wherever their curiosity led. However, this freedom also had constraints. Eg. Children were allowed to climb on the summer house roof, but only one child at a time was allowed. Like Froebel and Montessori before her she argued that freedom brought responsibility, but it also empowered the children to develop skills to be safe. Isaac view of childhood is one of passion. Young children had a pas sion for finding out about and striving to understand the world. Although she tried to observe children in free conditions she also recognised, unlike Montessori, that it was impossible to discover the natural child. Marjorie Allen (Lady Allen of Hurtwood) 1897-1976 featured less in education literature but nevertheless deserves an important place as a pioneer of outdoor play areas for young children. She was active in campaigning for better provision for young children and became president of the nursery school association, and a founder member of the worldwide organisation Mondiale Pour LEducation Prescolaire (OMEP). She designed play areas for many nursery schools including gardens with sand pits and paddling pools on roof tops of blocks of flats in Camden, London. She is associated most for bringing the idea of adventure or junk playgrounds to Britain. She argued that children seek access to a place where they can dig in the earth, build huts and dens with timber, use real tools, experiment with fire and water, take really great risks and learn to overcome themà ¢Ã¢â€š ¬Ã‚ ¦.(Allen cited in Rich et al 2005:46) She was damning in her criticisms of conventional playgrounds that are static, dull, unchallenging, and which do not account for young childrens drive to explore, imagine, create and to seek companionship. The tendency for ordering a complete playground from a catalogue is greatly to be deployed: this lack of enterprise spells dullness and monotony and only the manufacturers benefit (Allen 1968 cited in Tovey 2008:50). Lady Allens vision for challenging outdoor play environments, her belief that children with disabilities were entitled to equally rich and exciting environments, and her knowledge, from careful observation, of the impact of design on childrens play is still influential today particularly in the playwork field. These developmental emphasis on play and playgrounds for nursery school playgrounds and kindergartens was later reinforced by the work of early 20th century child research centres and figures such as Piaget (1951), Vygotsky (1978) Bruner, et al (1976), and Huizinga (1950). The developmental emphasis continues in the early 21st century. Until recently, preschools were relatively unaffected by contemporary high stakes testing and continued to focus on play as a primary vehicle for learning and development.(Frost 2006). A research study by Clements (2004) reveals that children today spend considerably less time playing outdoors than their mothers did as children. The study reveals several fundamental reasons for this decline, including dependence on television, digital media, and concerns about crime and safety. The study also conveys findings related to the frequent use of electronic diversions. Maynard (2007) also linked the growing interest in Forest School to a concern that childrens outdoor play is in decline. Parents, it is suggested, are reluctant to let their children play outside as they once did for fear of strangers, traffic or violence and as a result, it is also suggested, childrens play revolves around organized recreational activities or is home-centred and focused on computers, video games and television. This, it is maintained is having a negative impact on childrens social and emotional competence while also contributing to an epidemic of child obesity. Maynard Waters (2007), in their journal also identified recent years reports about the use and abuse of the outdoor environment have rarely been out of the media. These reports, often backed by the latest research findings, have focused on concerns about environmental damage as well as issues such as stranger danger, childrens lack of physical activity, the rising levels of childhood obesity, as well as a more general lack of connectedness with nature. A view which agrees with Froebel who sees garden as a spiritual place where children could grow and develop in harmony with nature, and begin to sense their own place in the natural world. It was a place for creative and imaginative play. There is growing public policy interest in childrens play. Politicians and opinion formers are interested in exploring how good play opportunities can help improve quality of life and safety in neighbourhoods, tackle obesity and promote childrens well being, support children development and build community cohesion. Alongside, there is a growing view that good play experiences are not only an essential part of every childhood, but also a key public responsibility and an expression of our social obligations towards children. (Filer, 2008:14). Dr Aric Sigman, of British Psychological Society, recommends that children under three should be banned from watching TV, and older children, aged 3-5, should be restricted to viewing one hour a day of good quality programmes. Children spend more time looking at the screens than they do outside doing real things, which is detrimental to their health and well being, particularly in the long term. He recommends that children should be outside experiencing real life and real things (Sigman, 2005 cited in Filer 2008). One way in which government has attempted to address these concerns has been to raise awareness of, for example Healthy Schools programme, Food in Schoool programme, School Fruit and Vegetable scheme, Physical Education, School Sport and Club Links programme (DSCF, 2008) The introduction of Early Years Foundation Stage Curriculum (EYFS) in September 2008 in England for children from birth to five (DSCF, 2008) emphasise the need for the provision of regular outdoor experience. However, Waller (2007), in his article identified that a clear pedagogy for the use of the outdoors as a site for learning has not been established and, as (Fjortoft, 2001 cited in Waller 2007) and (Waite et al.2006 cited in Waller 2007) point out, there has been relatively little research on what actually happens in outdoor environments. The EYFS now recognises that the environment plays a key role in supporting and extending childrens development and learning under theme 3: enabling environments which is line with the Macmillans theory which allowed children free access to play areas and gardens and was not predicated upon a fixed time schedule. The importance of outdoor learning is also emphasised in the effective practice: outdoor learning as below: Past generations of children benefited from extended amounts of unsupervised time outdoors, and as adults they look back fondly at these early experiences. Indeed it is widely recognised that such experiences make a positive impact and as adults we are aware that it shaped many aspects of our own development and healthà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Despite this cultural shift away from outdoor play and learning, it remains essential to childrens health, development and well-being. Consequently, it is vital that early years settings maximise childrens opportunities to be outdoors: for some it may be their only opportunity to play freely and safely outsideà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Outdoor learning encompasses all that children do, see, hear or feel in their outdoor space. This includes the experiences that practitioners create and plan for, the spontaneous activities that children initiate, and the naturally occurring cyclical opportunities linked to the seasons, weather and nature. (DCSF, 2007) It is evidenced that a lot of recent and old research into outdoor play are in agreement that it is beneficial for children to be outside experiencing real life, real things, in order to grow and develop holistically. Most of the researches also concluded outdoor is a place where the child could develop in harmony with nature, a place to begin to sense their own place in the natural world and a place for creative and imaginative play. Good play experiences are seen as an essential part of every childhood which would lead to improve quality of life, tackle obesity and promote childrens well being. However, Majorie Allen criticized the conventional playgrounds seen at majority of the nursery and pre school these days as static, dull, unchallenging, and which do not account for young childrens drive to explore, imagine, create and to seek companionship. Finally, according to the literatures, one of the main advantages of using the outdoor environment is that it provides children with th e space to move freely. (Fjortoft 2001, 2004 cited in T.Maynard et al 2007) report on research from Scandinavia, which demonstrates that children who play in flexible, natural landscapes appear to be healthier, have improved motor fitness, balance and co-ordination, and demonstrate more creativity in their play. It can be concluded based on the literature review above that experiences of the outdoor play and learning suggests that early years practitioners should recognise the significant potentials of outdoor learning highlighted above, in addition to developing outside play opportunities within their gardens; they should also consider giving children regular opportunities to experience wild natural environments. CONTENT Page No ABSTRACT 1 INTRODUCTION 2-3 LITERATURE REVIEW 4-14 METHODOLOGY/RESEARCH DESIGN 15-16 ANALYSIS/FINDINGS 17-20 CONCLUSION 21-22 REFERENCES 23-25 APPENDICES NARRATIVE OBSERVATION A-C TRACKING OBSERVATION D-E SANDRINGHAM SCHOOL PICTURES F-J BLOOMING GARDEN PICTURES K-M ABSTRACT: I have worked in different setting during my course and I have noticed that outdoor play is not particularly well planned by the practitioners. It seems to be seen as an opportunity for the staff have a break and for the children to let off steam. Play is childrens natural way of doing stuff to build for children to build self-esteem and social skills and the philosophy behind the Early Years Foundation Stage Curriculum supported this very much. The aim of my study is to look at how children participate in outdoor play in Sandringham school environment compared with regular setting with limited outdoor space with fixed and movable apparatus such as climbing frames, slides and bikes etc as well as to encourage practitioners to reflect on their practices. My research draws on observation (both narrative and tracking method) of one nursery located in London borough of Newham- Sandringham Schools nursery in London and a regular nursery with fixed garden apparatus in Redbridge b orough, Uphall School. My observation was used to find out how children attending both school nurseries react during outdoor session and how practitioners assist the children in extending and stimulating their learning and development. The play experiences of children at my own school Sandringham School nursery in comparison with the children at Uphall Schools nursery clearly indicate that children at Uphall school nursery spend less time playing outdoors than those at Sandringham schools nursery. The study reveals that children at my school at Sandringham schools nursery are engaged in depth active learning with their peers and practitioners, objects, allowing the children to use their imagination more creatively. For example, during my observation, a child uses a tree branch to sweep an area under a large tree, which she described as Goldilocks grandmas house. INTRODUCTION In searching for my research topic, I have drawn on my experiences and interest during my placements. It struck me fairly quickly from observations in my various placement that outdoor play space in most of the settings is still just about physical development and not given the equal status to indoor play it deserves in terms of the planned experiences that are provided for young children. Majority of the settings outside play area are small with static, dull, and unchallenging equipments, and do not allow young childrens drive to explore, imagine, create and to seek companionship. Practitioners should promote and enhance the development of playground that offer a rich, multi sensory environment that is meaningful, imaginative and stimulating for all young children, providing them with real experiences that help embed their early learning and holistic development and not just their physical development. Parents and practitioners agree from conversation with them that outdoor play is a natural and critical part of childs well being, health and development and the importance of outdoor play is also reflected in recent government policies such as the Every Child Matters agenda (2003) and Early Years Foundation Stage (EYFS, 2008) curriculum embraces outdoor learning as it enables the children to follow their interest, make choices, forge links between their learning and develop ideas over time. This study will evaluate the effectiveness of opportunities provided for children under five to learn in the outdoors, in a garden, or other open air space e.g. in Sandringham school nursery environment and a regular day nursery setting. The research aimed to investigate the impact that the type of outdoor play experiences in the two settings has on all areas of learning and development for children under five. In this study I will use (Filer, 2008) definition of outdoor play a creative outdoor play as play which gives children the opportunity to use their imaginations, helps promote original thinking, flexibility, adaptability, empathy and the ability to generate multiple solutions to a problem. She expresses play as the most important activity that children will take part in outside as it is a means through which they find stimulation, well-being and happiness in order to grow physically, emotionally and intellectually. Outdoor play also offers play spaces that enable children to create play spaces themselves and to exercise greater choice over materials, location and playmates. Being outdoorsà ¢Ã¢â€š ¬Ã‚ ¦..offers opportunities for doing things in different ways and on different scales than when indoors. It gives children first-hand contact with weather, seasons and the natural world and offers children freedom to explore, use their senses, and be physically active and exuberant. (EYFS card 3.3 cited in Hitchin, 2007) METHODOLOGY The research takes place in two different borough schools nursery in their early years settings in England over a period of 4 months. Setting 1: This is my own schools nursery based separate building for the infants school building, this is located in a most multicultural state in town in Forestage, London area of the UK. Children aged 3 years to 5 years old attending the nursery on a half day and the next lot come for the afternoon session. The garden is a large part of it concrete and the other part was gated and covered with tree barks, with plastic climbing frame and slide, large tree on the other end of the gated part end bench under the tree and a large plastic turtle shape sand and water tray. On the paved area, there is a large wind chime resting on the fence and the other areas are left free for obstacle activity, easel, construction blocks, bicycles etc. Setting 2: This is a school based in borough of Redbridge, In order to establish childrens involvement levels in the two settings, I considered issuing questionnaires to both parents and practitioners. On discussing this with my School mentor, it transpires that the result will only give parents/ practitioners view on outdoor play and not necessarily give an answer to childrens level of learning and development physically, emotionally, imaginatively, and creatively through outdoor play. In conjunction with the setting staffs, I have collected data using participant observations in the form of tracking observation method which was handed out to the practitioners to follow selected children during outdoor play at each of the setting to find out the childrens interest while outdoor as well as direct observation method conducted by myself in the form of narrative observation to assess childrens involvement levels in two different outdoor environments. Observation is an important, if underrated, form of assessment. It may seem subjective, but it has a great deal of potential. Assessments can be made when the children are actively engaged in outdoor play and therefore the process on interaction with other children and adult can be observed. According to Creswell (2002) observations in a setting requires good listening skills and careful attention to visual detail. It also required management of issues such as the potential deception by people being observed and the initial awkwardness of being an outsider without initial personal support in a setting (Hammersley Atkinson, 1995). ANALYSIS/FINDINGS The results indicates that there is quality adult-child verbal interactions at the sandhringham school than the other setting which was my main concern and according to EPPE (2004) and REPEY (2002) research findings which identified that more sustained shared thinking was observed in settings where children made the most progress. Sustained shared thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity, extend a narrative etc. For example, a child sat under a large tree with few other children with an adult and she told the adult this is a forest, where the wolf is hiding and waiting me, Ill be the goldilocks and you can be the bad wolf and the adult engaged the child in open-ended questioning which is associated with better cognitive achievement according to the EPPE research findings. The forest was later turned into grandmas house they used drapes and plastic cover and securely pinned and another child sweeping off the dry leaves I am sweeping my grandmas room, because she is unwell and I need to help keep it clean. Where as at my other setting, the adults intervened mainly to ensure the safety of the children by encouraging a child to participate in an activity. For example, during an obstacle activity, the adult encouraged the child to walk on the blocks and offered a hand to boost the childs confidence. An interesting observation is that there are a lot of initiated activities at the Sandringham school with interventions by practitioners when invited by the child to extend the child/rens thinking. Opportunities are provided for adult initiated group activities which according to EPPE (2004) research findings are most effective vehicles for learning. For example, a game of silence ball? hide and seek game where the children have to listen to where the voices responding to their call is coming from to help them locate the people hiding. This game promotes listening skills. However, majority of the activities at the other setting is usually free play with mainly fixed climbing frames and slides, large wind chime, and selection of choices made available by the adult such as sand and water tray, lego blocks on a carpet or tray, writing materials, dressing up clothes, balls and books which is alternated on a daily basis. There is mostly child to child verbal interaction. The children in Sandringham school are engaged in more creative and imaginative play such as finding treasures, digging, treasure hunting lifting logs to look for worms which was in line with Friedrich Froebel (1782-1852) who described garden then as a spiritual place where children could grow and develop in harmony with nature, and begin to sense their own place in the natural world. It was a place for creative and imaginative play for investigation and discovery for songs, music and ring games. Froebel was perhaps unique in amongst the pioneers in linking garden design to his philosophy of childrens learning and in recognising the holistic nature of young childrens learning. He saw in such games evidence of childrens growing sense of justice, self- control, comradeship and fairness which I also noticed during my observation at the sandringham, school setting. For example, each child is given opportunity to lead with an adult when doing the head count before entering and leaving the forest school. A child was upset because she wanted to lead on this occasion and the adult explained to her that she has had a turn last week and that everyone has to have a go before it could be her turn again and this helps the children to develop sense of fairness and justice. The staff leading at the sandringham school seemed to have good knowledge and understanding of the curriculum as well as knowledge of child development and they have gained additional training on forest school approach, which I assume has helped the adult in facilitating childrens learning. For example, the children learn to use natural materials such as sticks to make a shelter, two other children uses large paint brushes with water to paint the wooden fence. Another girl went to paint a tree, which a boy was climbing on and he said no Amisha, its going to be slippery. Other activities observed at Sandringham school arethey are climbing, move over obstacles, carrying logs from one area to the other, eating outdoors, getting dirty while digging or hiding, opportunity to wander freely without constant adult supervision in a large space with lots of nature to see and explore at their own pace. All these will support the childrens emotional, social development, environmental awareness a nd spiritual wellbeing. It also encourages active learning, improve creativity and critical thinking. From my observation of children at the other setting with garden equipment from a sale, the older children mostly run around the small garden or climb on the plastic frame and slide which I agree with Allen, M (1897-1976) spells dullness and monotony and only the manufacturers benefit. Marjorie Allen 1897-1976 also criticized the conventional playgrounds seen at majority of the nursery and pre-school these days as static, dull, unchallenging, and do not account for young childrens drive to explore, imagine, create and to seek companionship. However it is interesting to note during each observation at the other school that the tree bark that covers the garden floor offered scope for children with learning difficulty. For example, the children use the tree bark to represent food served by one child to the other children and as they received each said thank you. While at the sandrigham school, a space under the tree was transformed into a Grandmas house, Vygosky (1978) cited in Tovey 2007 argued that such play leads to higher level thinking because children are using objects symbolically. The act of transformatio

truama c-spine Essays -- essays research papers

Trauma C-Spine   Ã‚  Ã‚  Ã‚  Ã‚  This essay is not intended to criticize any emergency medical or hospital staff. I am writing this essay out of concern for patients who come into the emergency room that may have a jeopardized spinal cord resulting from an injury or suspected injury to their cervical spine. I am a certified emergency medical technician, farm-medic instructor and currently a medical diagnostic student doing clinicial's. In the United States each year there are approximately 10,000 reported cervical spine injuries that come into emergency rooms. Motor vehicle accidents account for approximately 45%, falls approximately 30%, the remaining 25% from sports and miscellaneous. Although only a small amount of these spinal injuries are life threatening, they all need to be treated as such. Survival of these patients depends on pre-hospital care, emergency room care and quality diagnostic radiographs, all done at times under extreme time restraints and pressure.   Ã‚  Ã‚  Ã‚  Ã‚  The number one goal in patient care is not to make any situation worse than it already is. Most pre-hospital care is usually done by emergency medical technicians. Their main concern is to assess, stabilize and transport the patient to a facility that can give additional care and treatment. The emergency room staff is the second step to the patient’s survival. Their duties include further stabilization, evaluation and treatment of the patients’ injuries. Radiographers are to supply ER doctors with quality diagnostic X-rays so they can make informed decisions about further patient care. Each of these groups need to be aware of what is involved with the other’s job, so that the patient will receive the best of care.   Ã‚  Ã‚  Ã‚  Ã‚  Emergency medical personnel are trained in the proper pre-hospital care of patients in the field. Pre-hospital care of patients suffering from suspected cervical spine injury involves making sure the patient has a patent airway. Placing a properly sized C-collar on the patient to stabilize the neck. Packaging the patient for transport to the emergency room, which involves proper placement and securing of patient on backboard, and making sure to secure the head and shoulders so there is no movement of these areas by the patient. While enroute to the hospital emergency room further assessment of patient can b... ...this! EMS responds to a motor vehicle accident and have to place a patient on backboard with a c-collar applied. The EMS crew just had a continuing education program presented by an X-ray technician that showed them what they could do to help speed up c-spine exam time and also help reduce patient risk, so the EMS crew removed the patients jewelry before they applied the c-collar. Upon arrival at the hospital the proper X-rays were ordered to evaluate the patient for cervical spine injury. The radiographer arrived with help to do the necessary exam. The patient was taken into the exam room and since the radiographers had just completed a continuing education program on patient care, where cervical spine injuries were involved, they were very careful when moving the patient. They kept the patient on the backboard and did not attempt to move the patient’s head or neck. The radiographers made sure that the films they showed to the doctors were of diagnostic quality.   Ã‚  Ã‚  Ã‚  Ã‚  Could this happen? Yes, if everyone involved was properly trained, took pride in their work and departments were adequately staffed.   Ã‚  Ã‚  Ã‚  Ã‚  Does this happen? I hope so.

Situational Leadership

Leadership is as much a function of the situation in which the participants find themselves as it is of the characteristic of a leader. (Discuss) The characteristics of a leader are most important; however, one needs to take into consideration that different situations call for different types of leadership. Previous research by Luccier & Achua (2010) states that different situations need different types of leadership. Therefore, leadership, organisational culture, situational leadership, personality and other traits need to be defined. Furthermore, an exploration of the impact of situations in relation to the characteristics of a leader and/or their leadership style shall be discussed, as will argue how this impacts upon the organisation and its leadership. A discussion of what abilities should be displayed by a leader in different situations, especially in education will ensue. Evidence suggests (Palmer 2011) that leadership changes its meaning, revealing different thoughts as well as different viewpoints. It â€Å"is the influencing process of leaders and followers to achieve organisational objectives through change† (Luccier & Achua 2010, p6. Daft (2005) highlights that there is a connection between leaders and followers, and the goals they wish to attain. In other words, leadership affects power or control, and it takes place amongst people, and those people wanting critical change (Richard & Andrew, (2009). Above all, leadership is about motivating â€Å"confidence and support† who are required t o realise the objectives of the organisation (Palmer 2011; Dubrin, 2004, p. 3) A number of writers have defined traits as â€Å"distinguishing personal characteristics† of a leader for example honesty, appearance, intelligence and self-confidence. Luccier & Achua 2010 p 33; Palmer 2011; Samson &Draft 2003) Personality is the mixture (combination) of traits in regards to specific behaviour. In other words, personality is character, and it affects our decisions. (Palmer 2011; Luccier & Achua, 2004, p. 29) Organisation culture relates to a collection of, standards, and understandings shared by members of an organisation, including new members. (Richard & Andrew 2009) In addition, it is viewed as a â€Å"shared mental model† or â€Å"social glue† that brings an organisation together. (Luccier &Achua 2010; p. 70) The staff at a school, led by a Principal should possess such a model. Situational leadership is a theory identified by Harsey & Blanchard (1969) that purports that â€Å"effective leaders are those that reflect greater change in their leadership style in respect to task orientation and directive orientation in support of individual follower’s abilities and requirements†. Fuchs (2007; p. 15) It is also based on the thought that leadership moves between business followers according to the needs of an individual group at a specific time. Sousa 2003) Ministers of Education, Principals and Education Department heads should all embrace this theory, so that they can instigate positive development and/or change in their respective organisations. Leadership style is the mixture or combination of personalities, abilities and behaviours leaders use as they relate with followers. (Luccier & Achua 2010) Observations of followers can suggest the favoured approach or forms of behaviour used by different leaders. (Fuchs (2007) Thus, a school leader would need to know their staff reasonably well to be able to do so. Organisational success is not only influenced by leadership, but, also by the organisation’s vision, cultural mission and support from the public. However, many specialists argue that strong leadership is very important to organisational needs (Richard & Andrew 2009). Above all, effective leaders are ethos or beliefs makers (Luccier & Achua 2010). According to Palmer (2011) leadership is the skill to encourage, impact and inspire staff to achieve excellent work, and states that motivation is measured as a dominant instrument for employers’ improvement. It also helps leaders to realise the types of people in their organisation and inspire them to get involved in developing and improving the organisation. A practical example of this is illustrated in the USA study which indicated that about 77 percent of workers or employees were not satisfied at work, mainly because they felt they were not motivated by their leader (Luccier & Achua, 2010. ). New employees need to be motivated by their leader, which in turn leads to greater job satisfaction and a greater likelihood of organisational involvement. A Principal should make professional development school wide and appropriate to the school, it students and educational context. Effective leaders are responsible for direction and support of every worker, and also assist with conflict resolution. They also have to be outstanding speakers to be able to communicate well so that they can pass on information to staff and also to people outside the organisation (Palmer 2011; Richard & Andrew 2009). In a school, the Principal/Deputy Principal would need to deal with such conflicts, making sure that they are imparcial and fair, free from bias. Leaders serve as role models for employees and are key motivators. Staff members can model honesty, integrity, commitment and other values demonstrated by their leader. (Luccier & Achua, 2010; Palmer 2011) In addition, they are strategic developers which form the organisation’s vision in collaboration with staff and other stake holders. Above all, they are policy producers and decision makers for both staff and organisations (Cited in Palmer 2011 Dubrin, 2004). Decisions can either be right or wrong, and can lead to the success or failure of an organisation, unless guided by a learned, insightful leader. An effective leader should demonstrate values like accountability, transparency, professionalism, commitment, innovation and motivation. Above all, an effective leader should be versatile to be able to cope with global change and new trends in management and leadership. Principals and others in educational leadership roles need to have up-to-date knowledge and be able to utilise it appropriately. Previous research (Luccier & Achua 2010; Palmer 2011) states that leadership efficiency is learnable. Not all leaders represent leadership hat has been learned. Different leadership styles are used under certain conditions according to Dubrin & Dalglish (2001) they draw attention to Malcolm Fraser's experience. He changed his leadership style due to influences on his situation. For instance, Fraser as Prime Minister of Australia, he was exercising authority, whilst also acting as chairman of CARE Australia, his profile was low. For this reason, one can highlight that the situation has an imp act on which leadership style is most effective. The impact can be influenced by both internal and external situations. Also, it may be negative or positive depending on how favourable or unfavourable the employee’s or leader’s perceptions are (Richard & Andrew 2009). Fiedler’s (1967 as cited in Richard & Andrew 2009) point out that leaders’ have essential features. In the same way he establishes the contingency theory as a session of behavioural concepts based on the principle that there is no one preferred way of leading, and that a similar leadership style does not work in all circumstances. This theory is classifying a manager’s leadership style as task motivated and relationship motivated. Fiedler (1967) used the least preferred co-worker (LPC) scale to measure the degree of leadership style. Fiedler’s theory highlights that situations can be placed into three categories, namely high, low and moderate. Fiedler also used the leader match concept to match leaders to situations. For instance, Fiedler points out that task motivated leaders do better in situations that are high, enabling them to concentrate on building and maintaining relationships. In contrast, for moderate situations the relationship motivated is better, so is not as much of a focal point, as in low situations. Task motivated leaders may do well, but they may create a sense of misunderstanding, while relationship motivated leaders will seek consultations and support staff emotionally. The contingency theory is the most researched and advantageous, however, it had been established that it is very difficult to make sure that it has a good influence on most leaders. Furthermore, the total amount of control a eader exerts differs depending on the time and situation. It has been argued that from the situational characteristics, there is a negative connection between LPC score and group performance. Also, it is hard to make a summary about a leader's performance, when leaders are always adapting their leadership style according to changing situations they find themselves in. More research needs to be carried out on the contingency leadership so that it can be flexib le and meet the desired outcomes of modern globalization tests and organisational requirements. The Situational Leadership model (SLM) was developed by Hersey and Blanchard (1996) as cited in Richard & Andrew (2009). It focuses on followers as being the significant component of the situation, and therefore, defines an actual leader's behaviour. Hersey & Blanchard (1996) highlighted the importance of appropriate leadership training, and stress the importance of leaders being adaptive in exact situations. In the case of school Principals, many have not received adequate training to be able to do a productive and credible job. However, experience, maturity and impartiality may be evident and are the reasons for a person being chosen for such a position. Hersey and Blanchard (1996) support the earlier theoretical assumptions from the Ohio State study which reveal that behaviour of a leader can be a combination of two points of view, such as having aspects of being democratic and autocratic. (Luccier & Achua 2010) The SLM is based on four groups which are a mixture of the two dimensions â€Å"delegating, participating, selling and telling† (Dubrin & Dalglish 2001, p157. This model focuses on the readiness of group members and states that â€Å"there is no one best way to influence group members and the most effective leadership style depends on the level of the group members† (Dubrin & Dalglish 2001 p. 156) In addition, employees differ in readiness levels. For instance, there are those that lack enthusiasm for a task due to a lack of appropriate training. These employees lack confidence in the ir abilities. To improve on this, a change of leadership style may be required. Such employees are in contrast to those with high levels of task readiness. These employees, thanks to better training, are secure and confident employees who are able to make decisions and contributions to their organisations. Luccier & Achua, (2010) argued that leaders should develop skills and task should be clearly stated as evident in MacDonald’s Corporation. The leaders in this organisation provide employees with ongoing training, thus constantly upgrading and improving their skills, so that they can be confident when performing tasks. If a teacher/staff member is not well trained in some aspect of their job, i. e. omputer based programs; Principals ought to provide access to such training, without critical outcomes. The leader has the ability to guide the business to greater success and employee participation by developing better relationships within their organisation (Dubrin & Dalglish. 2001) Such a model would be a good one to be adopted by organisations, especially in Swaziland, where employees are low in their task readiness, due to numero us constraints. This is a situation beyond control and cannot be changed overnight, but, it is a possibility in the future. Therefore, the leadership style can be changed to suit or meet different groups. For example, in a classroom situation, a student with impairment cannot change that situation, but a teacher can change teaching methods by differentiating their teaching in order to meet the individual's needs. This model has been demonstrated as being valuable as a foundation for leadership training. (Dubrin & Dalglish 2001) It has been established that before one decides on a leadership style, one has to assess the readiness level of the group members. It also provides leaders with precise guidelines, and not complicated rhetoric unlike the contingency theory. However, Vecchio's (1987) research on 300 teachers and their principals, showed mixed results, advising that this model is only good for staff that are confident. More research should be carried out in different cultures and differing contexts so as to provide appropriate examples for differing settings, so as to get results that will be relevant to contemporary issues and global challenges. (Dubrin & Dalglish 2001) In conclusion, the contingency and path goal theory focus on â€Å"task, authority and nature of the subordinates†; while the cognitive resource theory illustrates that stress is vital to â€Å"how leader’s intelligence is related to group performances† (Fieldler & Garcia1987; Vecchio 1990; Chemers1997 cited in Dubrin & Dalglish p. 163) Principals have a stressful role, therefore, many draw on such resources to be effective leaders. The SLM focuses on the everyday tasks and the effective applications of behaviours the leader employs. Dubrin & Dalglish 2001). The SLM is a more appropriate model, and has demonstrated its impact by addressing culturally diverse organisations, leadership effectiveness in the global context and by its correlating leadership styles and follower relationships. (Luccier & Achua, 2010). The writer believes that SLM is still the appropriate and relevant style for a leader, as it can bring change to a leader’s behaviour as it is conn ected with relationships, which is more important to subordinates for mutual understanding. On another note, culture is very important when leading people, all the situational models originated and were tested in the United States, which may not be appropriate or have the same impact compared to other cultures in Africa, Asia and Europe. Henson and Werner felt (1989) suggest that the culture of an organisation influences how subconscious and conscious decisions are made in it. (Lok & Crawford 2003) Finally, more research needs to be carried out, that will establish an effective leadership style chosen to be appropriate for diverse cultural organisations.