Chines Leisure Industry Essay Example | Topics and Well Written Essays - 1500 words

Chines Leisure Industry - Essay Example Similarly, gardening or cooking which can be considered a leisure activity for many, but that does not necessarily mean it is one for a gardener or a chef. Defining leisure is very difficult because of its complexities. Any activity that people enjoy doing after completing their obligations, which causes relaxation and peace of mind, can be considered a leisure activity. Because of its abstract nature, it is difficult to name all leisure activities. Leisure activities are likely to keep changing with time but it will always be something that a person enjoys doing and brings them happiness. The leisure industry refers to an industry that is closely related to people's leisure lifestyle, leisure activities and leisure requirements, including primarily the economic forms and industry systems such as entertainment, tourism, service, culture and sports industries, and groups that are generated from such industries (Yan, 2006). The People's Republic of China is the third largest country in the world in terms of area, and the first largest in terms of population (China National Tourism Administration). Until a few years ago, the leisure industry in China was unheard of. However, with changing times, this concept has been flourishing rapidly. Leisure and vacations have become very common and attracted the attention of many citizens and governmental organizations. According to statistics from China's National Tourism Administration, as a major representative of the leisure industry, China's domestic tourism industry recorded 1.2 billion in tourist volume and 768.6 billion Yuan in total tourism revenue in 2005, and has been growing ever since. Because the tourism industry is a significant impulse to consumption and economic growth, twenty-four Chinese provinces now consider the tourism industry as a pillar industry, or a leading industry (Yan, 2006). As many as twenty-four of China's thirty-one provinces, muni cipalities and autonomous regions have made tourism one of their leading industries, encouraging greater consumer spending in leisure activities (Access Asia, 2004). As China's consumer market expands, government and private companies are looking to exploit areas of potential opportunity in the theme and amusement park industry. The Chinese government recognizes the potentially massive boost that increased domestic demand. While foreign direct investment (FDI) provides valuable income, it cannot be compared with surging urban spending in the country's wealthy coastal provinces. Major cities down the eastern seaboard are home to China's expanding urban middle class younger generation of consumers with rising disposable income and an increasing tendency to spend rather than save. While, well to do consumers can afford to travel to other parts of the country on holidays, a vast majority of consumers look for entertainment destinations close to home. These typically include zoos and wildlife parks, aquariums and marine parks, and theme and amusement parks (Access Asia, 2004). Hence, the demand for this kind of entertainment has been increasing, and this industry has seen a rapid growth. Chinese theme parks advocate seeing the world through the ideas upon which many of the theme parks are built. Their aim is to promote and educate people on Chinese culture as well as world cultures. The parks portray beautiful sceneries, architectural

The Sunne Rising by John Donne Essay Example for Free

The Sunne Rising by John Donne Essay The poet, John Donne wrote The Sunne Rising poem. The poem is metaphysical. Metaphysics is the branch of philosophy that deals with the first principles of the reality of things, including questions about being and substance, time and space, causation and change, and identity. Metaphysics presents the theoretical philosophy as the ultimate science of being and knowing. Metaphysics provides sense relating to philosophical speculation and intellectual abstraction. Metaphysics belongs to the nature of transcendentalism, philosophical depreciative thoughts of reasoning and ideas. Metaphysics is excessively subtle and incredibly abstract. Transcendentalism surpasses and excels others of its kind beyond ordinary limits. Transcendentalism is pre-eminent, superior and supreme, something extraordinary. Transcendentalism is elevated above ordinary language as a lofty idea or concept. It transcends comprehension. Transcendentalism is obscure and abstruse. As applied by the Schoolmen, transcendentalism predicates which by their universal application were considered to go beyond the Aristotelian categories or predicaments. The Ten Categories, accordingly lists ten attributes or predicamenta[1], predicaments, which can be used to speak of things which engages ones interest in order to become an object of scientific investigation. A substance denotes a subject or thing in terms of what exists in itself and not in another. A substance cannot be attributed to another subject or thing. It is an ens per se, a being by and of itself.[2] The other categories are denoted by quantity, quality, relation, action, passion, place, time, posture, and habit. Those categories are used to speak of a thing, identified as a substance. Those last nine categories either inhere or exist in a substance as a substance and are affirmed. For example, the quantity and quality of a given thing given the matter and form. [3]as accidents while the subject or thing to which they refer remains substantially the same. Some categories, refer to relations or connections which can exist between a substance and its external environment. For example, the action and passion of a substance: What a substance does as a subject and receives from the activity of another source. Transcendentalism goes beyond the Aristotelian categories or predicaments. Those nine may refer to external causes and circumstances that should be noted in talking about anything. For example, habit, time, and place.[4] These later properties come and go. In transcendental terms, the poet expresses his love for his mate. The love poem consists of three regular stanzas. Each stanza is ten lines long, and follows a line stress pattern of 4255445555. The meter is basically iambic with a few variations. The variations from the iambic meter highlight significant passages in the sonnet. As well, highlighting significant passages are varying stress patterns. The stress pattern in lines one, five, and six, it is in tetrameter. However, the pattern in line two is in dimeter, and the pattern in lines three, four, and seven through ten are in pentameter. The rhyme scheme in each stanza is ABBACDCDEE. In the first stanza, the poet chastises the sun by calling it a Busie old foole, unruly Sunne, eagerly habitual motion of primeval and shabby action which lacks good judgment, a simpleton, Not amenable to rule or discipline, ungovernable, disorderly and turbulent star (1). The interference of the sun at this moment, belittling the significance of the sun elevates their act of love above the central body of the solar system, around which the earth and other planets revolve. The other planets are kept in their orbits by the suns attraction and supplied with light and heat by its radiation. Obviously, the sun is not insignificant, but their moment in bed is more important. This is an example of transcendentalism, the exaggeration or elevation of emotions beyond the importance of the central body of the solar system, the sun. The poet presents a rhetorical question, Why dost thou thus (2). For what reason, cause, motivation or purpose do you, referring to the sun, act so foolishly and make a mess of things? Using dost thou in reference to the sun, shows reproach or contempt for the suns action in a manner now being indicated or exemplified to this extent and in this degree (2). How did the sun behave foolishly? Through windowes, and through curtaines call on us? (3) Through the windows and curtains, the sun awakens us to begin our day of duties. Through the windows and curtains, the sun beckons us to rise from our slumber. Through the windows and curtains, the sun forcibly detracts us from the bed we share together. Must to thy motions lovers seasons run? (4) Why must lovers time end based on the rising of the sun? (4) The word motions is used to reference not only the motion of the sun, rising of the sun, but as well, the motion of lovers, the act of sex, both the sun and sex rise and sets, as do seasons , based on time (4). The poet places the motion of lovers above the motion of the sun, a sign of transcendentalism in the form of a lofty analogy. The poet admonishes the sun, placing the importance of the poet before that of the sun. The poet calls the sun a Sawcy pedantique wretch (5). A sawcy pedantique wretch is a despicable and vile person, one of opprobrious or reprehensible character, a mean and contemptible creature, insolent or impertinent with wanton lasciviousness through pedagogic schoolmasterly to superiors (5). The poet tells the sun to goe chide (5)/ Late schoole boyes, and sowre prentices (6). The poet speaks directly to the sun. The poet tells the sun to move towards quarrelling and wrangling with truant school boys and unpleasant and disagreeable, gloomy and sourer apprentices (6). Both school boys and apprentices are bound by to serve an employer in the exercise of some trade or profession, for a certain number of years, with a view to learn its details and duties, in which the employer is reciprocally bound to instruct him (6). In this analogy, the poet is the employer, and the sun is the sowre prentice (6). The poet continues admonishing the sun by telling the sun to Goe tell Court-huntsmen, that the King will ride (7), Call countrey ants to harvest offices (8). The poet tells the sun to move towards Court-huntsmen the kings manager of a fox-hunt, a man whose business is to take charge of a pack of hounds and direct the pursuit of game. The sun needs to awaken the court-huntsmen because the King will ride (7). The king is going to ride in the fox-hunt. The poet tells the sun to Call countrey ants to harvest offices (8). The word offices means duties. The sun awakening country ants to harvest duties is important because those ants do not infest indoor structures as did the sun. Those ants do not invade houses and buildings as the sun did, but rather they establish their nests around the outdoor gardens and yards, destroying vegetation rather than copulation. The analogy has changed to infer that the sun should awaken things that destroy foxes and vegetation, rather than things that creat e life through the act of copulation. The poet closes the first stanza by informing the sun that Love, all alike, no season knows, nor clyme (9), Nor houres, dayes, moneths, which are the rags of time (10). When the partners love is in complete unity, time does not understand. The sun telling time by way of its own artifice is analogies to beggars raising sores on their bodies without pain. Hours, days and months are the parts of time, analogies to sores, raised by the sun without pain. The analogy is the sun is the beggar who raises time, represented by sores, without pain. In the second stanza, the poet asks, Thy beames, so reverend, and strong (11)/ Why shouldst thou thinke? (12) The speaker wonders why the sun should think its beams to be so worthy of respect and reverence, commanding respect by ability, and powerful with the ability to exert great force? The poet to the sun says, I could eclipse and cloud them with a winke (13), But that I would not lose her sight so long (14). The speaker may obscure those beams by closing his eyes, yet he would not like to lose sight of his beloved for so long. The poet places the power of himself eclipsing the sun rays above the power of the suns beams. The poet has become a sort of godlike power, and that is another sign of transcendentalism. The poet to the sun inquires, If her eyes have not blinded thine (15), Looke, and to morrow late, tell mee (16), Whether both the Indias spice and Myne (17)/ Be where thou leftst them, or lie here with mee (18). If the suns eyes have not been blinded by her beautiful eyes, look late tomorrow whether the treasures of East Indies spices and West Indies gold mines be where you left them, or do the treasures of the Indies lie here in bed with me? The poet considers the abstraction of beauty between the treasures of the Indiies and the beauty of his beloved, as a symbol of transcendentalism. The poet closes the second stanza with a sublime statement; Aske for those Kings whom thou sawst yesterday (19), And thou shalt heare, All here in one bed lay (20). The poet to the sun-ask all those Kings that the sun beamed its rays upon yesterday, and you shall hear-they will choose to lie in bed with his beloved. The poet tells the sun that if the kings had a choice between the spices and gold, or lying in bed with his beloved, they would all choose to lie in bed with his beloved. The poet exalts the value of his beloved above that of the Indies spices and gold, an abstraction. Yet, the abstraction is a transcendental metaphor. In the third stanza, the poet to the sun describes, Sheis all States, and all Princes, I (21), Nothing else is (22). The speaker describes her soul as all countries in the world, and he represents a King for nothing else exists or is real. The poet supports his claim, Princes doe but play us; compard to this (23), All honors mimique; All wealth alchimie (24). The speakers informs the sun that princes only dabble with frivolity; compared to what he has in bed with his beloved. The poet explain what he has in bed with his beloved is imitated with honor, and a miraculous power of extractions with wealth. According to the poet, neither honor or wealth is as real as what he has in bed with his beloved. The poet to the sun claims Thou sunne art halfe as happyas wee (25), In that the worlds contracted thus (26). The speaker claims the sun is half as happy as him and beloved because the sun need only to beam onto this bed that represents the world. The poet supports that claim by pandering to the suns age. The speaker says, Thine age askes ease, and since thy duties bee (27)/ To warme the world, thats done in warming us (28). Since the sun is growing older, it desires ease. In order to perform its duties to warm the world in ease, it needs only to warm himself and beloved in bed for they represent the world. The poet argues to shine on their bed is to shine on the world. The poet to the sun closes the third stanza with Shine here to us, and thou art every where (29); This bed thy center is, these walls, thy spheare (30). The poet has successfully moved from the external to the internal world of the soul, represented by the world. The speaker explains to shine on us, the sun shines throughout the world. The world is an abstraction for the internal world of the soul. The perimeter of the soul is the suns center, and its walls, its sphere or dimension. The variations in stress patterns in each line represent the poets claim, support for that claim, and conclusion. Each stanza has two claims, represented by the stress patterns in lines one and two being the first claim, and five and six representing the second claim. The stress patterns for lines one, two, five and six are 4,2,4, and 4, respectively. In each stanza, line two represents the question or issue at hand with an extremely short stress pattern of only two. The claims are supported in lines three, four, seven, and eight with stress patterns of 5,5, 5, and 5. The argument is then concluded in each stanza in lines nine and ten with a stress pattern of 5 and 5. The poet connects the external to the internal world with a great deal of tension. Tension is that which can be understood by the mind, but not yet accepted by the emotions. Tension may also be interpreted as the stress between that which is grounded, West Indies spices and gold mines, by that which is elusive, to shine on this bed is to shine throughout the world.

Distributed leadership and teacher leadership

Distributed leadership and teacher leadership This assignment will explore the leadership practices of both distributed leadership and teacher leadership. Where necessary these practices will be applied to the environment of school A. School A is an inner city comprehensive secondary school with a large intake of English as an Additional Language (EAL) students. In 2009 School A achieved its best ever GCSE results in history with 72% of students achieving an A-C grade in Maths and English. These results placed the school within the top 10 best performing schools in the LEA. Other schools in the top 10 included independent grammar schools or outer city comprehensive schools. However, in 2010 the school was unable to maintain the successes of the previous year as overall GCSE results fell by 4%. It could be argued from this, that the school had neither the leadership capacity to sustain or improve (Ansell, 2004) its position. Kotter (1998) has identified eight principal errors that cause organisations to fail and the applicable principle in this scenario is declaring victory too soon. However; this was not the case for school A, the problem was that three strong leaders whom held senior positions were promoted to other schools around the borough and as a result the rising GCSE trend was unsustainable. Lewis (2003) describes such situations as an uncontrollable barrier that impacts upon organisation improvement. A differing view by an external practitioner had highlighted that the lack of distributed leadership or teacher leadership practices may have hindered the schools chances of improving. Leadership was the term commonly used in all of the examples given above and the opinions of the external practitioner provided me with a focus for this assignment. As a result I intend to examine the literature around leadership, in particular how distributed leadership and teacher leadership are perceived and practiced. The policy and theory related literature review will allow me to develop a greater insight into the two leadership styles, which may well improve my practice as a middle leader. To meet the aims of my project I will answer the following questions and where necessary apply these to the context of my school; What is leadership and educational leadership? What are the key features of distributed leadership and teacher leadership? What are the similarities and differences between distributed leadership teacher leadership? What are the merits and constraints to distributed leadership teacher leadership? 2. What is leadership and educational leadership? Despite decades of research into leadership, writers still remain divided over the answer to the question what is leadership? One powerful criticism is that leadership is a label attributed to human behaviour and that this term can be interchanged with another term (Lakomski, 2005). Cuban (1988, p190) states that there are more than 350 definitions of leadership. Paglis and Green (2002) describe leadership as the process whereby a person identifies where the group is at present, where they need to be and then devises a strategy for reaching their destination. Northouse (2007) defines leadership as a process where an individual influences a group to achieve a common goal. Out of the two definitions I feel that Northouse (2007) definition provides the stronger answer to my research question as the definition takes account of personality traits such as influence which Paglis and Greens (2002) definition does not dwell into. Yukl (2002) explains this influence process as a social influen ce process whereby intentional influence is applied to structure the tasks and relationships within an organisation. Earlier researchers by Stodgill (1948) reviewed 124 trait studies of leadership and found several personal factors of leadership which included responsibility, participation capacity and status. However, the criticism was that these studies did not examine how aspects of contexts and personality traits were interrelated in leadership studies. As a consequence many attempts to find universal qualities of leadership proved to be fruitless (Shorter and Greer, 1997). This led to the emergence of many leadership models. Nevertheless, the term leadership within organisations became associated with innovation and the ideas of change, as a result was elevated in status above management (Gronn 2004). Cuban (1988) stated the contrast in leadership and management to be vast, as leaders sought change and wholeheartedly implemented it whereas managers preferred to maintain the status quo. For this reason, many businesses recognised the importance of leadership as the key driver to their future success. However, applying Gronns (2004) and Cubans (1988) ideas to education I feel that it is necessary for the Headteacher to both play the role of a manager and a leader. This is because the Headteacher is responsible for the school vision (leadership) but needs to take practical steps to implement the school strategy (management). Bolman and Deal (1997) share my thoughts and state that modern organisations require practical managers that lead others in achieving a common goal. Educational leadership is a specific area of leadership within education. Although as highlighted earlier defining leadership is impeccably difficult, however educational leadership within a school setting is defined as a process that guides the talents and energies of, teachers, students and parents to achieve the common educational aims. Preliminary the aim of successful leadership is securing and sustaining improvement (Hopkins, 2001). School improvement has been at the forefront of educational reform leading to many writers discussing the positive benefits of leadership to student learning and school improvement. Wallace (2002) explains the impact of leadership upon school effectiveness and school improvement to be of great importance. Leithwood and Riehl (2003) share a similar view and state that large scale studies of schooling conclude the effects of leadership on student learning to be educationally significant. For this reason the term educational leadership has made its mark within education. It is evident from the literature review that no universal definition has been noted for leadership; however it has allowed me to discover that leadership is a process and one which brings about many models of leadership. In school, leadership is considered to be a process that will support schools to be successful (Harris 2004). Traditionally, educational leadership focused around the heroic model of leadership where the Headteacher demonstrated heroic features such as authority, courage and control (Johnson, 1997). The post-heroic model lays emphasis on teamwork, participation and empowerment. In this situation, school leadership does not dictate and control, but collaborates with others regarding organisational plans and operations. (Eicher, 2006). As schools become more challenging places to control and lead it has become necessary for Headteachers to promote school leaders as a means of sustaining improvement. The National College for School Leadership support this view and state As schools become more complex places to manage and lead, we need many more leaders than ever before (NCSL, 2008). The capacity building model is focused around the promotion of leaders. At the centre of the capacity building model, it has been discussed, is distributed leadership along with social cohesion and trust (Hopkins and Jackson, 2002, cited in Harris 2004 p12). In short, distributing leadership equates with taking full advantage of the human capacity within an organisation. This creates opportunities for all teachers to become leaders and contribute towards the schools vision (Harris Muijs, 2005). In the context of my own situation as a middle manager the school has supported my development extensively, as two years ago I started off as a NQT, now I am a middle manager on a fast track senior leadership training programme. Through the support of this development it can be argued that a form of capacity building has taken place. 3. What are the key features of distributed leadership and teacher leadership? Distributed Leadership Distributed leadership is one form of leadership that has raised the interest of many researchers within the educational field. Prominent researchers within this field include James Spillane, James Duignan and Alma Harris. As a result Bennett et al. (2003) address that there is little agreement to the term of distributed leadership and consequently the interpretations of this term vary from writer to writer and some of the interpretations of distributed leadership are related to collegiality. Connections have also been made between ideas of democracy, empowerment, and autonomy; however the integration of these elements is not made explicit. (Harris 2004). Most helpfully Bennett et al. (2003) suggest that it is more practical to imagine distributed leadership as a way of thinking about leadership as oppose to seeing it as another technique or practice. This view is shared by Spillane (2006) who suggests the key feature of distributed leadership to be used as a framework to examine lea dership. Another key feature discussed by Woods et al, (2004, p441) is that distributed leadership highlights leadership as an emergent property of a group networking of interacting individuals. This process shares some resemblance to transformational leadership as both focus on the actions of the group which Gronn (2000) describes as concertive action and an additional dynamic that is the product of conjoint activity. But different to transactional leadership as this focuses around a leader and its followers. The distributed leadership process also allows educational establishments to consider the boundaries of leadership, expanding upon the traditional leadership positions such as those of Assistant Heads and middle leaders. Woods et al (2004, p442) state that this process is predisposed to widen the convectional net of leaders this in turn raises the question of which group and individuals are to be brought into leadership or seen as contributors of it. So therefore distributed leadership concentrates on how leadership practice is distributed between informal and formal leaders. As Bennett et al. (2003 p3) note, distributed leadership is not something done by an individual to others, rather it is an emergent property of a group or network of individuals in which group members pool their expertise. Teacher Leadership Upon reviewing literature surrounding teacher leadership, it is evident that a precise meaning cant be found. The idea of teacher leadership focuses its attention towards the encouragement of teachers becoming leaders and engrossing in leadership activities outside the classroom environment. Barth (2007) describes this process of leadership where teachers take on initiatives that will inturn have a positive impact within the classroom. Similarly, Wasley (in Harris and Muijs, 2005) suggest that the key characteristic of teacher leadership is to support colleagues to develop work on their own initiative, rather than be lead by initiatives derived from a formal leader. Within my responsibilities as a director of specialism (Business and Enterprise) in my school I have to co-ordinate several whole school enterprise days throughout the year. Rather than organising and leading activities myself, I get my team on board and discuss the delivery of these enterprise days. By getting the team on board I am creating opportunities for these members to build upon their strengths and offer opportunities where they can deliver these sessions independently. It is clear from this example that a form of teacher leadership is taken place within my department. Another aspect of teacher leadership is for teachers to work together, constructing meaning and knowledge collectively and collaboratively (Lambert 1998). It is argued that if everyone has the capacity to do this, only then will school improvement take place (Katzenmeyer and Moller, 2001). This is why schools should have an understanding that leadership should not just be assigned to those within formal positions (Harris and Lambert, 2003). Research has also addressed that understanding leadership alone will not be enough to encourage all staff to play a part in the schools improvement process alone, a form of capacity building will also be required. (Harris and Muijs 2005). It has been highlighted from the Ofsted report during our last inspection that Assessment for learning practices should be consistently applied throughout the whole school. This has resulted to several teacher training days focused around assessment practices. Opportunities have been provided during these days fo r teachers to work collaboratively and share good practice to all. So, it can be argued that these practices share the opinions of both Katzenmeyer and Moller (2001) and Harris and Muijs 2005. The largest numbers of staff within a school are teachers and therefore are at the centre of the capacity building model. The argument for this, is teachers are in the unique position to make change happen given that they are directly involved in the teaching process (Lieberman Miller 2004). Therefore, the key characteristic of teacher leadership is to develop teachers to become leaders beyond the classroom thus leading to improved educational practice (Katzenmeyer and Moller, 2001). 4. What are the similarities and differences between distributed leadership teacher leadership? The focus of distributive leadership is the distribution of power that is stretched over a number of individuals and where the leadership activities are achieved through the interaction of many leaders (Spillane and Louis 2002). Harris (2005) shares a similar view and suggests that distributive leadership is centred on the creation of conditions where people work together and learn together. So it could be argued that teacher leadership is just one area under the umbrella of distributed leadership. Whereby, this process of distributive leadership is all about giving authority to teachers and empowering them to lead, (Harris 2005). This is a move away from the individualism and isolation of teaching brought forward by Lortie (1975 cited in Spillane et al 2001) Teacher leadership and distributed leadership share many similarities (Muijs and Harris, 2003). Both leadership processes are centred on people working together and it is argued that the knowledge base of individuals would increase when compared to individuals who worked alone (Bennett et al 2003). This is why both leadership types promote the construction of knowledge through cooperation and active participation (Harris and Lambert, 2003). 5. What are the benefits and constraints of distributed leadership and teacher leadership? This section will be broken into sub-headings generated from distinctive elements of distributed leadership, distinguished upon reviewing related literature surrounding this type of leadership practice. (Gronn 2000; Harris 2004; Timperley; 2005; MacBeath et al 2005; Spillane 2006). Within this section I will discuss the benefits and constraints of both leadership types. As addressed earlier teacher leadership forms one strand of distributed leadership so therefore my discussion surrounding the benefits and constraints of this leadership type will also be addressed within this section. Emergent property of interaction One of the primary functions of distributed leadership is the development of interaction between groups of people (Woods et al 2004). Spillane et al (2001) describe this as a collective leadership process that leads to an evolution of leadership practice, one which is far greater than the sum of each individuals practice. In the context of my school, this type of process could involve groups of professionals (teachers and senior leaders) coming together and sharing their expertise on a particular topic i.e. improvement strategies of Assessment for learning within classrooms. A shared approach compared to a singular led approach would not only yield a stronger pool of information, but also create a sense of belonging amongst teachers. After all, it is teachers who are required to implement these practices. This approach is similar to theories of teamwork, where the view is that working together produces far greater results than working alone (Harris 2004). It is also suggested that th e interaction approach would be best utilised in an environment where relationships are based on support and mutual protection (Belbin 2000). In respective of teacher leadership, Griffin (1995) highlights the need for teachers to prosper as leaders so they can support the development of other teachers. The knock on effect of teachers not interacting with each other can be seen as an intellectual resource being wasted. A similar view is shared by Harris and Mujis (2005) who have reported that teachers knowledge and expertise increase after being involved in discussion sessions with other leaders. These viewpoints are shared by my colleagues who are on the teaching and learning committee within my school. Having the time to interact with other teachers and discuss improvement ideas/good practice has improved the teaching within their own classroom and this would not have been possible prior to the committee being set up. Top-down Vs Bottoms-up The term top down leadership in schools is a process whereby strategies and solutions are identified by senior leaders and are then passed down the organisation (Hodgkinson 1991). Whereas the bottoms up approach promotes employee participation at all levels of the decision making process. Ryan (2003) suggests that distributive leadership is a non-hierarchical collaborative approach. The benefits of the collaborative approach would increase work performance compared to the traditional hierarchical approach. (Leithwood and Riehl 2003). As a middle manager I have witnessed the bottoms up approach to be more favourable than the hierarchical approach. For example, when the Deputy Headteacher runs CPD sessions some staff are displeased with the development support provided as their views are not taken into consideration. When the contributions and views of teachers are considered, then there is a greater chance that teachers will implement school strategies and support school goals. (Shepp ard,1996). Research has made it known that the authoritarian top-down style of leadership is common in schools that are in special measures (Gray, 2000) compared to improving schools that have embedded distributive leadership (Muijs and Harris 2003). It is apparent from this research that top-down leadership approaches are found within failing schools; however this point cannot be generalised as other factors could play a part towards a school deemed to be failing. Murphy and Meyers (2008) highlight lack of readiness for school, low socioeconomic status of students and urban school settings as a constituent to a failing school. Furthermore, I feel that top down and bottoms up leadership approaches can coexist within a school and still be classed within the spectrum of distributed leadership. For example the Assistant Head in charge of teaching and learning at my school had put forward the five principles to monitor progress of students in lessons. The teachers administered these principles and were given the opportunity to discuss the results with the Assistant Head to identify improvement strategies for the problem areas. This process both involved formalised leaders and informal leaders working together on a similar cause and is described by Spillane (2006) as coordinated distributed leadership. As a recognition of expertise Distributed leadership focuses its attention on assigning experts to appropriate tasks within formal and informal roles and this is different to the traditional leadership model which would only assign formal leaders to take on leadership tasks. Owens (2004) suggests that schools operate under complex systems so therefore; it is unrealistic for the Headteacher to be an expert in all areas of the school. Applied to the context of my school, the Headteacher has recruited a business manager to deal with the financial aspects of the school and oversee the Building School of the Future (BSF) programme. The reason for this is, the business manager has previous experience not only in finance but most importantly holds the expertise in managing a school rebuild elsewhere. Although the Headteacher is ultimately accountable for the school finances and the rebuild, this role is assigned to an expert to ensure the efficient running of school operations. Expertise can also be drawn from school teachers. By creating a climate that identifies teachers know-how will bring out the leadership within those teachers. For the Headteacher to seek expertise outside the formalised roles will empower those individuals (Hargreaves, 1999). However, in my opinion there proves to be unanswered questions with Hargreaves (1999) thoughts as no mention is made when the expert i.e. teacher is not skilled or enthusiastic to lead and as a result the process of identifying expertise may become unproductive. However, Duignan (2006) does shed some light on my thoughts and mentions recognising expertise will promote an allowed-to-be-a-leader culture; this can be a powerful tool in the motivation, support and appreciate of teachers. Conversely it is argued by Katzenmeyer Moller (2001) that teachers can be supported to develop their leadership potential, but teacher leadership can only blossom within a culture where the opinions of these leaders are respected. Nevertheless, it is suggested that the support and expertise offered by teachers can fulfil the responsibilities of the site leaders (Keedy Finch 1994). Lambert (1998) believes that this allows experts to shine from outside the formalised roles of leadership and will increase their capability of becoming leaders. These views could potentially support the problems towards the decline in GCSE results within my school. An initial thought to the cause of this problem was through the departure of three senior leaders who were promoted to posts at other schools. The view here was that when strong leaders left their posts, it led to the decline in students academic results. Lamberts, Keedys and Finchs (1998) views could not be applied to the context of my school, as there was little evidence of a culture of teacher leadership being recognised, nurtured and built upon within my school. If the teacher leadership culture was apparent then the school may not have been affected when the senior leaders left their posts. Harris and Lambert (2003) support my view and put forward the notion that all teachers harbour leadership capabilities and if unlocked can be engaged for the benefit of the school. It has been noted from the literature on teacher leadership that formal roles such as lead teachers were established to recognise the efforts of teachers, however; these programmes were found to be ineffective as Smylie and Denny (1990) found out. These teacher leaders could not fully support their fellow teachers as most of their time was taken up attending meetings as opposed to spending time at improving the practice of other teachers. Supporting school improvement It is argued that leadership that is distributed can support capacity building in school and contribute to school improvement (Harris 2004). This view is supported by Silns and Mulford (2002), their research within this area has identified that student outcomes are likely to increase if the leadership is distributed throughout the school community. However, it is Harris (2004) that brings to our attention that more evidence is required to confirm the relationship between student learning outcomes and distributive leadership. Hallinger and Heck (1998) also bring to our attention that the quality of teaching and learning play a pivotal role in supporting student achievement. If the students are doing better compared to the previous year then the school is seen to be improving. School leaders need to recognise that teachers have contributed extensively to this improvement. Literature has also highlighted that teacher leadership can lead to improved student outcomes as knowledge and skills are shared in order to improve instructional practice (Smylie, 1994) This view is shared by Lieberman and Miller (2004) who suggest, when teachers have opportunities to lead and share good practice the chances of securing the quality of teaching learning is increased. Barth (2007) adds to this view by stating that schools badly need the leadership of teachers if they are to improve It is apparent from the views of the writers above; that teacher leadership plays a crucial role in raising attainment. If effective teacher leadership practices are in place then students attainment will increase. This may not be the case within my school as GCSE results had fallen by 4% compared to the previous year. Therefore; this raises the question is teacher leadership not prominent in my school or is leadership on a whole poor? Moreover, Mendez-Morze (1992) research into effective urban schools has highlighted that student achievement could only be raised with the guidance of an effective leader. -Tensions barriers to distributed leadership and teacher leadership There are no guidelines available as to how distributive leadership should be implemented and this is the key concern of this type of leadership. Other leadership models that exist, encompass guides of delivery for example, John Adairs (1973) Action Centred Leadership model provides a blueprint for the leadership of a team or an organisation. As the model is open to interpretation, the distributive process may lead to the abuse of power and as a result the intentions of this leadership style may prove to be invalid (Maxy and Nguyen 2006 cited in Mayrowetz 2008). Gunter and Ribbins (2003) support this view and address concerns to what distributive leadership will look like in an organisation. Spillane (2005) challenging these concerns and points out that distributive leadership is a way of thinking of leadership and as a result no blueprint can be made available nor an instruction of how leadership should be practiced in a school. This view is supported by Harris (2005), upon the revi ew of both Spillanes and Gronns work into this process of leadership and addresses that distributive leadership is a way of studying leadership as opposed to explaining leadership practice. Also, the distributive process encourages teachers to take on leadership roles, in my opinion there is a significant problem with this as an assumption is made that teachers are capable in taking on leadership roles. Smylie (1994) study of teacher leaders and their principles brought out that teachers raised concerns about the lack of training that was provided towards building new working relationships. In my experience leaders require some form of training prior to taking on leadership responsibilities. The expertise of potential teacher leaders hold may not be effective if the teachers are not capable to lead. This is why in my school the majority of leaders assigned to middle leadership and senior leadership positions attend training courses delivered by the NCSL. Centralised systems of accountability that hold the Headteacher accountable can prove to be another barrier towards successful implementation of distributive leadership. One reason for this is that the Headteacher may be reluctant to delegate their power as he/ she may feel vulnerable due to the lack of control they harbour once others bear the burden of responsibility. OECD (2008) state that this may be true in cases where legal, HR, and financial control is given to others in the school. This is not the case with my school as the Headteacher has given away some of her power to others for example the responsibility of the school finances has been passed down to the business manager within the school and the curriculum design and management passed down to the Deputy Headteacher. This demonstrates that distributed leadership is taking effect as responsibility has been delegated to experts within their fields. Hierarchical systems that remunerate staff in accordance to their roles and responsibilities can prove to be a barrier to teacher leadership. Teachers may feel that the increase workload of additional responsibilities may not be worthwhile if financial rewards are not provided, in return may lead to teachers not being motivated enough to take on leadership roles. In my experience of taking on additional teaching and learning leadership responsibilities when I was teaching a full timetable, I had problems fulfilling my role fully due to the lack of time made available for me to implement my additional leadership responsibilities. My view is supported by several other studies which recommended that time has to be made available for teachers to plan and discuss whole school plans, curriculum matters or liaising with external bodies (Ovando; Seasore-Louis et al., cited in Muijs and Harris 2003). 6. Conclusion I am aware of the benefits that distributed leadership can provide, in particular having a framework to examine and understand leadership practice and developing group interactions through the collaboration process. However, the literature has acknowledged that distributed leadership is a new phenomenon that encompasses a limited literature base and a widely accepted definition (Bennett, Harvey, Wise Woods, 2003; Harris, 2004; Timperley, 2005; Spillane, 2006). In addition there is also little empirical evidence towards the effectiveness of the impact that distributed leadership has towards increasing student attainment and promoting instructional improvement. On this basis, I was unable to find a definitive answer to my hypothesis, which was to determine whether distributed leadership could improve student grades. What I have become aware of is, distributive leadership can play a part to increasing student attainment. Apart from the improvement of student grades, distributed leadership is a powerful leadership strategy where evidence has shown contributes directly to school effectiveness and development (Muijs and Harris, 2003). It is also suggested that the structure of teacher leadership creates a more professional work atmosphere (Little, 1995), which leads to building of a professional community. Studies have found that a school with higher levels of teacher learning and leadership, significantly enhances teacher work in the classroom (Silns and Mulford, 2002) as such an environment encourages collaboration and trust. However; the research has found Headteachers must be prepared to create a culture and climate that is favourable to teacher leadership (Bishop, Tinley Berman, 1997) as teacher leadership offers a realistic understanding of the idea maintained by the theory of distributed leadership as it presents leadership as an invention of a collective activity with all teachers being involved. Overall, the literature reviewed has allowed me generate a deeper understanding of both distributed leadership and teacher leadership. It was also apparent from the application of the literature to the context of my school that distributive practices do exist with some elements of teacher leadership. However, I am aware that it was not possible for me to directly link/test the literature to my problem as no action research into distributed and teacher leadership methods were trialled and tested. Nevertheless the literature has enabled me to build a theoretical base that would be

Florence Nightingale :: Papers

Florence Nightingale Florence Nightingale was born in 1820. She came from an upper class family that saw her future getting married and raising children. Florence had very different viewpoint, she believed that God wanted her to be a nurse. She fought the OPPOSITION from her parents and studied in Europe from 1849 and in Alexandria in 1850. By 1853, she was the Superintendent at the Institution for the Care of Sick Gentlewomen and she was very interested in the training of nurses. In March 1854 the Crimean War broke out. Telegraphic COMMUNICATIONS were used by war correspondents to broadcast stories back home to encourage people to have opinions on the war and take interest. Many horror stories emerged about the Barrack Hospital in Scutari, where the British wounded were being treated. Sidney Herbert, the Secretary of War and a personal friend of the Nightingale family, made an appeal to Florence to sort out the nursing care in Scutari. Despite the OPPOSITION from the military, Florence took 38 handpicked nurses to work in the hospital. She employed many new standards; privacy curtains, cleaning of sheets, food for patients and she even hired 200 builders to rebuild a ward block. In six months she had managed to reduce the death rate in the hospital from 42% to 2%. After two successful years in the Crimea, Florence returned to Britain with a mission. She appealed to the Queen, sent an 800 page report to the government and wrote a book, "Notes on Nursing" which explained all her methods. This became the standard textbook for generations. By 1860, it was a best seller! Florence had raised  £44,000 and she used this money to set up the Nightingale School of Nursing, in St. Thomas's Hospital, London. Discipline, order and attention to detail were prime factors in her teaching. She also wanted nurses to remain single so that they wouldn't have divided loyalties. She had turned down many offers of marriage. Of the 38 nurses she had taken to the Crimea, 24 were nuns, this was partly due to the fact that there was

Promote Good Practice in Handing Information in Health and Social Care Settings

Promote Good Practice in Handing Information in Health and Social Care Settings Outcome 1 Understand requirements for handling information in health and social care settings 1. 1Identify legislation and codes of practice that relate to handling information in health and social care The Data Protection Act 1998 Health and Social Care Act 2001 Article 8 for The European Convention on Human Rights 1. 2Summarise the main points of legal requirements and codes of practice for handling information in health and social care The Data Protection Act 1998.The Act defines personal data as information which relates to a living individual who can be identified from the data or from the data and other information that the data controller is in possession of or is likely to become in possession of. This information may be in electronic or manual form (i. e. paper). The main principals of the act are: †¢The data must be fairly and lawfully processed and shall not be processed if certain conditi ons are not met. †¢The data must only be obtained for one or more lawful purposes. The data must be adequate, relevant and not excessive to the purpose for which the data are required. †¢The data must be accurate and where necessary, kept up to date. †¢The data must be kept no longer than necessary. †¢The data must be processed in accordance with the rights of the individual. †¢The data must be kept secure against unlawful or unauthorised processing, accidental loss or erasure. †¢The data must not be transferred to a country outside of the European Economic Area (EEA) unless that country ensures an adequate level of protection. Health and Social Care Act 2001.Section 60 of this Act gives the Secretary of State for Health the power to make regulations to authorise or require health service bodies to disclose patient information, including data which is patient-identifiable, which is needed to support essential NHS activity, in the interests of improving patient care or in the wider public interest. Proposed regulations have been drafted to authorise or require disclosure in order to monitor diseases, including communicable diseases, for occupational health purposes and for medical research. Article 8 for The European Convention on Human RightsThe European Convention was brought into UK law by the Human Rights Act 1998. Article 8 states: 1. Everyone has the right to respect for his private and family life, his home and his correspondence. 2. There shall be no interference by a public authority with the exercise of this right except such as is in accordance with the law and is necessary in a democratic society in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others.This means that an individual's wish to protect his or her privacy must be balanced against t he needs of the relevant public authority to obtain or use specified information. Outcome 2 Be able to implement good practice in handling information 2. 1 Describe features of manual and electronic information storage systems that help ensure security. A manual information storage system must be made of strong materials and have a lock, e. g. , a safe with a keypad code or a metal filing cabinet with a lock.An electronic information storage system should have password protection, encrypted and antimalware software. 2. 2 Demonstrate practices that ensure security when storing and accessing information. I have demonstrated this by storing manual data in a metal filing cabinet which has a key lock. When accessing data I ensure that there is not anybody around who could obtain any information, e. g. , whilst filling out paperwork at work there is a customer who will read what you are writing over your shoulder so I ensure that they are not there.If they are I go elsewhere, if they appr oach me I cover the data and put it away if I have to leave the location for any reason. 2. 3 Maintain records that are up to date, complete, accurate and legible. On each shift I complete daily support notes for each customer for that day, One to one activity support notes, medication records (MARS) and update care plans and Person Centred Plans as required. I ensure they are complete by carrying out a handover at the end of each shift.I put in all information and keep it factual so that it is accurate. I ensure I have enough time to fill out paperwork so that it is written legibly and not rushed. Outcome 3 Be able to support others to handle information 3. 1 Support others to understand the need for secure handling of information I refer staff to The Oaklea Trust Policy and Procedure regarding confidentiality. I explain the importance of keeping data locked away and not left lying around the house.When the need arises for me to pass on information of a personal nature I ensure the individual has given me permission and that I only inform people that need to know, e. g. , a disclosure of abuse must be passed on to my line manager or on call as the policy states. I inform the individual that I will have to do this and why. OR if a family member requests information I explain that it cannot be disclosed as it is confidential and advise them to speak to the customer, supervisor or line manager.When visitors are in the house I ensure that anybody holding a conversation regarding personal data i. e. a social worker and a key worker holding a meeting with a customer cannot be overheard by any staff, customers, visitors, workmen, other professionals, etc 3. 2 Support others to understand and contribute to records When a new member of staff starts I explain how the records are completed and stored and actively encourage them to fill in the paperwork. I carry out a handover at the end of each shift to ensure this has been done.I also encourage the staff member that ha s worked with each customer to complete the relevant paperwork. Regular staff meetings. Keep up to date with training. Individuals assessing care or support, it is the supervisors responsibility to organise reviews, however, when updating paperwork I regularly check the dates on care plans and reviews for the next due date and I pass it on to my supervisor when the date is near. The new care plans and reviews are placed in the relevant customer file and a note in the communication book to ensure everybody is aware and can then read it

Do-gooder Is Not a Positive Term

Do-gooder Is Not a Positive Term Do-gooder Is Not a Positive Term Do-gooder Is Not a Positive Term By Maeve Maddox A reader questions the positive use of the epithet do-gooder: One use of the language that disturbs me is the use by my local paper of the term â€Å"Do-gooder† [to refer] to people who are indeed doing good deeds by helping or contributing.  However the only definitions I have seen for the term appear to refer to those who are trying to do good, but do so in unrealistic or wrong means. I feel the current use is not considering the older, perhaps archaic, usage. The OED does list one example of the noun Do-Good to mean â€Å"a person who does good,† but the only citation given is dated 1654 and the usage is labeled obsolete. In subsequent usage, the nouns do-good and do-gooder have not been intended as compliments. These OED examples from the 1920s reflect the pejorative usage: 1923 There is nothing the matter with the United States exceptthe parlor socialists, up-lifters, and do-goods. 1925   He could not stand them- no decently constituted American can- nor the uplifters and do-gooders who rule us to-day. The Web offers numerous examples of do-gooder in headlines that introduce stories that make it clear that the term is meant in a positive sense: Ebola-stricken doc described as driven do-gooder Africa [has become] the hottest continent for A-list do-gooders like Bono and Brangelina. Salvation Army honors Mon Valley do-gooders Brooklyn Do Gooder Awards to honor community service The misuse of do-gooder to mean â€Å"one who does genuine good† may have gone too far to reverse. If that’s the case, it’s unfortunate. We need a word that describes a person who acts according to his own idea of what doing good is without considering the consequences that might affect the recipients of the supposed good. For example, a corporation or celebrity might think that giving free shoes and free shirts to every person in a poor village is an excellent way to do good, whereas in reality the act would create worse poverty for the village cobblers, weavers, tailors, and seamstresses. English has other words to describe a person who tries to improve the lives of others. Philanthropist is an obvious choice, but many speakers might share the difficulty of the Wizard of Oz when he tries to use the word: Back where I come from there are men who do nothing all day but good deeds. They are called philaer, philaer, yes, er, Good Deed Doers. Ruling out philanthropist as too difficult to pronounce, we still have benefactor, humanitarian, altruist, and social reformer. And, perhaps, â€Å"Good Deed Doer.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:70 Idioms with Heart7 Tips for Writing a Film ReviewHow Verbs Become Adjectives

Free Essays on Hinduism & Budhism Summaries

There are 750 million+ Hindus in the world, most concentrated in India (pearls.org). Before elaborating on what beliefs and practices Hinduism has, perhaps it is helpful to first consider the â€Å"familiar to a Westerner† features that it doesn’t have. There is no â€Å"founder† of Hinduism and no specific time it â€Å"began† (i.e. Jesus or Buddha’s birth). There is not a set of scriptures that has authority over all other texts of its religion (i.e. Bible, Koran, Torah). The lack of a central, relatively unchanged uniquely authoritative text has let Hinduism become a true â€Å"living† religion. Into one that is continually developing through the addition of contemporary wisdom. There is not a central figure or institution interpreting a doctrine based on holy text (i.e. Catholic church and the Pope). Additionally, no individual is or has been central to their belief or practices (i.e. Jesus or Mohammed) (pearls.org). The concept of livin g a â€Å"good life† is not based on instructions from God (i.e. Bible and Koran) (pearls.org). There is not a â€Å"correct† form of belief or worship (pearls.org). And lastly, Hinduism does not insist it is the only â€Å"truth†. As such, most Hindus are not out trying to â€Å"round up† others to their path at the bottom of the mountain - they are busy climbing (Smith, p. 73). What Hinduism does have is an amazing array of beliefs and practices creating a unique tradition spanning over a long and rich history chocked full of mythology. The Hindu tradition has been evolving over 3,000 years and accepts â€Å"†¦significant contributions entering the tradition continually.† (Earhart, p. 723). Hinduism â€Å"remembers the cumulative experience of ages† rather than specific events or people throughout the centuries (Earhart, p. 727). That is not to say no events and people (Gods, Goddesses, rishis (the ancient sages), and ghosts) are important in Hinduism. The texts in Hinduism are regarded as â€Å"i... Free Essays on Hinduism & Budhism Summaries Free Essays on Hinduism & Budhism Summaries There are 750 million+ Hindus in the world, most concentrated in India (pearls.org). Before elaborating on what beliefs and practices Hinduism has, perhaps it is helpful to first consider the â€Å"familiar to a Westerner† features that it doesn’t have. There is no â€Å"founder† of Hinduism and no specific time it â€Å"began† (i.e. Jesus or Buddha’s birth). There is not a set of scriptures that has authority over all other texts of its religion (i.e. Bible, Koran, Torah). The lack of a central, relatively unchanged uniquely authoritative text has let Hinduism become a true â€Å"living† religion. Into one that is continually developing through the addition of contemporary wisdom. There is not a central figure or institution interpreting a doctrine based on holy text (i.e. Catholic church and the Pope). Additionally, no individual is or has been central to their belief or practices (i.e. Jesus or Mohammed) (pearls.org). The concept of livin g a â€Å"good life† is not based on instructions from God (i.e. Bible and Koran) (pearls.org). There is not a â€Å"correct† form of belief or worship (pearls.org). And lastly, Hinduism does not insist it is the only â€Å"truth†. As such, most Hindus are not out trying to â€Å"round up† others to their path at the bottom of the mountain - they are busy climbing (Smith, p. 73). What Hinduism does have is an amazing array of beliefs and practices creating a unique tradition spanning over a long and rich history chocked full of mythology. The Hindu tradition has been evolving over 3,000 years and accepts â€Å"†¦significant contributions entering the tradition continually.† (Earhart, p. 723). Hinduism â€Å"remembers the cumulative experience of ages† rather than specific events or people throughout the centuries (Earhart, p. 727). That is not to say no events and people (Gods, Goddesses, rishis (the ancient sages), and ghosts) are important in Hinduism. The texts in Hinduism are regarded as â€Å"i...