July's People by Nadine Gordimer Term Paper Example | Topics and Well Written Essays - 1500 words

July's People by Nadine Gordimer - Term Paper Example The book addresses the civil war and its outcomes and how the apartheid caused a great lot of disturbance to the livelihood of the people. The characters of the story have been built in a practical and bleak way by the author Nadine Gordimer. There were a lot of criticisms on the book for its addressing the apartheid system and but still managed to stand out from the rest. This paper will deal with the characters and the parts they got to play in the novel. When the characters are looked into, it becomes clear that there is a multi dimensional approach carried on by the author. The characters in the story differ from one another in a huge way and it could be understood well only with a thorough reading. There is not a single character which was vague and the story is well known for showcasing the strong sides of characters. With the book, we can understand that the character of a person is the bundle of what a person is and it depends hugely over the environment in which the person i s brought up. The story revolves around the characters Bamford, Maureen, July and Martha. Bam and Maureen need to leave Johannesburg because of the civil war scenario that disoriented the entire area. The Smale family comprises of Bam, Maureen and children Victor, Gina and Royce. In the 1980s, the civil war broke out and there were scenarios like black killing the white and other way around. As a result of continuous suppression, the black retaliates and wants to take hold of the South Africa. The Smales who are the South African liberals were affected by the sudden turn of events and they had to leave the place to only found shelter with July. July is the loyal black servant and he assures to take them to their house to keep them safe. The characters of the books show some gradual and steady change with time and through the well connected events, the author establishes it to be a practical one. All the characters were etched out well and in a realistic manner. The novel perfectly d eals with the aspect, shift of power and what impact it could bring in. The Smales family had to depend on July for their survival and July makes them stay in their mother’s house. When there is a shift in control, things change on various fronts. Nadine Gordimer has focused on this aspect in the novel and has provided a detailed account on it. Gordimer’s characterization touches upon this radical shift of power from the master and the confusing state of behavior and talks that arise out of it. One of the central themes of the book is power and the consequences surrounding it. It deals with great ease how it will be for those who were used to have power or command over a person and how new it will be for the person who has the taste of power for the first time. Overall, the book touches upon different facets of life with greater ease. As far as the characterization of the Smales is concerned, the author made sure to highlight their state as masters who had the blacks a s their loyal servant. Gordimer, right from the beginning of the story, gives a wider picture over the happenings in the lives of the Smales how, with greater difficulty, they try to adjust with the current position. They sometimes do not seem to remember their present situation and still continues with the masterly tone with July. Especially, the book deals with conversations between Maureen and July and the confrontations that arise therein. Bam and Maureen still hold backs the masterly relation that they have

Jane Ms Lynch Essay Example for Free

Jane Ms Lynch Essay Jane Ms. Lynch was born and raised in Dolton, Illinois, the daughter of a housewife mother and a banker father. She was raised in an Irish Catholic family and attended Thornridge High School. She received her bachelor’s degree in theatre from Illinois State University and her MFA from Cornell University, also in theatre. She lived in Chelsea for a year and a half. Ms. Lynch began her career in the theatre but quickly moved on to TV. She starred with MDs, and has made guest appearances in numerous television series, including L.   A. Law, Judging Amy, The West Wing, 7th Heaven, Friends, Felicity, Arrested Development, the cult hit Lovespring International, Two and a Half Men, Weeds, Boston Legal, The L Word, Help Me Help You, Gilmore Girls, The New Adventures of Old Christine, Psych, Monk and Party Down, among others. She also appeared in the crime drama Criminal Minds as Spencer Reid’s schizophrenic mother. As of 2009, Ms. Lynch currently appears on the Fox series Glee. GLEE is a musical comedy-drama television series that airs on Fox. It focuses on a high school show choir (a modern GLEE club) called â€Å"New Directions,† at the fictional William McKinley High School in Lima, Ohio. Ms. Lynch has won glowing reviews for her role as the aggressive cheerleading coach Sue Sylvester. Sue is part of the William McKinley High School staff and is the coach of the cheerleading squad, the â€Å"Cheerios†. She detests the Glee Club and their teacher, and attempts to bring them down at any cost. She is jealous of the GLEE club’s talent and also holds grudges to unhealthy, almost super-villain levels, particularly her desire to destroy the Glee Club for getting money that had once been promised to her â€Å"Cheerios†. However, Sue is not completely without her soft-side. She is very loving towards her sister Jean, who suffers from Down Syndrome and who Sue visits as often as she can. This love for her sister caused Sue to donate money to the school to help disabled kids, and to allow a student with Down Syndrome to join the â€Å"Cheerios†. Mary McNamara of the LA Times wrote, â€Å"Ms. Lynch alone makes GLEE worth watching. † On August 29, 2010, Ms. Lynch won the Primetime Emmy Award for Outstanding Supporting Actress – Comedy Series. Ms. Lynch recently helped unveil a wax figure of her famous character Sue Sylvester from the Fox hit series at Madame Tussaud’s in Hollywood. While Ms. Lynch commented that it was an amazing honor, she also compared the experience to seeing herself in a coffin.

Social Security :: essays research papers

Just having a Social Security number is no longer a symbol of adulthood, the numbers use is no longer confined to working and paying taxes. Government agencies, business and schools rely on Social Security numbers to identify people in their computer systems. Many people receive their Social Security numbers when they start their first job. It is the first step into becoming an American citizen and, to pay taxes. Since the beginning, in 1935, the Social Security number has become more and more important, to make even the simplest purchase, to have to supply one. However many people are not comfortable with handing over this valuable asset. The Social Security Administration (SSA) has become aware of this growing concern through the years, but unfortunlly there is no law prohibiting their use by business and government. Banks and other financial institutions use this number to report interest earned on accounts to the IRS. Other government agencies use these numbers in computer matching operations to stop fraud and abuse. Although you can't prevent others from asking for the number, it does not give the use the right to access you Social Security records. The privacy of these records is guaranteed, unless by use of the government for health or welfare programs. Each Social Security number comes in 9 digits, and has 3 parts. The first three digits indicate the state shown in the mailing address on the original application. The lowest numbers were assigned to the New England states, and the number grew higher in the south. But, in recent years, this relationship has been disrupted somewhat by the need to allocate numbers out of sequence as state populations change. The middle two digits do not really mean anything, but serve to break numbers into blocks. Social Security :: essays research papers Just having a Social Security number is no longer a symbol of adulthood, the numbers use is no longer confined to working and paying taxes. Government agencies, business and schools rely on Social Security numbers to identify people in their computer systems. Many people receive their Social Security numbers when they start their first job. It is the first step into becoming an American citizen and, to pay taxes. Since the beginning, in 1935, the Social Security number has become more and more important, to make even the simplest purchase, to have to supply one. However many people are not comfortable with handing over this valuable asset. The Social Security Administration (SSA) has become aware of this growing concern through the years, but unfortunlly there is no law prohibiting their use by business and government. Banks and other financial institutions use this number to report interest earned on accounts to the IRS. Other government agencies use these numbers in computer matching operations to stop fraud and abuse. Although you can't prevent others from asking for the number, it does not give the use the right to access you Social Security records. The privacy of these records is guaranteed, unless by use of the government for health or welfare programs. Each Social Security number comes in 9 digits, and has 3 parts. The first three digits indicate the state shown in the mailing address on the original application. The lowest numbers were assigned to the New England states, and the number grew higher in the south. But, in recent years, this relationship has been disrupted somewhat by the need to allocate numbers out of sequence as state populations change. The middle two digits do not really mean anything, but serve to break numbers into blocks.

Introduce yourself to company Essay

Today, I am going to explain why I am a suitable person to this job. There are three parts in the presentation. First of all, I will introduce to you who am I? And tell about which job am I applied? At last I will discuss why I am the right person for this job. At the first part, I am going to talk about myself. I was born in China on 14 September 1990. I can speak two kinds of language: English, Mandarin and I can understand Cantonese. During the free time I would like to swim and watch movie and cook. I got a bachelor of management degree at University of Ballarat. There are some major courses I had studied, International business, Social media marketing product management, project management. At the same time, I got some awards. Such as got scholarship in Shenzhen Polytechnic (2011) and the outstanding volunteers in 2011 Shenzhen Universiade. In my business card, you can get my contact and you can through the social media know more about me. The last point is my job intention. I am looking for full time or internship job. My objective position is sale assistant, marketing assistant and manager assistant. I am applying for sales assistant on Toll. Toll is the leading provider of integrated logistics services in the Asian region, operating throughout more than 45 countries across the world. I found this position on the Career one website. According to the job description, I think I am the right person for this job. I had ever learned the knowledge about business and some sales skill. I have been tired to apply what I learnt, such as do part-time job on Shenzhentong Co., Ltd which is selling the transportation card with a partner in the metro station. During the part-time job, I learnt something that I can’t get from the class. It was improved my how handling of interpersonal relationships on term work. My partner and I have well done finish our job objective. We have done a great cooperation during the job, at the same time, we building a positive relationship at workplace. I have already got a computer certification CEAC in China which contains about this ability of the software, including MS PowerPoint, Word & Excel. Moreover I will use Mindmanager to organize my thinking. In general, I can use those softwares smoothly to deal with some basic project and report. As a foreigner, I don’t think the language is a barrier to communicate with people. But I had to admit that the ability of written and verbal communication may not as good as the native, English is my second language. With the time go by, I believe the communication skill will be better and better if I try my best to practice and learn. Australia is multicultural country, there are many kind of languages can accept. I can speak English, mandarin, and I can understand Cantonese. Therefore I can dig more kind of potential customers. By my internship experience in some relate job of a logistics company. During the internship, my duties of the jobs was that I should provide admin support, book or confirm the appointment, processing of accounts, monitoring sales materials, sending out external communication and so on. And I just finished my studies, but I am willing to learn more at work. Now, I am going to introduce my personality to you. First, I have organizing ability team-work awareness. I am willing to learn new thing. Meanwhile I am a creative thinker. Second, I am good at customer service skills and friendly to the customers. Third, I have a strong sense of responsibility towards the job, Fourth, I am good at manage time. Give your example. As we know, In China, Cow stands for work hard. So I think I will like a cow work so hard. In western, the dog means honest. So look at this picture, this dog looks cute smart and honest, I also have same good character. You deserve have me. Thank you Planning Notes The presentation has 4 parts. First part is Self-introduction second part is Job description and next part is I am the right person for this job the last one is self-assessment. 1. Self-introduction Brief Information- Give the audience some information about me. From day of birth, Citizenship, Language, Hobby, Education, Major course I have learnt, and award. Meanwhile, show the contact. Mention that get more information about me thought the social media. At the last brief told about my job Intention. 2. Job description   mapply for Sales Administrator at Toll  brief intro the Toll  The position source from career one 3. The right person for this job   Sales skill  communication skills  Expert in computer operation  Work experience 4. Self-assessment  Strong responsibility  organizing ability   team-work sense   Willing to learn new thing  Creative thinking   Good customer service skills and friendly to the customers Good time management skills Today, I am going to explain why I am a suitable person to this job. There are three parts in the presentation. First of all, I will introduce to you who am I? And tell about which job am I applied? At last I will discuss why I am the right person for this job. At the first part, I am going to talk about myself. I was born in China on 14 September 1990. I can speak two kinds of language: English, Mandarin and I can understand Cantonese. During the free time I would like to swim and watch movie and cook. I got a bachelor of management degree at University of  Ballarat. There are some major courses I had studied, International business, Social media marketing product management, project management. At the same time, I got some awards. Such as got scholarship in Shenzhen Polytechnic (2011) and the outstanding volunteers in 2011 Shenzhen Universiade. In my business card, you can get my contact and you can through the social media know more about me. The last point is my job intention. I am looking for full time or internship job. My objective position is sale assistant, marketing assistant and manager assistant. I am applying for sales assistant on Toll. Toll is the leading provider of integrated logistics services in the Asian region, operating throughout more than 45 countries across the world. I found this position on the Career one website. According to the job description, I think I am the right person for this job. I had ever learned the knowledge about business and some sales skill. I have been tired to apply what I learnt, such as do part-time job on Shenzhentong Co., Ltd which is selling the transportation card with a partner in the metro station. During the part-time job, I learnt something that I can’t get from the class. It was improved my how handling of interpersonal relationships on term work. My partner and I have well done finish our job objective. We have done a great cooperation during the job, at the same time, we building a positive relationship at workplace. I have already got a computer certification CEAC in China which contains about this ability of the software, including MS PowerPoint, Word & Excel. Moreover I will use Mindmanager to organize my thinking. In general, I can use those softwares smoothly to deal with some basic project and report. As a foreigner, I don’t think the language is a barrier to communicate with people. But I had to admit that the ability of written and verbal communication may not as good as the native, English is my second language. With the time go by, I believe the communication skill will be better and better if I try my best to practice and learn. Australia is multicultural country, there are many kind of languages can accept. I can speak English, Cantonese, mandarin. Therefore I can dig more kind of potential customers. By my internship experience in some relate job of a logistics company. During the internship, my duties of the jobs was that I should provide admin support, book or confirm the appointment, processing of accounts, monitoring sales materials, sending out external communication and so on. And I just finished my studies, but I am willing to learn more at work. Now, I am going to introduce my personality to you. First, I have organizing ability team-work awareness. I am willing to learn new thing. Meanwhile I am a creative thinker. Second, I am good at customer service skills and friendly to the customers. Third, I have a strong sense of responsibility towards the job, Fourth, I am good at manage time. Give your example. As we know, In China, Cow stands for work hard. So I think I will like a cow work so hard. In western, the dog means honest. So look at this picture, this dog looks cute smart and honest, I also have same good character. You deserve have me. If you want to know more information about me, please contact me. Thank you.

Roles & Responsibilities in Lifelong Learning

The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes, greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate the complex network of relationships between the individual and the professional bodies in this sector.Teach tiË tÊÆ'/Verb 1. impart knowledge to or instruct (someone) as to how to do something. The definition above doesn’t take into account the context of the information transaction itself. Teachers today are governed by a series of legislation, regulatory requirements and codes of practice which together underpin the professional boundaries which educators should operate within. The broad range of a teacher’s responsibilities begi ns with basic tasks such as recording attendance or complying with disciplinary procedures to understanding the complex needs of their learners.Every teacher is responsible for the health, safety and welfare of the learners in the classroom. The Health and Safety at Work Act 1974 is the legislation which underpins a teacher's duty of care to their students. Beyond the physical safety of a learner a teacher must also ensure they meet professional standards and observe the rules and guidance of awarding bodies. Equality & diversity in teaching is provided for by the Equality Act 2010 which covers nine protected characteristics.It is the responsibility of the teacher to promote and uphold the principles of fairness and inclusivity in the classroom. Disability is one of these protected characteristics; a teacher is required to make reasonable adjustments for learners with disabilities based on the impairment. e. g a reader for a blind learner or written materials for a deaf learner. Fur thermore where this is not practical or unavailable a teacher should locate additional support.My experience within the lifelong learning sector is very limited however I have adopted the role of a teacher whilst working in the youth employment sector – I coordinate the local authorities’ apprenticeship programme – and part of the role has required me to run sessions for young people searching for employment. I would facilitate workshops at the Jobcentre Plus – It was my role to arrange for a suitable learning environment and select an appropriate venue, and ensure handouts and resources are available for all participants.In my experience working within recruitment for a local authority the principles of equality and inclusivity are built into our processes ensuring all stakeholders are free from discrimination and exclusion. I would adapt my approach in the workshops by broadening the case studies used to reflect the cultural profile of the workshop part icipants. It is hugely important to detect and cater for differing learner needs. Dunn and Dunn, 1993 say matching teaching technique with learning styles significantly improves learning outcomes.The process of identifying learning styles and modifying of teaching techniques is known as differentiation. ‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’. 1 (Weston 1992) The JCP sessions are stand-alone and in this context I am unable to understand prior to the session the individual learner needs. It was my responsibility to carefully plan the content of the workshop and the activities it contained to suit a variety of learner needs.To improve the sessions I could include powerpoint presentations, discuss the programme and set-up role play activities to cover the visual, audio & kinaesthetic learning styles. (VAK) To improve the JCP group’s engagement I would usually arrange for an existing apprentice to join the workshop to offer an insider perspective and act as a live case study which the young people can identify with. The apprentice can relate to the group with and this proves the most productive part of the session and is intended to elicit deep learning.‘Deep learning is fundamentally concerned with the creation of knowledge, which the learner is able to relate to their own experience and use to understand new experiences and contexts. ’ John West Bernhams,Understand Learning – Page 8 (Article) This inclusive approach is shown to improve motivation, and has always improved the value of the workshop and enhanced the session. There are many types of teaching role each with their own characteristics. From specialised teachers which tend to have particular knowledge and skill to trainers who use techniques to deliver information for a particular task.In the future I hope to adopt a different role; I plan to act as a mentor to an appre ntice. My role will be to provide guidance and support to an individual based on their needs. Mentoring is a 1-2-1 relationship which can mean I will either challenge or champion the mentee depending on the situation. In acting as a mentor I must observe my employers procedures and policies which may affect the frequency of the session or the protocols I should follow if difficulties arise. As I mentioned in the introduction a teacher is not just the conduit for learning – They are almost always part of a larger organisation.It was the responsibility of the teacher to adopt and implement their organisation's policies. A class teacher forms part of a chain and will report to year leaders a eadteacher, Governing body, local authority to the Department of Education. The Department of Education is the governing body responsible for the oversight of education in England. Teachers and the organisations they work within must meet professional standards. The Office for Standards in E ducation, Children's Services and Skills (Ofsted) is the non-ministerial government department which reports directly to parliament.Its remit is to inspect and regulate education and training for learners of all ages and for inspecting and regulating those services which care for children and young people. From performance to safeguarding, as a teacher it would be my responsibility to be scrutinised by Ofsted and ensure my activities meet the agreed standards. Like most professional fields there are boundaries which must be observed by teachers. These can range from the syllabus, timescales, resources, awarding bodies to government policies. Each of these factors may have layers of external contributing factors which influence them in turn.Ofqual, who regulate qualifications, examinations and assessments in England (http://ofqual. gov. uk), came to prominence last summer over GCSE re-grading decisions. Although it did not directly impact on teachers it illustrates the interaction be tween two stakeholders in the sector. An awarding body will have clear codes of practice which must be adhered to, in order tallow for accurate quality assurance and standardisation on results. It is important for teachers to understand where professional boundaries lie.For example in some cases where an individual learners needs requires the assistance of expert help it must be sought. Attempting to support the learner without seeking expert advice may have a negative effect on the individual as well as others. Often a teacher’s role is to signpost learners to the best resources. In a school context this may mean directing someone to a more specialised teacher in the organisation or an external support like a Local Authority service. Keeping abreast of the support available is an important part of navigating these boundaries.Joining a professional association such as the Institute for Learning or researching best practice using the Excellence Gateway are recommended ways to keep up good practice polished and fresh. The government publish Teacher Standards. These standards set the minimum requirements for teachers’ practice and conduct. They are devised by educators and are in part there to ensure positive learning environment is sustained. It is particularly important in the lifelong learning sector to foster a supportive and safe learning environment.For instance adult students may have had a negative experience of education so it is essential that from day one ground rules are agreed upon and the teacher plans activities that will allow students to build relationships. â€Å"without ground rules, disruption may occur and affect the learning of your group† Gravels. A, (PTLLS 2008 pg 7) An effective way of promoting consensus in ground rules and compliance is giving the learners the opportunity to devise the rulebook themselves. In this model a teacher’s role is to facilitate the decision-making process and respect the outcome.By c ontributing as a group they each take ownership of their individual responsibility to follow the rules. In handing over this decision-making process the teacher will begin to build a trusting relationship with the learners are more likely to follow the rules they have devised over rules they are forced to adopt The techniques and activities used by a teacher can help to build respect and promote appropriate behaviour in class. The use of pair work, and small group activities can help to forge relationships and engender respect amongst the learners.A great ice breaker activity which includes the entire group can be an effective way to begin this process. A teacher would set the task and ensure everyone is included. I’ve talked about some examples of the roles and responsibilities of teachers with the lifelong learning sector, but in reality these are limited to what I’ve described. Beyond the walls of the classroom there are a multitude of organisations, professional bo dies and resources which exist to develop and support Teachers. Each of them play a role in providing the appropriate checks and balances needed to ensure a healthy, evolving sector. Roles & Responsibilities in Lifelong Learning The roles and responsibilities of a teacher within in the lifelong learning sector have been shaped and developed by a range of factors. From cultural changes, greater understanding of learning styles and the laws which govern the education community as a whole. In this essay I will cover some of roles and responsibilities of a teacher and the relationships between teachers and the the various stakeholders in the LLS. I hope to illustrate the complex network of relationships between the individual and the professional bodies in this sector.Teach tiË tÊÆ'/ Verb 1. impart knowledge to or instruct (someone) as to how to do something.The definition above doesn’t take into account the context of the information transaction itself. Teachers today are governed by a series of legislation, regulatory requirements and codes of practice which together underpin the professional boundaries which educators should operate within.The broad range of a teacher’s responsibilities begin s with basic tasks such as recording attendance or complying with disciplinary procedures to understanding the complex needs of their learners. Every teacher is responsible for the health, safety and welfare of the learners in the classroom. The Health and Safety at Work Act 1974 is the legislation which underpins a teacher's duty of care to their students. Beyond the physical safety of a learner a teacher must also ensure they meet professional standards and observe the rules and guidance of awarding bodies.Equality & diversity in teaching is provided for by the Equality Act 2010 which covers nine protected characteristics. It is the responsibility of the teacher to promote and uphold the principles of fairness and inclusivity in the classroom. Disability is one of these protected characteristics; a teacher is required to make reasonable adjustments for learners with disabilities based on the impairment. e.g a reader for a blind learner or written materials for a deaf learner. Furt hermore where this is not practical or unavailable a teacher should locate additional support.My experience within the lifelong learning sector is very limited however I have adopted the role of a teacher whilst working in the youth employment sector – I coordinate the local authorities’ apprenticeship programme – and part of the role has required me to run sessions for young people searching for employment. I would facilitate workshops at the Jobcentre Plus – It was my role to arrange for a suitable learning environment and select an appropriate venue, and ensure handouts and resources are available for all participants.In my experience working within recruitment for a local authority the principles of equality and inclusivity are built into our processes ensuring all stakeholders are free from discrimination and exclusion. I would adapt my approach in the workshops by broadening the case studies used to reflect the cultural profile of the workshop parti cipants.It is hugely important to detect and cater for differing learner needs. Dunn and Dunn, 1993 say matching teaching technique with learning styles significantly improves learning outcomes. The process of identifying learning styles and modifying of teaching techniques is known as differentiation.‘Differentiation is†¦.. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.1 (Weston 1992)The JCP sessions are stand-alone and in this context I am unable to understand prior to the session the individual learner needs. It was my responsibility to carefully plan the content of the workshop and the activities it contained to suit a variety of learner needs. To improve the sessions I could include powerpoint presentations, discuss the programme and set-up role play activities to cover the visual, audio & kinaesthetic learning styles. (VAK)To improve the JCP group’s engagement I would usually arrange for an e xisting apprentice to join the workshop to offer an insider perspective and act as a live case study which the young people can identify with. The apprentice can relate to the group with and this proves the most productive part of the session and is intended to elicit deep learning.‘Deep learning is fundamentally concerned with the creation of knowledge, which the learner is able to relate to their own experience and use to understand new experiences and contexts.’John West Bernhams,Understand Learning – Page 8 (Article)This inclusive approach is shown to improve motivation, and has always improved the value of the workshop and enhanced the session.There are many types of teaching role each with their own characteristics. From specialised teachers which tend to have particular knowledge and skill to trainers who use techniques to deliver information for a particular task. In the future I hope to adopt a different role; I plan to act as a mentor to an apprentice. My role will be to provide guidance and support to an individual based on their needs. Mentoring is a 1-2-1 relationship which can mean I will either challenge or champion the mentee depending on the situation. In acting as a mentor I must observe my employers procedures and policies which may affect the frequency of the session or the protocols I should follow if difficulties arise.As I mentioned in the introduction a teacher is not just the conduit for learning – They are almost always part of a larger organisation. It was the responsibility of the teacher to adopt and implement their organisation's policies. A class teacher forms part of a chain and will report to year leaders a eadteacher, Governing body, local authority to the Department of Education. The Department of Education is the governing body responsible for the oversight of education in England.Teachers and the organisations they work within must meet professional standards. The Office for Standards in Education , Children's Services and Skills (Ofsted) is the non-ministerial government department which reports directly to parliament. Its remit is to inspect and regulate education and training for learners of all ages and for inspecting and regulating those services which care for children and young people. From performance to safeguarding, as a teacher it would be my responsibility to be scrutinised by Ofsted and ensure my activities meet the agreed standards.Like most professional fields there are boundaries which must be observed by teachers. These can range from the syllabus, timescales, resources, awarding bodies to government policies. Each of these factors may have layers of external contributing factors which influence them in turn. Ofqual, who regulate qualifications, examinations and assessments in England (http://ofqual.gov.uk), came to prominence last summer over GCSE re-grading decisions. Although it did not directly impact on teachers it illustrates the interaction between two stakeholders in the sector. An awarding body will have clear codes of practice which must be adhered to, in order tallow for accurate quality assurance and standardisation on results.It is important for teachers to understand where professional boundaries lie. For example in some cases where an individual learners needs requires the assistance of expert help it must be sought. Attempting to support the learner without seeking expert advice may have a negative effect on the individual as well as others. Often a teacher’s role is to signpost learners to the best resources. In a school context this may mean directing someone to a more specialised teacher in the organisation or an external support like a Local Authority service.Keeping abreast of the support available is an important part of navigating these boundaries. Joining a professional association such as the Institute for Learning or researching best practice using the Excellence Gateway are recommended ways to keep up g ood practice polished and fresh. The government publish Teacher Standards. These standards set the minimum requirements for teachers’ practice and conduct. They are devised by educators and are in part there to ensure positive learning environment is sustained.It is particularly important in the lifelong learning sector to foster a supportive and safe learning environment. For instance adult students may have had a negative experience of education so it is essential that from day one ground rules are agreed upon and the teacher plans activities that will allow students to build relationships. â€Å"without ground rules, disruption may occur and affect the learning of your group† Gravels. A, (PTLLS 2008 pg 7)An effective way of promoting consensus in ground rules and compliance is giving the learners the opportunity to devise the rulebook themselves. In this model a teacher’s role is to facilitate the decision-making process and respect the outcome. By contributi ng as a group they each take ownership of their individual responsibility to follow the rules. In handing over this decision-making process the teacher will begin to build a trusting relationship with the learners are more likely to follow the rules they have devised over rules they are forced to adoptThe techniques and activities used by a teacher can help to build respect and promote appropriate behaviour in class. The use of pair work, and small group activities can help to forge relationships and engender respect amongst the learners. A great ice breaker activity which includes the entire group can be an effective way to begin this process. A teacher would set the task and ensure everyone is included.I’ve talked about some examples of the roles and responsibilities of teachers with the lifelong learning sector, but in reality these are limited to what I’ve described. Beyond the walls of the classroom there are a multitude of organisations, professional bodies and r esources which exist to develop and support Teachers. Each of them play a role in providing the appropriate checks and balances needed to ensure a healthy, evolving sector.

China essay part 2

China essay part 2 China essay part 2 China essay part 2China essay   part  1However, unlike the US economy, the Chinese economy keeps growing and still has a considerable potential to keep growing in the future due to the development of the services sector, for example (Kuotsa, 2008). In such a situation, China can maintain its steady growth which though may be not so high as it used to be in the 2000s. At this point, it is worth mentioning the fact that the development of Chinese economy relies heavily on the Chinese export at the moment. However, China has the huge internal market potential since, at the moment, the consumption within China is still low, taking into consideration the demographics and the economic potential of the population of China. Therefore, in case of possible economic difficulties, China can enhance its competitive position consistently through the re-orientation on the domestic consumption, if there are problems in international markets. For instance, if China faces the problem of a new glo bal financial crisis, China can just shift to the stimulation of the internal consumption within the country to compensate possible losses in international markets because of the decrease of demand on Chinese goods and services internationally.Consequently, the development of the Chinese economy still has a considerable potential and the current decrease of the account balance is not disastrous for the domestic economy because the Chinese economy could not just grow at such a high rate as it used to grow in the past decade. At this point, multiple factors have had a considerable influence on the development of the Chinese economy and its account balance, such as the global financial crisis of 2008 which triggered the drop of demand on Chinese goods and services on international markets. At the same time, the growth of the Chinese economy was too high in the previous years that made it difficult to keep up the pace of the growth at such a high rate.The currency rate of Chinese Yuan h as strengthened its position compared to the US dollar and other major currencies, including Euro and others. The change of the currency rate was probably dependent on the change in the account balance of China, its export and import payment balance, and the overall economic development of the country along with financial policies conducted by the government and central bank of China. At the moment, the decrease of the account balance is accompanied by the enhancement of the national currency of China, Yuan. The strengthening of Yuan coincided with the increase of the current accounting payment balance of China which peaked in 2008, when the Yuan exchange rate has get the highest point compared to previous four years and remained stable within the years to follow as well as did the accounting payment balance.On the other hand, researchers (Rodrick, 2012) place emphasis on the fact that the rise of the national currency and its strengthening compared to the US dollar, Euro and other currencies, may trigger the overall decrease of the account balance. At this point, it is important to understand that the increase of the exchange rate of Chinese Yuan means that the price of Chinese goods and services for other countries has increased respectively to the increase of the Yuan exchange rate compared to the US dollar or any other global currency. To put it in simple words, if an item manufactured in China cost $100, when the Yuan exchange rate to the US dollar was 8 to 1, then the same item would cost $125 now, when the exchange rate of Chinese Yuan to the US dollar is about 6 to 1. In such a way, the strengthening of Chinese national currency decreases its exporting opportunities. At any rate, Chinese companies have either to decrease the price of its products and services to keep the price at the same attractive level to customers in foreign countries or to increase the price to maintain the stable level of revenues from the export of goods and services. At the sam e time, Chinese companies have another alternative to compensate possible losses in international markets by the increase of sales in the domestic, Chinese market. However, such a change raises the problem of the development of new strategies to enhance the consumption within China. At this point, the increase of consumption in China depends on multiple factors, such as the buying power of the local population, the inflation rate, the unemployment rate and many other factors. At the moment, the export is still the priority for the development of Chinese companies so far, even though it makes them dependent on the situation in international markets and may decrease their revenues in case of the enhancement of the national currency rate which also is accompanied by the drop of the account balance.Thus, taking into account all above mentioned, it is important to place emphasis on the fact that the development of the Chinese economy is accompanied by the steady growth. At any rate, the Chinese economy keeps growing, in spite of the global financial crisis of 2008 and its negative effects. In this regard, the account balance of China reveals the structure and overall development of the Chinese economy. At the moment, the Chinese economy is oriented on the goods’ production mainly which contributes to the steady growth of the Chinese economy so far. However, in the course of the last decade the accounting balance of China has decreased and cannot grow as fast as it used to be. On the other hand, the decrease of the account payment balance of China is accompanied and, to a certain extent provoked by, the enhancement of the national currency of China, Yuan. Nevertheless, China still has a considerable potential for the further economic growth maintaining its exporting potential along with the stimulation of the domestic consumption.

Endocrine System and Cortisol Essay

Endocrine System and Cortisol Essay Endocrine System and Cortisol Essay Husson University: Lisa Mazzarelli, Instructor Lab 1: Anatomy and Physiology Lab II Study Guide Endocrine System Anatomy and Physiology; Dissection Ex 3, pg. 721, and PhysioEx #4. 1 Introduction This week begins your study of the endocrine system. You will perform a dissection of a cat specimen to identify the major organs of the endocrine system. You will be using the same cat specimen for the duration of the semester, so it is important to start off on the right track. A good, clean, and careful first dissection will make the rest of them go much faster and easier! You will learn endocrine physiology through a PhysioEx simulation exercise. Note: Bring a laptop computer and the PhysioEx CD to lab. Recall from your study of the organ systems in the human body, the endocrine system works with the nervous system to coordinate the function of various physiological systems in the body in order to maintain homeostasis. The endocrine system consists of tissues and glands that secrete hormones. The major organs of the endocrine system are: Pineal gland, Hypothalamus, Pituitary gland, Thyroid gland, Parathyroid glands, Thymus, Adrenal glands, Pancreas, Ovaries, and Testes. Endocrine Anatomy: What to focus On Dissection Exercise 3: Endocrine Organs, page 721 You will be working in teams of 3. Sometimes it makes things easier to have one person cutting while another person assists with holding parts back or down, while the third person keeps relatively clean hands to page through and read the instructions or point out structures on the diagrams or pictures. It is advisable to alternate duties with each dissection exercise so that each member gets some practice with dissection, assisting , and reading directions. Activities 1 and 2.  Follow the instructions for opening the ventral body cavity of your cat specimen.  Identify the following endocrine organs on the cat: 1. Thyroid gland 2. Thymus 3. Pancreas 4. Adrenal glands 5. Gonads: Ovaries (female) or Testes (male): Make sure to observe a specimen of the opposite sex than yours. Also be sure to observe how different things look between the pregnant verses non-pregnant female specimens.  Identify the following endocrine organs on the brain model: o Hypothalamus o Pineal gland o Pituitary gland Husson University: Lisa Mazzarelli, Instructor 2 Endocrine System Physiology: PhysioEx Exercise 4 Information highlights for Activity 4: Adrenal insufficiency is an endocrine, or hormonal, disorder that occurs when the adrenal glands do not produce enough of certain hormones. The adrenal glands are located just above the kidneys. Adrenal insufficiency can be primary or secondary. Primary adrenal insufficiency, also called Addison's disease, occurs when the adrenal glands are damaged and cannot produce enough of the hormone cortisol and often the hormone aldosterone. Addison's disease affects one to four of every 100,000 people, in all age groups and both sexes.1 Secondary adrenal insufficiency occurs when the pituitary gland, a bean-sized organ in the

The Joy of Vocabulary Acquisition

The Joy of Vocabulary Acquisition The Joy of Vocabulary Acquisition The Joy of Vocabulary Acquisition By Mark Nichol As a word nerd, I find it pleasurable to discover words I had not heretofore known about. Being introduced to utilitarian technical and scientific terminology generally doesn’t do much for me, but almost invariably, stumbling on a word that is new to me brings a smile to my face. The most recent joyful addition to my word-hoard is anagnorisis, adopted into English from Greek by way of Latin. The word means â€Å"recognition,† but with the sense of one’s dramatic discovery of one’s own character, identity, or nature, or that of someone else. Its use in literary criticism dates back to Aristotle, and the concept of anagnorisis is often associated with catharsis, the purging or purifying of one’s emotions or one’s renewal or restoration resulting in an abrupt change in emotion- catharsis is a favorite word of mine, too- as well as with peripeteia (another new word for me) which means â€Å"turning point.† How many words do I know now, after adding anagnorisis and peripeteia to my trove? I have no idea, but I can estimate. The active vocabulary of the average adult native speaker of English- that is, the number of words a person actually uses- is said to be about 20,000. (The average passive vocabulary- the number of words a person recognizes and knows the meaning of but does not use- is about twice that.) However, according to one source, a mere 25 words constitute about a third of our everyday writing, 100 words account for half of it, and 1,000 words constitutes nearly 90 percent of our writing vocabulary; our normal reading diet of journalistic and conversational written content may consist of as few as 3,000 words. Considering that I’m an editor and writer who enjoys studying etymology and reading the dictionary, I probably know several times that many words, but my total is likely still in the five-figure range. But why would anyone want to know that many words? I’ve never set out to learn about more words for the sake of achieving a vocabulary word count, but I appreciate being able to summon a specific term when a generic one just won’t do. But why would I ever use anagnorisis? In the context of discussing a literary work- whether one of the Great Classics or a comic book- I wouldn’t be satisfied with recognition, because it doesn’t quite capture the potency of self-discovery or of a cathartic peripetic moment in which one realizes that, for example, a supposed hero is a villain or (more intriguingly) vice-versa. English is replete with words we don’t use every day but we can summon to express a nuanced thought or to communicate an idea that otherwise must be explained in a phrase or with an entire sentence. (That is the great value of German words such as zeitgeist and weltanshauung.) Having such terms at hand is of great benefit when one attempts to write coherently and concisely. But, you might argue, most people don’t know what anagnorisis means, so hasn’t one failed to communicate when one uses such highfalutin vocabulary? My response: I’d most likely gloss, or briefly define, the word the first time I used it, and once I did, my readers would have an addition to their own word-hoard. In the same way, I benefit from reading content that may feature challenging wordcraft. There’s no shame in using basic vocabulary; many of the morphemic building blocks of this post and my others consist of one-syllable words any child knows, and it’s an interesting exercise to try to write a piece of content using only one-syllable words (though, if you want to emerge emotionally unscathed, start out with a two-syllable limit and work your way down). But finding just the right word for the job is a worthy goal for writers. (There has to be a word for that.) 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:7 Types of Narrative ConflictHow Long Should a Paragraph Be?Dealing With A Character's Internal Thoughts

Application Assignment Example | Topics and Well Written Essays - 750 words

Application - Assignment Example The objective of the training program was to orient these managers on the basis managerial and administrative responsibilities in different nursing units to enable nursing unit managers to focus direct patient care. evaluation findings is to determine if the identified goals where effectively achieved. As identified, the training objectives include orienting the newly hired unit managers on managerial and administrative responsibilities to be undertaken at different nursing units; and thereby, to enable nursing unit managers to focus on patient care. The audiences within whom the findings were communicated to were the Department Managers of the Nursing Department and the Vice President for Nursing for review and assessment and forwarding of results to the President and CEO of the organization. Likewise, the results were subsequently communicated to the Nurse Unit Managers for information purposes. Parallel to the discussions presented in Russ-Eft & Preskill (2009), the target audience that were identified herewith were considered according to being: (1) directly involved in the development of the training program; and (2) they are directly interested and affected by the results of the training program (p. 406). The timing of the communication and evaluation reports was considered. As disclosed by Rodgers, although the formal evaluation was scheduled after the six week training period, regular weekly updates were reported to the Department Managers of Nursing Department and to the Vice President of Nursing. Therefore, in addition to the weekly reports, the final evaluation and communication of findings were set at the 7th week from the initial basic orientation to review and evaluated the outcome; any challenges or difficulties encountered; any proposed changes to the current managerial and administrative tasks, as proposed by the unit managers; and to incorporate suggestions or comments recommended by the Nurse Unit Managers. The

Scot's Law of Contracts Essay Example | Topics and Well Written Essays - 2500 words

Scot's Law of Contracts - Essay Example The paper gives detailed information about contracts that are formed where all the concerned parties have arrived at an agreement. This is in terms of the stipulations of the contract and in willingness to see the contract out without duress. In legal terms, consensus in idem must be achieved for a contract to be deemed as binding. Not all terms in the contract must be agreed upon. However, the most essential ones must be agreed when the parties meet. Another tenet of the Scottish Law of Contracts is that it must not always be in writing. The Requirements of Writing Act 1995 clearly states that a contract must not always be written contrary to belief by people who are not essentially lawyers. The conduct of the parties, the spoken word or a combination of these may be used in the formation of a contract as much as the written word. The Scottish Law of Contracts requires that consensus in idem be reached. This means that regardless of the means that the contract was formed, there must be a consensus that was reached by the parties. It is possible for the parties in a contract to think that they have come to a consensus only for the court to overturn that belief. This is so especially when the parties think that they have reached an agreement only for the court to ask whether a reasonable person, given all the facts in the case would have acted in the same way. A contract has to have an agreement at least on the essential terms.... Additionally, she cannot claim that in court of law as ultimately, she would have to prove that a legally binding contract did indeed exist between her and the customer. The Scottish Law of Contracts requires that consensus in idem be reached. This means that regardless of the means that the contract was formed, there must be a consensus that was reached by the parties. It is possible for the parties in a contract to think that they have come to a consensus only for the court to overturn that belief. This is so especially when the parties think that they have reached an agreement only for the court to ask whether a reasonable person, given all the facts in the case would have acted in the same way. In this case, Arju was not under any obligation to heed the recommendations of the other customer as ultimately, she had not approached him but he had approached her. Therefore, a reasonable person would have pointed out that she was not under any obligation to buy the AK47 Watersquirt and hence no contract could have been made. As Arju’s lawyer, I would not advice her to sue the customer as there was no contract between him and her. Case A2 In this scenario, Arju comes across a sales assistant who is wearing the stores uniform and having a label â€Å"home decoration expert†. The assistant concedes that he does not have enough knowledge on power washers but states that the store only stocks the best appliances meaning that whichever she chose would do the job just right. Here, the assistant is in a legal capacity to enter into a contract with the customers on behalf of the store. Therefore, Arju had the guarantee that whichever power washer she chose would do the job that she required it to. As seen earlier, a

Government Essay Example | Topics and Well Written Essays - 750 words

Government - Essay Example strialized City in heart of this country, a highway was constructed, cutting across the major watershed supporting the City’s underground water supply to reduce into half the travel time from the Export Processing Zone to the International Ship-building Yard on the other side of the island. Hundreds of trees were cut to give way to the approximately 100-kilometer road traversing the mountain ridges. Since, the mountains were already cleared and accessible to motor vehicles, affluent City dwellers started building houses on the cleared areas. Soon, a large portion of the watershed turned into a housing and commercial district. A couple of years after the opening of the highway, water supply seriously dropped. It was estimated that with the current rate of extraction will soon overtake the recharging rate and fresh water supply will be gone in less than 15 years. An alarming level of E. Coli bacteria brought about by fecal contamination was also found in the water. This sad reality happening is not only happening in developing countries like the Philippines. Even developed countries have problems of similar nature. A serious review of water governance policies is in order. Water supply plays a vital role for sustainable development, be it in developed countries or developing countries. The use and abuse of water supply and the blatant disregard or ignorance of its management can cost a city even an entire country a fortune. Water shortages and water quality degradation are seriously affecting prospects for economic and social development in countries all over the world. However, most of these fatal mistakes can easily be avoided with a good water governance system. Water governance refers to the range of political, social, economic and administrative systems that are in place to regulate the development and management of water resources and provision of water services at different levels of society. This must be instituted at the regional, national and local

General Trends in Global Work Context Assignment

General Trends in Global Work Context - Assignment Example As the essay states the global work place presents employment opportunities for qualified people to work in a flexible way whereby apart from moving from one place to the other and beyond political boundaries to work, employees can even be stationed at home and still perform the duties that their co-workers perform at the employer’s premises. This has been enhanced by technological advancements especially the internet technology. It has facilitated communication which is essential in business as well as implementing programs abroad. The interactions that arise as a result of companies employing people from diverse cultural background has generated the need for employees to possess strong interpersonal skills as well as the ability to work with employees from different cultural settings. From the report it is clear the global work place has been under continuous change over the years in terms of labor. With the increasing globalization of industries, the movement of people across borders has risen. Experts in various fields are migrating from the industrialized economies to the developing countries to provide the rapidly growing economies that lack skilled workers. Under such circumstances, many companies are adopting flexible working conditions in order to retain experienced employees. Studies indicate that part time employees constitute more than 20% of the global labor force.

Segmentation,targeting & positioning Essay Example | Topics and Well Written Essays - 2000 words

Segmentation,targeting & positioning - Essay Example The paper is about segmentation targeting and positioning strategies of consumer goods and evaluation of its effectiveness. The consumer goods we have taken here are sports products and the companies are Adidas and Nike. We all know the rivalry between these two sport giants. Nike has gained much attraction among the marketing expert after its ambush marketing strategy in Atlanta-Olympics 1996. This paper starts with the simple definitions and introduction on Marketing and than moves to the strategy section, where it discuss the latest strategic moves of these companies.Marketing is a process of planning executing the conception, pricing, promotion, and distribution of ideas, goods and services to create exchanges that satisfy individual and organizational goals. (Kotler, Marketing Management, Pg 8).Every product available in market today has been targeted to a particular segment and the brand is positioned to fulfill the needs of that target group. Adidas and Nike both have secured a strong place in the sporting goods sector. They follow different strategic approaches to serve their consumer group and attract them."Adidas is one of the truly great global brands," said Mike Levy, founder, Chief Executive Officer and Chairman of SportsLine.com and Chairman of Sports.com.Segmentation is an approach midway between mass marketing and individual marketing.Each segment’s of buyers are assumed to be quite similar in wants and needs, yet no two buyers are really alike.

General Trends in Global Work Context Assignment

General Trends in Global Work Context - Assignment Example As the essay states the global work place presents employment opportunities for qualified people to work in a flexible way whereby apart from moving from one place to the other and beyond political boundaries to work, employees can even be stationed at home and still perform the duties that their co-workers perform at the employer’s premises. This has been enhanced by technological advancements especially the internet technology. It has facilitated communication which is essential in business as well as implementing programs abroad. The interactions that arise as a result of companies employing people from diverse cultural background has generated the need for employees to possess strong interpersonal skills as well as the ability to work with employees from different cultural settings. From the report it is clear the global work place has been under continuous change over the years in terms of labor. With the increasing globalization of industries, the movement of people across borders has risen. Experts in various fields are migrating from the industrialized economies to the developing countries to provide the rapidly growing economies that lack skilled workers. Under such circumstances, many companies are adopting flexible working conditions in order to retain experienced employees. Studies indicate that part time employees constitute more than 20% of the global labor force.

Challenges in Containing Health Care Costs Essay - 1

Challenges in Containing Health Care Costs - Essay Example payments to Medicare Advantage plans will be reduced or how pharmaceutical companies will have to pay rebates to Medicaid plans, among other revenue-generating schemes (Cutler, 2010, p.1131). The question that begs to be addressed, however, is whether they will suffice. Cutler raised the feasibility of the cost reduction requirements, stressing that it is difficult to sustain (p.1131). He pointed out, for instance, how some reductions can only be made once such as how "overpayments" cannot be eliminated twice. It is clear, hence, that there is a need for an effective savings scheme that is consistent and long-term in scope. One of these is the elimination of unnecessary expenditures incurred in erroneous medical practice. According to Chiapelli (2010), medication errors, particularly in the area of patient safety issues affect 1.5 million people and incur billions of dollars in expenses (p.56). In order to treat patient infections resulting from erroneous practices, for instance, an estimated figure of $30 billion is already incurred every year (Scott 2009). Addressing this challenge, thus, can yield huge potentials in terms of savings and the realignment of resources, wherein funds are allocated to areas that need it the most. The current strategies involves variations of mandatory and voluntary regulations such as those implementing process measures, the use of information technology, attention to hygiene, along with performance measures and standards of safety in patient care. Then, there are also mechanisms in place that monitor, maintain, evaluate and improve medical practices. These include public quality reporting and performance benchmarks, including those requirements and evaluation tools in approaches such as incentives-based or pay-for-performance schemes. It is imperative that policymakers are aware of this strategy, especially the benchmarks and their results because they will effectively inform decisions that make public policy. The information

Great Expectations Essay Example for Free

Great Expectations Essay I am going to look at chapter 8 of Great Expectations. There are four main characters in this chapter. They are Pumblechook, Pips , Miss Havisham and Estella. The story begins when a poor orphan boy known as Pips, visits a strange old lady named Miss Havisham to play with a girl called Estella of his own age. Miss Havishams family is a very high-class family. The story I will be looking at next is called The Darkness Out There. There are three main characters in Penelope Livelys short story. They are: Mrs Rutter, Sandra and Kerry. The story is about a teenage girl who as part of the school Good Neighbours Club visits an old lady in her cottage and meets a boy her own age on the way there. The story is based on the memories of the old lady about the Second World War, which she narrates to the two teenagers. In Great Expectations Uncle Pumblechook is portrayed as if he is a pompous, self-important man. He tries to behave as a teacher, and uses every situation to teach Pip something. He is very interested in maths and keen to teach Pip And fourteen. Uncle Pumblechook is a poor, low class person but he attempts to show that he is a rich, valued and well respected member of society. He gets upset by Estella when she talked to him in an unnegotiable way and insulted his dignity. She said it so finally, and in such an undiscussible way, that Mr Pumblechook, though in a condition of ruffled dignity, couldnt protest. His pomposity has well and truly been put in its place by a child. Pip is the one who is telling the story; the narrator. It is easy for the author, Charles Dickens to show us what Pip is like. His role as narrator helps to reflect the thoughts and feelings of the author through Pip. Especially as Pip is thought to be based on the character of Dickens himself when he was a boy. Pip is treated with carelessness and little respect as suits his low social class. He attempts to show that he is an important person, well behaved and well brought up but Miss Havisham and Estella respond to him in a negative way making him feel rejected turn him down. Dont be ridiculous boy. Pips feelings were really hurt and dashed by Miss Havishams attitude and by Estella as well. Though she called me boy so often, and with a carelessness that was far from complimentary. But Pip resisted and tried not to be influenced by their attitudes. He was firm and stable and tried to control his emotions, which show us that he is a very patient and mature for his young age. Miss Havisham is described the first time she appears in the story as a strange, rich old lady who wants to seek revenge from all men. Pip is afraid of her but as the time pass, he gets used to her. Pip describes her as a skeleton, which not only describes her thinness but also shows how scared and surprised he is of this strange lady; the likes of which he has never met before. Miss Havisham always wears her wedding dress with bridal flowers in her hair and bright jewels, which sparkled, on her neck. This seemed very strange and shocking to Pip and to the readers: I think I should like to go home. As well as her strange clothes, Miss Havisham also makes strange remarks, which tell us about her state of mind. She asks Pip a very strange question, in a threatening way. You are not afraid of a woman who has never seen the sun since you were born? She replies in a intimidating manner to her own question. What do I touch? Your heart, Broken. She signals these horrible remarks because of the blackest moment of her life, when her fianci didnt turn up for the wedding. Thats way she still wears her wedding dress in memory of the scandal she faced being deserted at the alter. Therefore she wants to revenge herself on all men, by breaking mens hearts. Unfortunately her latest victim is not a man. He is a young orphan boy who is still enjoying his childhood. Estella is very rude to Pip. She treats him as if he is her servant. Why? he is a common labouring boy. She criticises his appearance and tries to lower his value as a human being. And what coarse hands he has! And what thick boots. Pip responds in a mature way and describes her as a beautiful girl who has great dignity. I think she is very proud, He adds to that. I think she is very pretty. But he never forgot to retaliate to his loss of dignity, by describing her as a rude girl. I think she is very insulting. We know immediately from this that Pip is attracted to her. That she is rude and insulting is obvious from every word she says. Estella means a star in Latin and her name reflects her characteristics such as great dignity and pomposity, which a star represents. She shows her cruelty to Pip by insulting him, humiliating him and by treating him as if he is a slave who belongs to her. You are to wait here, you boy. As a result of the humiliation and remarks made by Estella and Miss Havisham, we notice that Pips view of himself changed as a result of the visit. I took the opportunity of being alone in the court-yard, to look at my coarse hands and my common boots. My opinion of those accessories was not favourable. They had never troubled me before, but they troubled me now, as vulgar appendages. This visit had a big influence of the way Pip looks at himself; maybe they succeeded in breaking his heart and achieved their aim. In The Darkness out There Penelope Livelys way of telling the story is different from that of Charles Dickens. In Great Expectations Dickens uses the first person narrative to tell the reader the story. He tells the story as if he was one of the characters. The narrative unfolds through the eyes of Pip. In The Darkness out There, Penelope Lively uses third person narrative. She tells the story from different points of view, and through different characters. She thus portrays a clear image of the scene in the readers mind, and makes the reader imagine and feel the situation, as if the reader is a part of the story. The purpose of Sandra and Kerrys visit to Mrs Rutters cottage is because both are members of a good neighbors club and their job is to go to the elderly to help them and look after them. The narrative opens by observing Sandra from the outside by describing her actions and giving a clear image of Sandras attitude. She would walk like this through the silken grass with the wind seething the corn and the secret invisible life of birds beside her in the hedge The observation of Sandra from outside and the way the writer describes her makes the reader feels as if he or she knows Sandra or has met her before. She also tells us what Sandra is thinking. She would fall in love and she would get a good job and she would have one of those new singers that do ziz-zag stitch and make an embroidered like coat. The way the writer observes Sandra from inside is aimed to show her characteristics, and attitude and her behavior. This draws a clear image in the readers mind of who is Sandra, and what her personality is like. Although the story is written in the third person, at the start we view events from Sandras point of view. There are three characters in The Darkness out There, but it is mainly concerned with the experience of the old lady Mrs Rutter. The writer focuses on Sandra and she tells us about the other two characters from her perspective. The writer speaks on behalf of Sandra. There are many examples where the writer shows us directly the thoughts going on in Sandras mind. For example: You didnt go by yourself through Packers end if you could help it. She thought of oily workshop floor: of the fetid underside of cars. This shows the reader what Sandra first thought about Kerry, based on first impressions. Sandra meets Kerry while she is going to Mrs Rutter, she was shocked and scared by Kerry, but he thought that she saw him. The impression we get of Kerry is through how Sandra sees him: Kerry Stevens, you stupid so and so and do that for , you give me the fright of my life. We also get the impression that Kerry is quite a talkative person and volunteered to speak about his personal life and his future which Sandra is not interested in and looks down upon as she is planning to become a secretary. The impression Sandra gives of him when he jumps out from behind the hedge is that he doesnt add up too much. Sandra thinks of him as a stupid and childish person because he scared her and his ambitions only stretch to him becoming a mechanic. However, Kerry Stevens is confident and sure of himself with Mrs Rutter. He answers her questions about school proudly and confidently and replies by saying he is leaving the school in July and will have a job in the garage. Unlike Sandra Kerry doesnt seem to like Mrs Rutter: I dont go much on her As soon as he hears her story about the airman, he gets shocked and feel sorry for the pilot. The boy said, I am not going near that old bitch again, He leaned against the gate, clenching his fists on an iron rung, he shook slightly, I wont ever forget him, that poor sod He feels disgusted and upset about what Mrs Rutter done, when she let a German pilot who was shot down, die because of lack of water and food. Out of revenge respond to his call when he screamed for help and left him to die without showing any sign of mercy or compassion. We learn about Kerrys character from his own words. Like Charles Dickens, Penelope Lively uses direct speech to establish a character. Sandras initial impression of Kerry was wrong. He had a sixth sense about Mrs Rutter and was a better person than she first thought. She made the mistake of judging by appearances. A mistake she was to repeat with the old lady. Mrs Rutter is introduced as a kindly old lady who seemed composed of circles, a cottage loaf of a women, with a face below which chins collapsed one into another, a creamy smiling pool of a face in which her eyes snapped and darted. However, this soon changes when she tells Kerry and Sandra the story of the German airman who died at Packers End and how she left him to die in front of her without or trying to save him. What is really disturbing about the way she tells the story is that she doesnt regret what she done and she doesnt show any sympathy to the dead pilot: I thought , oh no, you had this coming to you, mate, theres a war on (p. 63) Mrs Rutter acted out of revenge as her young husband had been killed in the war by Germans. But after all these years, she still had no feelings of regret and remorse and is portrayed as a lonely and bitter woman. Penelope Lively also gives an indication of characterisation through her description of the setting. Sandras light-weight and frivolous personality is signalled by the summer flowers of ox eye daisies and vetch and cow parsley ? And the dark side of Mrs Rutter is hinted at by Packers End with light suddenly shutting off the bare wide sky of the field!

Role of port pricing

Role of port pricing Introduction Port pricing plays important role in the growth and prosperity of the ports. It influences port competition, investment decisions, development strategy etc. This paper presents the current pricing system of Kandla Port Trust and its impact on the traffic, intense competition, financial gains etc. Kandla Port Trust (KPT) is one of the 12 major ports of India under the Ministry of Shipping, Govt. of India (Location at Annexure I). Also there are 187 minor ports under the control of various State Maritime Boards. Kandla Port faces severe competition from 20 such minor ports (Gujarat Maritime Board Ports) and private ports around it on the 1600 kms coastline of Gujarat (Annexure II) whose total traffic during 2009-10 is 2.59 times of Kandla Ports traffic and 36.73% of the total traffic handled by all the major ports of India. The present tariff structure of Kandla Port Trust had undergone its last revision in 2005 which is taken as a base for presenting the pricing system for this paper. Accordingly the data presented is related to the year from 2002-03 to 2004-05 and projections from 2005-06 to 2007-08. Current Pricing System 1. Kandla Port has fixed the tariff for the various services which are classified as under : for the use of properties belonging to the port such as cargo handling, warehousing, storage, supply of equipments, floating crafts, dry docking and miscellaneous charges etc. The fees for the services such as pilotage, berth hire, hauling, mooring and other services rendered to the vessels and Port Dues on the vessels entering the port. Based on the above, the Scale of Rates of KPT (KPT website) has been divided into 4 Chapters. Chapter I-Definitions; Chapter II- Vessel related charges; Chapter III- Cargo related charges Chapter IV miscellaneous charges. 2. Pricing Strategy: â€Å"There are four usual tariff approaches for the determination of the port charges: Cost-based tariff, investment based tariff, comparative tariff, flexible and promotion tariff. Cost based and investment based tariff aim at achieving the financial objectives whereas comparative and flexible and promotional tariff are suitable for achieving the market needs† (Cariou Handout 2010 p-16). Pricing strategy is based on the objective that a port aims at: may it be the profit maximization, throughput maximization, trade promotion or minimization of the ships time in the port The Kandla Port has adopted a ‘cost plus return on capital employed approach while fixing the tariff to achieve the financial objective of the port. However, congestion pricing (for the priority berthing and ousting priority for berthing) and the other strategies such as comparative tariff and flexible and promotional tariff has also been adopted for certain commodities to attract the cargo. Thus the profit maximization and throughput maximizationarethe objectives of Kandla Port. Assessing and Forecasting Port demand: Traffic projections are one of the influential factors in deciding the tariff structure. It gives thebasis to decide whether the tariffs fixed are enough to cover the cost and the investment. Therefore, correct traffic forecasting is crucial in any port pricing system. In KPT, traffic projections made are in line with the projections in the five year / annual plans and the current / expected growth. (Annexure III) These projections are made after taking into consideration the various factors such as trend of cargo handled during previous years, capacity increase, economic growth, traffic handled by the nearby competiting ports, market survey based on the indications given by the port users, reports of the various associations such as Agricultural Product Export Development Authority (APEDA), Timber Association, Indian Farmers Fertilizer Co-Operative Ltd. (IFFCO), Oil Coordination Committees report (OCC), reports from the important importers and exporters, Expert opinions, governments policies etc. The demand is also studied on the basis of size of the vessels handled at port (Annexure IV) based on the draft restrictions and future dredging plans of the port. Competition level Kandla Port Trust handles almost 80 million tons of cargo and has a sprawling hinterland of 1 million square kilometers right from the state of Gujarat to the Jammu and Kashmir. (MAP of hinterland and location of other major ports is placed at Annexure V). Port faces severe competition from nearby State owned 20 minor ports and private ports which handled 205.98 millions metric tons during 2009-10. The Herfindahl Index (H) calculated comes out 1 and clearly shows the monopoly pattern of these ports. Traffic comparison of Kandla Port and 20 minor ports of Gujarat and Herfindahl Index is placed at Annexure VI. There is also an acute competition faced by KPT from the Port of Mundra, a private port which is in the vicinity and handled almost 40 million tons of cargo during 2009-2010. Port takes this severe competition into consideration while fixing the tariff structure. Tariff rates are also made concessional and promotional if ashipper commits major volumes. Thus, tariff has been fixed considering the emerging competition by the private ports in the near vicinity in terms of traffic, tariff rates and the likelihood of losing of cargo. Comparison of tariff is important particularly so when the port compete for the same hinterland. It is observed from the comparison that all charges are abysmally low at Kandla Port Trust except the port dues, pilotage and berth hire charges which are little higher than the GMB Ports (GMB website), due to the huge expenditure of dredging cost. Kandla Port has less competition with the major ports as each major port has distinct hinterland without muchoverlap. Herfindahl Index (H) for these ports shows pattern of equality in the market share i.e. moderate concentration of competition with the Index of 0.09868. Traffic of all other major ports of India along with Herfindahl Index is placed at Annexure VII. However, Kandla Port puts lot of efforts to attract cargo from the nearby major ports such as Mumbai Port and Jawaharlal Nehru Port by providing the competitive rates. Cost Structure Attempts are made in Kandla Port Trust to evaluatecost of each component of port operations. It provides the consciousness that the inefficiencies are not passed on to the users. For the purpose of fixation of the tariff, it is necessary to know the operating cost of the port. Operating cost includes labour cost, material cost, maintenance cost, fuel cost and other expenditure such as management and administration, insurance, security. Expenses such as retirement benefits, write off of losses are also considered for the purpose of fixation of the tariff. For this purpose, the operations of the Kandla Port are classified into five main activities such as Cargo handling, Port and dock facilities, Railway working, Estate Rental and Township. ‘Caro handling Activity comprise sub-activities such as cargo handling, warehousing and storage, mobile cranes etc. and ‘Port and Dock facilities Activity comprise sub-activities such as Cranes, berth hire, port dues, pilotage, water supply, dry docking, dredging, flotilla etc. These activities and sub-activities are again divided into various cost centres where in the cost is booked. Based on these cost centres the ‘Direct Cost of each activity is booked/allocated under that sub-activity. The ‘Indirect Cost/overheads such as Departmental overheads, management and general administration overheads(such as store keeping expenses, labour welfare and medical expenses, engineering expenses, work shop overheads, insurance etc), security expenses, social welfare expenses, fire fighting expenses et. al are also booked under different cost centres and then they are apportioned to all the sub-activities. Thus based on the Direct and Indirect Cost, Total Operating Cost has been arrived at. To this operating cost, as stated above, the cost such as retirement benefits/ex-gratia payment, writing off losses etc. (which are called Finance and Miscellaneous expenditure) is added to arrive at the Total Cost. To the Total Cost arrived at, Return on capital employed (ROCE) calculated @ 15% is added to get the Price/Tariff of that activity. (Rate of return is calculated on the basis of CAPM). Specimen of the Cost Statement of Cargo handling sub-activity is placed at Annexure VIII which gives an idea as how the costs are booked under different heads. Based on all the above factors, the copy of the cost statement for the Port is placed at Annexure IX. Capital Employed comprises Net Fixed Assets (Gross Block minus Depreciation minus Works in Progress) plus Working Capital. Capital employed for each activity, return on capital employed (Annexure X) and cash flow statement (Annexure XI) are placed only for 2004-05. (Such calculations are done for 2002-03 and 2003-04 also). Cost statement also shows future projections. For income projections, traffic projections and present tariff rates are considered. Wherever the rates are mentioned in the dollar terms, the effect of foreign exchange fluctuation is given. For expenditure projection, latest expenditure is adjusted to the Wholesale Price Index for All Commodities announced by the Ministry of Finance, Govt. of India and applied to the traffic projections to arrive at the expenditure projections. Present Tariff Proposal As revealed from the tariff order for KPT (TAMP website) the tariff proposal is as below: â€Å"Based on the cost structure, the financial position reveals how much tariff is required to generate the [emailprotected]% and to make the activities self sustained. However, Port finds that such recovery of return will not be possible as it demands almost 38% hike and traffic can not bear such huge hike. Hence Port decided to recover only the short recovery/deficit of 286.40 millions (Annexure IX p-17). While doing so, however, port has considered various factors such as (i) severe competition by the nearby state owned and private ports on account of better facilities such as deeper drafts, speedy cargo handling systems (impacting ships turn around time which was the main reasons for getting diverted the Kandla Ports traffic) (ii) heavy capital expenditure incurred by the ports by addition of infrastructure such as quay, heavy duty cranes, godowns, road-rail network etc. since last revision and like expenditure in the coming years (iii)substantial maintenance dredging cost to the tune of Rs.400 millions p.a. (iv) increase in the operating cost by 23.68% etc. . Over the current rates, Tariff Revision considered a hike of 15% in cargo handling storage, pilotage, port dues and miscellaneous charges and 50% in the berth hire charges. Port has also considered cross subsidization in other the surplus activities while deciding to go for recovery of only the deficit. However, port further gives specific justification as below for the upward revision of tariff. For port dues, port considered the huge expenditure on account of maintenance dredging. Rates of the pilotage charges of the nearby ports which were 82% higher than the Kandla Ports rate justified 15% hike. Huge investments by developing infrastructure like berth and heavy duty cranes which benefitted the port users by reduction in turn around time of the ships reduction in the no. of gangs justified the hike of 50% in the berth hire charges. For pilotage, port dues and berth hire the GRT slab of 10001-30000 is focused more as 56%of the vessels visiting port falls in this category. For the storage activity also likely investment in the open storage area justified 15% hike. For the cargo handling activity however, it is observed that Port instead of giving flat 15% hike to the existing rates, used the proactive pricing by increasing the rate of those commodities in which port has monopoly in handling such as food grains, scrap, timber, salt and sugar and reducing the rates of the car go such as ores minerals, metals, oil cakes etc. which was getting diverted. Kandla Port expected additional revenue generation of approx. 304.30 millions p.a. after the tariff revision.†(Annexure XII) Recommendations on as to ho w the current pricing system could be changed to increase a) attractiveness of the port; b) the profit of the port . Emerging growth of the GMB ports during thelast decade in terms of capacity creation and speedy cargo handling has posed a severe competition to Kandla Port. Further, tariff of the State owned ports are not subject to approval of any Tariff Regulatory Authority like Major Ports and hence very flexible and attractive. With this backdrop, thefollowing recommendations are made to increase the attractiveness as well asprofit of the port by the cost control and cost reduction measures: Port should think ofworkingon the ‘normative costing principlewhere by standard costs and standard tariffscan be derived which could be bench-marked for pitchingthe right actual tariffs for each sub-activity and principal activity. This will give a strict control over inefficiencies and thus will help to reduce the tariff. Efforts are required to be concentrated in the areas where the potential savings are likely to bemaximum. Implementation of the cost effective systems will definitely help the port to overcome the redundant costs. Developing ‘satellite ports at new location with slimstrength of man-power and cost-effective systems can also be thought of by the port. Best solutions in terms of making a port cost-effective and attracting traffic is to develop the terminals under public-private participationmodel wherein the risks are optimally shared/distributed and costs are brought down witha right blend of public management and private management. Port, by taking up various productivity measures and specifically adding infrastructure, can reduce the turn around time of the ships and get benefitted by accommodation of the large no. of vessels. This will increase traffic at the port and thus through the economies of scale the price at the port gets reduced. Of course, coefficient of elasticity of tariff on traffic is to be found out to determine to what extent the tariff is to be reduced.(Generally ports in India are in oligopoly market and coefficient of elasticity of tariff on traffic is less than one) For cost reduction and adding infrastructure, Kandla Port has to work on the various areas such as massive mechanization through high capacity cranes, marine unloaders, transfer mobile equipments and commissioning ofspecialized terminals such as coal terminal, car terminal, container terminal etc. for speedy handling of the cargo. Increase in the capacity of the port is urgently required as the berth occupancy at the port is 89% (Ministry of Shipping, India website) which is much on the higher side impacting the turn around time of the ship which is almost 3.09 days (KPT website). Though Port has prepared dredging plan, it is required to reduce the time span so that larger vessels get accommodated within a short period. Port requires to work on procedural delays and thinking on modernizationin terms of ‘modern Gate-in Gate-out systems and web-based port community systems etc., in order to reduce transaction time and cost . Port can also take up the value adding services and ‘door-to-door solutions tobuild -up captive customer/clientele base. Conclusion: Pricing plays a prominent role in any organization. It is one of the determining factors to fetch the traffic at the port. As it is said that price makes and price makes, Port has to take into considerations holistic view before taking any pricing decision.

jesus :: essays research papers

Christianity: A rise in the Classical Period Even though Christianity developed later than many other religions, and caught on slowly, its ideas were very popular. Some people were disagreeing with Judaism, and therefore reformed their ideas to fit with those of Christianity. Paul of Tarsus (5 c. e. - 67 c. e) was considered the most important religious leader in the developing and spreading of Christian beliefs. For Paul to prove that Christianity is for all people, he wrote letters and epistles. The appeal of Paul’s letters to the Romans helped spread Christianity by setting a universal foundation to different communities all over Europe. The letters Paul wrote later became part of the New Testament of the Bible. Some people did accept Jesus as the Messiah, but others did not. Believers in Judaism were revolting against Jesus and his beliefs. The Roman government took Jesus into their control and Pontius Pilate demanded his crucifixion. However, a number of devoted followers were able to spread the story of Jesus. They pronounced that Jesus had overcome death, been resurrected and rose into Heaven. Of these followers the most important was Paul of Tarsus. Paul of Tarsus was on one occasion Jewish, but converted to Christianity. His strong will and ability to stand up for what he believed in led him to first have the courage to convert himself into Christianity, and to encourage others to do the same. He preached to a number of Jews and gentiles throughout Europe and Asia. Paul’s writings caught the attention and popularity of so many people, mainly Romans, because they were profound, in depth teachings, and words that were new and unfamiliar to many. The writings that Paul wrote accentuated the idea of Christianity being a religion for all people. In many of Paul’s ideas, one main concept was that of the introduction of Greco-Roman ideas, with the inclusion of Roman law. Of his writings, the letter from Paul to the Romans was the building block of the spread of Christianity. In the letters Paul begins to explain the truths of Christianity as they are known and are still used today. The idea of humans being able to be forgiven from sin is the one of the main key concepts included. Paul’s states that sin is an act of disobedience to god, but also states that it is not an act that cannot be forgiven.

Kepimpinan

Educational Leadership: An Islamic Perspective Dr. Walid Ahmad Masa’dah, Department of Islamic Studies, College of Shari'ah and Islamic Studies,Yarmouk University, Irbid, Jordan And Dr. Ali Mohammad Jubran, Department of Islamic Studies, College of Shari'ah and Islamic Studies,Yarmouk University, Irbid, Jordan ABSTRACT This paper aimes to identify the main features of educational leadership from an Islamic perspective. It is an attempt to contribute to the development and understanding of educational leadership in Islamic institutions.This will give a better understanding of organizational effectiveness and provide guidelines for leaders of Islamic educational institutions in order to achieve their Islamic managerial objectives successfully. This paper discusses the Islamic thought on educational leadership. It managed to highlight both early and contemporary ideas on Islamic leadership. For that, ideas of Ibn Taymiya, Al-Farabi, Al-Mawardi, Al-Ghazali and Ibn Khaldoun as well as ideas of some contemporary scholars of educational leadership were analyzed.It also highlighted the main roles of educational leadership in Islam such as the visionary leader, the servant leader, the leader as a guide, the influential leader and the educative leader as well as styles of educational leadership in Islam such as Brotherhood Leadership, Collaborative Leadership, Shuratic or Consultative Leadership and Supportive Leadership. The definition of educational leadership in Islam was analyzed at the beginning of the paper. Finally, the paper came up with few suggestions and recommendations for the Muslim educational leaders, managers and researchers.Keywords: educational leadership, roles of educational leadership, styles of educational leadership Introduction This research discusses the main features of educational leadership from an Islamic perspective. It will be an attempt to contribute to the development and understanding of educational leadership in Islamic education al institutions. This will give a better understanding of organizational effectiveness and provide guidelines for principals of Islamic schools in order to achieve their Islamic educational objectives successfully. 1Aimes of the Research This research aimes to identify the Islamic model of educational leadership. It highlights both early and contemporary ideas on Islamic leadership. It also highlights the main roles and styles of educational leadership in Islam. The definition of leadership in Islam is analyzed at the beginning of the research. Leadership from an Islamic Perspective: An Introduction Leadership in Islam is a responsibility and a trust that leaders feel when they deal with their followers. It is considered as a part of worshipping Allah (s. . t). Leadership in Islam is to serve the members of the organization, the community and the society at large, that is, directing and guiding people to what is good in this world and the Hereafter. Understanding leadership from an Islamic perspective is an important need today. The Muslim Ummah should have its own views and theories of whatever is necessary for Muslims. Islamic resources and history are rich in ideas and examples, that may be used as the formations for the Islamic theoretical framework of leadership and other subjects.Muslims also are â€Å"beginning to invest heavily in education and knowledge management, and the results are tangible† (Beekun and Badawi, 1999: viii). This requires great efforts towards understanding the issue of education and other related subjects. In addition, the ethical and moral system that is considered as the core of the Islamic framework of leadership is becoming an emphasis of the western perspective of the topic (Gardner, 1990: 67- 80; Paine 1997: 3; Spitzer, 2000: 203- 244; Murphy and Shipman, 2000: 99; Sergiovanni, 2001: 103).This further fuels the need for investigating the topic of leadership more precisely from an Islamic perspective. 2 Because of the l imited scholarly development on leadership from an Islamic perspective, the researchers will often refer directly to the Qur? anic verses and the traditions of the Prophet as the primary sources of the Islamic thought. In addition, contributions of the early and contemporary Muslim scholars in the concerned field will be examined. The objective of this investigation is an attempt to understand the term of leadership more precisely and try to come up with a framework for Islamic leadership.Definition of Leadership in Islam Early Muslim scholars used words such as wilaya, Imamah and Khilafah to mean leadership. Ibn Taymiya (661-728 AH) defined wilaya as â€Å"maintaining the religion of the people such that if it is lost, they will be the losers, and maintaining a life that will assist people to understand their religion. † (1992: 11). Al-Mawardi (957-1058) looked at Imamah in the context of â€Å"the guarding of the religion and life. It is an obligatory system for all Muslim s because without it, people will be living in darkness and religion will not be guarded. (quoted in Basbous 1988: 47 and al-Wakeel 1988: 22). On this matter Allah (s. w. t) has said in the Qur? an about Prophet Abraham (a. s): â€Å"And remember that Abraham (a. s. ) was tried by his Lord with certain commands, which he fulfilled, He said: I will make thee an Imam to the people. † (Qur? an 2: 124). In his commentary on this verse, Ali (1985) explained that â€Å"Imam means the primary sense of being foremost: hence it may mean leader in religion or leader in congregational prayer or model, pattern and example. † (p. 50). Therefore, one of the meanings of Imamah is leadership. According to Ibn Khaldun (1332-1406 AC), Khilafa means â€Å"to assist people to live in accordance with the Islamic rules as a guidance for their interests in this world and in the Hereafter. It is the vicegerent duty on behalf of Allah (s. w. t) to guard the religion and to manage life. † (Ibn Khaldun, 1979: 179). With regard to the term †leadership†, the Arabic dictionary of Al-Mo? jam Al-Waseet defined „to lead? as â€Å"to head a group while being in front† (Mustafa et al. 1989: 765). Therefore, leaders always come in front of their members and organization, and are the first.The American Heritage Dictionary of the English Language in the same way defined to lead as â€Å"to guide or direct in a course, or to go first as a guide. † (Morris, 1981: 719). Leadership in Islam according to some writers could be â€Å"the bridge used by some people to influence the members? attitudes and behaviors in order to be able to achieve the objectives of the organization† (Adlouni and Sweidan 2000: 18). According to this definition, the influential role of the leadership is the most important one as leaders can enable people to do the right job. Some scholars tend to connect the term of leadership with the importance of having a vision.Th ey believe that good leadership is one that can come up with a clear vision and thus be able to transfer such vision to the members. For example, Murad Khurram defined leadership as â€Å"the ability to see beyond assumed boundaries, and to come up with solutions or paths that few can visualize. The leader must then project this vision for every one to see and pursue† (quoted in Beekun and Badawi. 1999: 5- 6). 4 Leadership could be defined as â€Å"the process of moving people in a planned direction by motivating them to act through noncompulsive means† (al-Talib, 1992: 50).This definition emphasized the leader? s role in moving his or her organization? s members towards the achievement of the common objectives. This means that leaders should not only direct people to do the job but to help them move by motivating them in a way that will encourage them to have a productive attitude towards work. In another way, leadership could also be defined as the â€Å"art of infl uencing and directing others towards a common objective in a way that leaders will gain their members? trust, respect, cooperation and sincere obedience† (Basbous 1988: 28).It should be noted here that such definitions consider leadership as an art that requires several skills in understanding others and dealing with them wisely. It emphasizes both the direction and influential roles of leadership. Similarly, Beekun and Badawi have defined leadership as â€Å"the process of directing and influencing organization members so that they will take ownership of organizational activities and programs† (1999: 132). Al-Talib (1992) once again stressing that leadership is â€Å"a process of influencing others† (p. 50).However, leadership in Islam has a unique role – that is guiding people to what is good in this world and the Hereafter. This means that leadership does not only deal with the mere objectives of the organization in the context of its daily work. The ob jectives of any organization must be connected with the religion? s objectives. Therefore, leadership has a new dimension – which is the connection with the religion and the Creator. In this way, a Muslim leader will understand that his or her role is to guide people, not only to achieve the mission of the organization, but also to raise them higher than that and connect them with the highest goal of existence as a human being. It should be clear to everybody that worshipping Allah (s. w. t) is the main goal for all Muslims. Leadership in this way, should be understood as â€Å"a kind of worship† (al-Nahwi, 1999: 36). Therefore, leadership is a guiding process more than a directing one. Leadership in this context could be the process of guiding and influencing the members of the organization so that they will display initiative and love for the work that they do as a kind of worship towards achieving the common objectives of the organization.By doing so, leaders and me mbers will be able to attain happiness in both worlds. Early Ideas on Islamic Leadership Early Islamic thought has contributed significantly to the field of leadership. Muslim scholars and specialists laid the basis for this science that in turn became the basic elements of leadership in the Islamic state and the managing of society? s affairs. Their contributions to humanity in this respect have become a prominent and important element at the present time. One of the earliest scholars who touched upon the topic of leadership was Ibn Taymiyah (661-728 AH).He emphasized in his book Assiyasah Ashari’yah Fi Islah Arrai’ Warrai’yah [The Shari’at Politics], the reform of the Islamic government and leadership. Ibn Taymiyah stated the following necessary characteristics for leaders to be able to lead. These are: trustworthiness, a strong personal character, to be qualified, to be experienced, adherence to Islamic commands and an ability to carry out responsibili ties (Ibn Taymiyah 1988: 20- 21). He emphasized also some leadership principles to be taken into consideration by government leaders. These are: responsibility, trust and Shura (consultation) (Ibid. 17). According to Ibn Taymiyah, 6 Shura is recommended for two reasons. First, it will create familiarity and amicable relations among the state subjects. Second, shura will create positive social interaction that will improve the state? s performance (Ibid. : 17). Ibn Taimiyah further investigated leadership in his second book Risalatul Hisbah WalHukomah Al-Islamiyah [Al-Hisbah and the Responsibility of the Islamic Government]. He discussed leadership control as a tool to preserve the legacy of the Islamic state and to redirect personal and governmental actions towards the right direction.The leadership control is used to contribute effectively to the developmental process of the state. Later, al-Qalqashandi (756-821 AH) concerned himself with leadership functions, particularly with the offices of civil administration (kuttab). His well organized book Subh Al-A’sha Fi Sina’t Al-Insha [The Night-Blind’s Morning] is a useful textbook in the field of adminstative secretarial functions. The book contains preparatory office work, procedures, organization, responsibilities, requirements and means of communication between different government circles.Al-Qalqashandi described in detail the characteristics of the executive officer as a leader which includes personal, physical, professional and social characters (al-Qalqashandi 1963: 61- 67). Moreover, al-Qalqashandi developed an organizational structure for the leadership office and explained the responsibilities of each bearer (Ibid. : 101-139). Later, al-Farabi (872-950) concerned himself with proper leadership, a leadership that will be able to establish the virtuous state or „the city of excellence? – as he called it and will bring happiness to the people.He was also concerned with the characteristics 7 of the Muslim leader. Al-Farabi in his book Ara’ Ahl Al-Madinah Al-Fadilah [Opinions of Dwellers of the City of Excellence], pointed out the characteristics of the rightly guided leaders. According to him, they should be intelligent, full of wisdom, possess complementary characters in terms of their physical and mental abilities, ideal and longsighted policy makers (al-Farabi 1985: 127-130). He emphasized that a leader and those who are working with him should show excellent behavior in order to achieve the ideal goals and ambitions of the society.Al-Farabi further focused on the importance of having strong relationships among all members of the city of excellence and between all organizations. He argued the members of the city of excellence must be able to cooperate and support each other. All dwellers should aim at achieving happiness for all. Al-Mawardi (957-1058) addressed the leadership system of the government. He looked at the government as a leader of the society and organizer of its activities. According to al-Mawardi, the leader is fully responsible for the prosperity of the society and ought to manage its various affairs effectively.The contents of his well-organized book, Al-Ahkam Assultaniyah Wal-Wilayat Addiniyah Fil-Idarah Al-Hukoumiyah [The Sultanic Rules] discusses the leadership system of the government and its fundamentals, and the leadership obligations of the head of state at regional, local and central levels. The book also contains recommendations regarding methods and techniques necessary for organizing government activities throughout different departments and circles. Moreover, alMawardi highlights some principles of leadership such as justice, hierarchy of leadership, qualification, worthiness in employment and specialization (al-Mawardi 1983: 20). From a psychological point of view, al-Ghazali (1058-1111) – a well-known Islamic scholar – focused on studying the behavior of the Muslim leaders. He was concerned with the leadership of the citizens, society and Muslim affairs. In his valuable book in the field of leadership, Attibir Al-Masbouk Fi Naseehat Al-Molouk, [Council or Advice for Kings], he outlined the characteristics of a leader from an Islamic perspective. Al-Ghazali provided ten commandments – supported by the Sunnah of the Prophet (p. b. u. h. ) and viewpoints of Muslim philosophers – that should be taken by the Muslim leaders.Some of these commandments are: shura (consultation), avoidance of committing injustice, softness and tenderness as a mode of conduct between authorities and citizens and helping members in solving their problems whether personal or professional (al-Ghazali 1987: 22-33). From another angle, Ibn Khaldun (1332-1406) laid emphasis on the social aspects of leadership and organization. His famous book Al-Ibar Wa Diwan Al-Mubtada’ WalKhabar Fi Ayyam Al-Arab Wal-Barbar Wal-Ajam Waman A’sarahum Min Dhawi Assultan Al-Ak bar (Al-Moqaddimah) [The Introduction] is considered as one of the most important books in the field of social science.He emphasized that leadership is an outcome of social interaction between different social groups. Ibn Khaldun believed that the social organization is related to many factors and environmental elements, which affect human behavior and ultimately, will be reflected in the leadership of the society. Ibn Khaldun also stated that the development of the social organization? s structure is related to its cultural background (Ibn Khaldun 1979: 144). Ability to structure an organization is one aspect of leadership.He believes that studying the development of the organization will help to forecast its future potential. This will be done by 9 combining environmental elements, and as he believed, with both psychological and geographical. It is worth mentioning that the contribution of the above mentioned Muslim scholars remain as the basic pillars for the development of curre nt leadership thought. However, most of these contributions focused on the leadership of the government and state affairs that can be useful for managing institutions in society and in shaping the philosophy of leadership from the Islamic perspective.Yet it remains clear that there is no published work on educational leadership by early Muslim scholars. Contemporary Ideas on Islamic Leadership Although the study of leadership is one of the most important fields of modern time, with the Qur? an and the Sunnah providing us with numerous references for understanding the Islamic approach to leadership, Muslim intellectuals have failed to give it its proper due. In addition to the contributions of the early Muslim scholars in th e field of leadership, there is also the practical application of the Islamic approach to eadership through the Islamic states throughout history. Until today, Muslim intellectuals have been unable to formalize an Islamic theory of leadership. Although there have been many attempts to do so, starting with the intellectual awakening movement at the beginning of the 20th century, yet no serious or scientific steps were taken until the sixth decade of this century. Till now, most of such attempts were not aimed at formulating an Islamic theory of leadership, but rather were trying to prove that Islam had sufficient resources to 10 formulate such a theory.Additionally, they also attempted to prove that some of the Western achievements in this field were rooted in Islamic principles. Such an approach is apologetic in nature, and will not lead to formulating a proper Islamic theory of leadership, even though it is indeed the first step in doing so. A more proper approach would be to examine the Qur? an, Sunnah and Islam? s heritage, and try to deduce a theory of leadership, its objectives, characteristics, roles, styles, dimensions and principles. These attempts that aimed at presenting an Islamic feature of the leadership theory have succeeded i n doing so.Some researchers raised the issue of Islamic leadership and tried to define it based on an Islamic point of view. The attempts also have come up with a set of characteristics of Islamic leadership and stated its objectives and goals. In addition, other researchers analyzed some periods of Islamic history starting from the time of Prophet Muhammad (p. b. u. h. ), his caliphs (r. a. ), the Ummayad and Abbasiad periods and others. These analyses aimed at identifying the leadership practices, to be found in Islamic history.Following is a summary of the contemporary related studies that touched the topic of leadership from an Islamic perspective A very important study that touched the topic of leadership was Nitham Al-Hukomah Al-Nabawiyah, [The Prophet's System of Governance] by al-Kittani (1920), who was dissatisfied with the obvious lack of published material on Islamic leadership and administration especially in regard to the Prophet Muhammad (p. b. u. h. ). Al-Kittani? s b ook is a collection of narrations that recorded some events and behaviors of leadership and administration as practised by Prophet Muhammad (p. . u. h. ). However, these practices were not related in any way to any kind of the leadership system in general or in Islam in particular. 11 Muslim scholars have shown the general features of the Islamic leadership. Fazlul Karim (1963) for example has focused on the unique concepts of the Muslim leader. He outlined some leadership concepts as guidelines for leaders to be followed. He explained these concepts when he wrote the following about the Muslim leader: He shall view this world as a temporary resting place for preparation for the everlasting and eternal next world.He shall continuously endeavour to acquire, in his lifetime, as much religious merit by just and honest administration, which must be based upon justice, social equity and efficiency. He shall place himself as a mere servant of the people and a trustee for his subjects, i. e. those below him in command as well as the public in general (quoted in al-Buraey, 1985: 238). Fazlul Karim further elaborated on some other principles of leadership in Islam. Among them are the following: A Muslim leader shall love for his subjects what he loves for himself and his immediate family and relatives.He shall keep his door always open for hearing grievances and for redressing of wrongs. He shall use, as a keynote of his administrative policies, justice coupled with mercy. He shall observe the religious duties and rites of others. He shall wisely choose pious, truthful and sincere men as his ministers and aids and advisors. He shall look after every community with an eye of equality so far as justice is concerned. He shall govern the people under his administrative charge according to the laws of the Qur? an, Sunnah and general rules of equity and justice (Ibid).More recently, Abu Sin (1986: 171) emphasized that leadership thought in Islam is based on the Qur? an, Sunn ah and the human values that were prevalent at the beginning of Islamic history. Therefore, Muslims have to look at their legislative sources precisely in order to understand the Islamic perspective of leadership. In addition, they could look at leadership practices of the early Muslim state formed by Prophet Muhammad (p. b. u. h. ) and his Pious caliphs (r. a. ). 12 According to many scholars, the comprehensiveness and all encompassing nature of Islamic leadership theory is what distinguishes it from other leadership theories.The striking feature of an Islamic leadership theory is its emphasis on all the relevant variables and factors that affect the leadership cycle or process, inside and outside the organization, as well as its understanding of individual behavior in light of social and cultural forces. It includes an important dimension, that is the ethical and moral factors that have a great effect on leadership behavior in organizations. As for the practical program of an Isla mic leadership that would achieve its objectives, Abu Sin (1986: 201) stressed the importance of connecting leadership with the Islamic social environment making it bound by society? social values. The concept of shura and participation should be applied, and a humane environment that encourages higher productivity should be secured. The economic variable should also be dealt with by providing it for the material needs of the workers. An Islamic leadership is the one that seeks happiness for the individual and society. AlBuraey (1994: 17) stated that Islamic leadership assists the individual in attaining happiness in both worlds. Therefore, the function of leadership is to direct human resources properly in order to serve society in achieving happiness.Muslim scholars succeeded in drawing attention towards this important dimension for leadership in Islam. Jabnoun (1994) made the distinction between Islamic and the Western perspectives of leadership by saying that, â€Å"unlike the common concepts of management, Islam encompasses the dimensions of belief in Allah (s. w. t) and the Hereafter. These added dimensions have innumerable ramifications on the actions and interactions of individuals, organizations and societies. † (pp. 1- 2). Like Abu Sin 13 1986) and al-Buraey (1990), Jabnoun (1994) emphasized that ethics play a major role in Islamic perspectives. Although his book was on leadership in general, the writer concentrated on some Qura? nic verses and some of Hadith literture related to the elements of leadership, such as planning, organizing and leading. However, the writer relied on both Islamic and Western sources of management. To emphasize more the ethical dimension of leadership, Abdul-Athim (1994) believes that values and ethics are the most important features of Islamic leadership.Therefore, he concentrated on discussing Islamic values and their influence on the leadership process at its various levels of planning, organizing, implementing, s upervising and others. The objective of an Islamic leadership is mainly the worship of Allah (s. w. t) on Earth by applying the Islamic principles in ibadat and mu’amalat, establishing khilafah and justice. Such objectives were presented by many Muslim writers such as Abu Sin (1986: 200). However, such a set of objectives is for every Muslim, which means that the evaluation of achievement of an Islamic leadership is difficult.Furthermore, the higher objective of an Islamic leadership and its proper tools and instruments were presented by al-Ali in his book Al-Idarah Fil-Islam, [Administration in Islam] which mentioned that Islam combines faith and good deeds (al-Ali 1985: 68). Allah (s. w. t) says: â€Å" By time, verily man is in loss, except such as have Faith, and do righteous deeds, and (join together) in the mutual enjoining of truth, and of patience and constancy. † (Qur? an 103: 1- 3). Islamic leadership has sublime characteristics that distinguish it from other models of leaderships.In his second book Management and Administration in Islam, al-Buraey 14 (1990) allocated an entire chapter to the roots of Islamic leadership. He stated that, â€Å"The most important characteristic of the leadership in Islam was the religious and moral spirit which dominated the entire field of government and leadership under Prophet Muhammad (p. b. u. h. ) and the four pious caliphs. † (al-Buraey, 1990: 233). He emphasized that the orientation and general philosophy of Islamic leadership centres on the concepts of piety, shura; consultation, justice, equality, and social equity.Al-Ali (1985) on the other hand mentioned some characteristics of leadership in Islam, in addition to the effects of Qur? an and Sunnah on the development of leadership. He also mentioned some Qur? anic verses and sayings of the Prophet (p. b. u. h. ) to support the idea that we have the resources to Islamize anything. However, he did not relate these sayings to the Islamic sys tem of leadership or administration. More recently, Beekun and Badawi (1999) in their book entitled Leadership: An Islamic Perspective, emphasized the importance of morals and good behavior in the Islamic leadership.They mentioned the four main bases of Islamic moral character that Muslim leaders should follow. These are Iman or faith, Islam, Taqwa or piety, and Ihsan (pp. 19- 25). They emphasized additional five key hallmarks of Islamic behavior. These are „adl (justice), amanah (trust), birr (righteousness), mujahadah (struggle) and ‘ahd (keeping a promise) (Ibid. : 26- 33). The two authors touched briefly upon the roles of leadership from an Islamic perspective. They stated that a Muslim leader should be both a servant and a guardian for his or her followers (Ibid. : 15).Finally, there were some attempts aimed at presenting the features of an Islamic theory of leadership. Abdul-Athim (1994) called for a theory in which values and morals are 15 the basis. He called thi s attempt as „leadership by values?. Abu Sin also specified the main features of an Islamic theory of leadership as follows: 1. It is connected to the social philosophy of the Muslim society, its ethics and values. 2. It stresses the economic variable and material incentive, and works to satisfy the needs of the individual. 3. It also gives consideration to the human and spiritual dimensions.It respects the individual as a human being and incorporates him in the administrative process, each according to his capabilities. 4. It should also give due attention to organizational diminution; specification of responsibilities, respect for authority, official ties and the organizational structure (1986: 188). Educational Leadership Roles in Islam Educational leadership in Islam has some unique roles as it is concerned with worldly matters as well as spiritual ones. A Muslim leader in any organization has all of these interests.As he strives for the success of the organization, he tak es care regarding the satisfaction of Allah (s. w. t. ). Additionally, he or she has the responsibility of guiding people to the good for this life and for the Hereafter. This section will look at five roles of educational leadership in Islam. A. The Visionary Educational Leader A Muslim leader is a forward-looking person whose main concern is to achieve the vision of the planned future rather than just the daily objectives of the organization. He or she has a clear vision that guides him or her towards the achievement of the objectives by following the right way and method.The leader? s vision will clarify why one is here, how and what one is doing and what one will be doing in the future. Leaders have to transform this clear vision to the members of the organization. This will 16 enhance the organization and lead it to a high state whereby everybody is informed of what he or she is doing and towards what end. Allah (s. w. t) asked the Prophet (p. b. u. h. ) and his companions to b e patient and not to clash with their oppressors because the final vision had yet to be reached. Allah (s. w. t) said in the Qur? n: â€Å" Hast thou not turned thy thought to those who were told to hold back their hands (from fight) but establish regular prayers and spend in regular Zakah†¦ â€Å" (Qur? an 4: 77). Prophet Muhammad (p. b. u. h. ) therefore, kept planning for this final vision until it was achieved when the first Islamic state was established in Medina. It was clear thus that the Prophet (p. b. u. h. ) had a very clear vision from the beginning of his Prophethood. He refused several times to clash with Quraish tribes in Mecca during the first thirteen years of the new religion.His vision was clear – that is building a new and unique Islamic state. â€Å"Small clashes here and there will not help Muslims to achieve their final goal. Even when his companions were suffering, he only used to ask them to have patience. † (Abdul-Wahhab 1997: 106). Ther efore, a visionary leader is required for any organization that is looking forward to achieving its future objectives. B. The Servant Educacational Leader Serving one? s people is one of the main roles of a Muslim leader. Educational leadership in this context, is not a matter of privilege or position. It is rather a huge responsibility.Educational leaders need therefore to feel that they are the servants of their followers in order to be able to fulfill their duties in the best way possible. This feeling will help leaders to make great efforts towards protecting the members of the organization and do whatever necessary to achieve its objectives. 17 The Prophet (p. b. u. h. ) said: â€Å"A ruler who has been entrusted with the affairs of the Muslims but makes no endeavor (for the material and moral upliftment) and is not sincerely concerned (for their welfare) will not enter Paradise along with them. † (Muslim, n. d. Vol. 1, ch. 44, hadith No. 64, p. 82). Prophet Muhammad (p. b. u. h. ) said: â€Å"A commander (of the Muslims) is a shield for them. They fight behind him and they are protected by him (from tyrants and aggressors). If he enjoins fear of Allah (s. w. t), the Exalted and Glorious, and dispenses justice, there will be a (great) reward for him; and if he enjoins otherwise, it rebounds on him. † (Muslim, 1987, hadith No. 4542). The second caliph Umar Ibn al-Khattab (r. a. ) was quoted as telling his people: â€Å"I have appointed over you governors and agents not to beat your bodies or take your money, but rather to teach you and serve you. (Abdul-Hadi 1970: 73 and al-Buraey 1985: 248). It is clear therefore that a Muslim leader should realize that he or she is obliged to serve the members of the organization as part of serving the Muslim Ummah. C. The Educacational Leader as a Guide A Muslim educational leader is but a guide who is concerned about his followers? well being. His main concern is guiding them to what is good in the organ ization in life in general and in the Hereafter. He has to direct the followers towards understanding the vision of the organization and how they are going to achieve success in their duties in the best manner.He should have such ability. In addition, the Muslim leader should have in mind that one of his duties is to direct people to be good Muslims besides being professional members. 18 About several of His prophets, Allah (s. w. t) said in the Qur? an: â€Å"And We made them leaders, guiding (men) by Our command, and We inspired them to do good deeds, to establish regular prayers and to give Zakah and they constantly served Us (and Us only). † (Qur? an 21: 73). To reiterate the idea, Allah (s. w. t) said in the Qur? n about the children of Israel: â€Å"And We appointed, from among them, leaders, giving guidance under Our command, so long as they persevered with patience and continued to have faith in Our signs. † (Qur? an 32: 24). The caliph Umar Ibn al-Khattab (r. a. ) reinforced the meaning of „guiding? when he addressed the newly appointed governors and agents as follows: Listen, verily I am not sending you as rulers and potentates; rather, I am sending you as the leaders of guidance so that men may follow you. Render unto the Muslims their rights; beat them not, lest you humiliate them; praise them not lest you make them undisciplined.Do not shut your doors against them, lest the strong among them devour the weak ones (Husaini 1958: 83). It was clear for all Muslim leaders during the time of Umar (r. a. ) that they were just to guide their people and help them towards living in happiness. This role should be clear also for today? s Muslim leaders in order to understand the essence of educational leadership and be able to lead people towards success in this life and in the Hereafter. D. The Influential Educacational Leader A Muslim leader? s job is not only to serve and guide people but to bring about some changes for the betterment o f their lives.Educational leadership in this context is connected with change from the wrong to the right. By influencing people, leaders will be able to transform their spirit, knowledge and experience to everybody in the 19 organization. However, this will not be achieved unless leaders are good models and examples for their followers. The Prophet (p. b. u. h. ) was very successful in influencing people and guiding them to the new religion – beginning with his wife Khadija (r. a), his close companion Abu Bakr al-Siddiq (r. a) and all other companions (Abdul-Wahhab 1997: 97).The caliph Abu Bakr (r. a) was then very influential in persuading Umar Bin al-Khattab and other people regarding the importance of fighting those who refused to pay the Zakah in order not to differentiate between all pillars of Islam (al-Sayouti 1994: 87). This resulted in keeping the religion as pure as Prophet Muhammad (p. b. u. h. ) preached it to his people. Such examples are to be followed by all M uslim leaders who intend to encourage some positive changes in the lives of their followers. Leaders should realize that leading must come together with influencing. The leader? influential role can touch the hearts of the members of the organization and affect their behaviors. E. The Educative Leader A Muslim educational leader is concerned about the enhancement of the potentials and capabilities of all members. Thus educational leadership is concerned with the advancement of the members of the organization in a number of ways, especially: spiritually, mentally, intellectually, psychologically, socially and professionally. A leader? s main mission is not only to ensure the job is done but also to develop and train people in order to be competent, efficient and independent.Educational leadership in Islam in this context will allow leaders to transfer their experiences to the members. As a result, the capable people will be trained in one way or another to be the leaders of the futur e and the cycle will continue. 20 The Prophet (p. b. u. h. ) used to teach his companions in different ways, especially when somebody was given a position involving leadership. It has been reported that when Prophet Muhammad (p. b. u. h. ) appointed Ali Ibn Abi Talib (r. a. ) as a judge in Yemen, he was concerned that he had no experience in the field. Regarding this incident, Ali (r. . ) said: â€Å"the Prophet (p. b. u. h. ) sent me to Yemen as a judge. I said: Oh! Messenger of Allah ! I am a youth, how could you send me to a people who are far advanced in years than me. The Prophet prayed for me, and said: ? If two adversaries approach you; (for fair judgement) and you hear the claim of one, do not judge until you have heard from the other, for this is to decide the case„†(al-Baihaqi n. d. , Vol. 10, Kitab A’dab alQadi, p. 86). It is clear here that Prophet Muhammad (p. b. u. h. ) had taught Ali (r. a. ) the main and most general rule to be practiced by a judg e.Muslim leaders therefore, should follow such examples and train their followers how to do the assigned jobs. By doing this, members will be more confident in tackling their duties and as a result, they will be more professional in their concerned fields. Educacational Leadership Styles in Islam Educational leadership from an Islamic perspective has some unique styles which makes it different from other styles of educational leadership. They are based on the Islamic principles that guide and frame the theoretical perspective of educational leadership.Four educational leadership styles could be recognized; brotherhood, collaborative, shuratic or consultative and supportive educational leadership styles. However, Muslim leaders can adapt more than one style as they relate to each other. Feelings of brotherhood within the organization will lead people to collaborate with each other and will help the leader to support his or her followers. On the other hand, applying the shura system i n the decision making process will bring the leader and the 21 followers together as everybody feels loyal to the organization.This section will look at these four possible educational leadership styles in Islam. A. Brotherhood Educacational Leadership It is a style of educational leadership in which the leader and all the organization? s members are considered as a family. Followers feel that they are but brothers and sisters of each other before having any kind of organizational structure or position. To have the real essence of brotherhood, leaders tend to feel that they are not better than any other person in the organization. They also tend to deal with others exactly as they like to be dealt with.Having this feeling in an Islamic organization will make everybody feel as part of one family. Such an achievement will help to create a socially healthy environment for the excellence of the organization. It was reported that Abu Bakr al-Siddiq (r. a. ) has said when he was appointed as the Khalifa (leader) for the Muslims: â€Å"I am not a better person than any one of you, if I am right follow me and if I am wrong, correct me. † (al-Sayouti 1994: 84). Today? s leaders need such feelings that guide them to understand the essence of educational leadership that Muslim organizations need at this time.It is not a matter of having a rank or a position but rather it is a matter of feeling of equality and building good relationships with the members of the organization. The fifth Rashidi (rightly guided) caliph Umar Bin Abdul-Aziz also has been reported to have said that: â€Å"I am not a better person than any one of you, but I am just having more responsibilities than any one of you. † (al-Sayouti 1994: 276). Therefore, leaders 22 should feel they are responsible for creating an environment of brotherhood in their organizations in which members feel that they are close to each other.Such an environment will enhance the social relationships among every body and motivate them for better achievements. B. Collaborative Educacational Leadership Working in harmony as a team is an inner feeling in most people.. Leaders should realize that they cannot work separately even if they are experts unless they cooperate with everybody in the organization. Leaders then believe that strengthening the relationships of the members will lead to success. Such strong relationships and cooperation will bring harmony to the organization, which will create a positive and healthy environment.To achieve that, leaders tend to have the members working in groups as much as possible. They tend also to have some social programs for all members. As a result, members in the same way will believe that they cannot achieve their objectives unless they put their hands together and work as one team. The Islamic model of educational leadership emphasizes co-operation rather than competition (al-Buraey, 1985: 344). Allah (s. w. t. ) directed Muslims to help each other. He said: â€Å"help ye one another in righteousness and piety, but help ye not one another in sin and rancour. † (Qur? an 5: 2).This kind of help and cooperation will be considered as a system for Muslims in order to achieve success. Leaders therefore should help their followers to overcome their problems and facilitate whatever they need in order to carry out their duties in the best way possible. 23 C. Shuratic or Consultative Educacational Leadership Whatever experience the leader has, his or her decision will be according to one person? s opinion. He or she will probably feel the need for others? opinions and ideas before making any necessary decisions that might affect the members of the organization.Leaders therefore apply the shura (consultation) method in any way that allows them to listen to others and allow the members to express their ideas on certain important matters that concern the organization. Leaders then will tend to ask for feedback about any matter that c oncerns the school and the members. As a result, members will feel free to go to the leader and present any necessary suggestions or advice. Such an atmosphere will create a high level of trust and spirit among all members of the organization. Allah (s. w. t) said in the Qur? n about Muslims: â€Å"Those who respond to their Lord, and establish regular prayer who (conduct) their affairs by mutual consultation; who spend out of what We bestow on them for sustenance. † (Qur? an 42: 38). Mutual consultation as Allah (s. w. t) declared, is a distinguishing Muslim trait, especially of leaders. What makes shura unique in the Islamic point of view is â€Å"its consensus generating mechanism rather than majority or minority influence. † (alBuraey, 1985: 344). All decisions that have been agreed upon in any organization must be in accordance with the Islamic principles.Practicing shura (consultation) will help leaders to more involve the members of the organization in the decis ion making process. As a result, the members will be more motivated to do their job. They will feel a sense of belonging to the organization, as it is their own. They will also feel as having an important role to play and not only 24 implementing whatever they have been asked to do. Such an environment will boost the team spirit in the organization. D. Supportive Educacational Leadership Islamic educational leadership believes in supporting the members of the organization in their work. Leaders are trying to be on their members? ide. The organization? s members are always in need of their leaders? motivation and encouragement. They need the spiritual motivation before any other. They also need training programs that increase their knowledge and skills in different fields. Therefore, leaders in this style will take any given opportunity to motivate and encourage their followers in different ways and utilize different situations. Leaders believe in training and developing the members in necessary skills, and thus a continuous professional development program for the members is an absolute priority. In clarifying Prophet Muhammad? s (p. b. u. h. duty, Allah (s. w. t) said in the Qur? an: â€Å"It is He Who has sent amongst the unlettered, a messenger from among themselves, to rehearse to them His signs, to purify them, and to instruct them in the Book and wisdom, although they had been, before, in manifest error. † (Qur? an 62: 2). It is evident here that the duty of the Prophet (p. b. u. h. ) as a leader was not only to make sure that everything proceeded smoothly but also to teach, educate and develop further people? s knowledge and skills. Muslim leaders should practice such duties that will help them to understand the essence of educational leadership and be good leaders.RECOMMENDATIONS This work was an attempt in studying the philosophy of educational leadership in Islam. It tried to cover part of it to some extent. Other parts such as the objectives, 25 characteristics, fundamentas and principles of educational leadership in Islam and other topics need more investigations. The researchers, therefore, would suggests the following recommendations to enhance the status of Islamic educational leadership: 1. Muslim scholars should make great efforts towards investigating the concepts of Islamic educational leadership. They have to do more in-depth research on this topic.This will be of assistance in formulating a theory of educational leadership from the Islamic perspective which contributes to the existing knowledge and engage with it by means of accommodation or modification. 2. Several education ministries in Muslim nations, Muslim manager training institutions, Muslim leadership training institutions and authorities dealing with Muslim institutions should pay a great deal of attention towards understanding the concepts of Islamic leadership and educational leadership. As Muslims, they should emphasize more on realizing that ever y aspect in life including administration in all institutions must be in ccordance with Islam. 3. Courses on educational leadership in universities, colleges and managers training institutions should focuss more on incorporating Islamic concept of educational leadership. This will enable these institutions to produce sound, knowledgeable and skillful managers and administrators who are able to serve the Muslim Ummah. 4. Educational leaders, managers and other administrators should practice more clearly the Islamic way of leadership. They should consider their work for the sake of Allah as the highest level on their list of priorities.They should be competent and should possess good character (akhlaq) so that they can be role models for others especially the younger generation. 5. Educational leaders should make a great effort to create a sound and healthy environment for their organization. Such an environment will help accomplish the objectives of the institution. 26 6. Research ce ntres and educational leadership institutions should organize more seminars, workshops and conferences in order to disseminate the concepts of educational leadership from an Islamic perspective. This will also help to consolidate and crystallize the Islamic theory of leadership. 7.Muslim scholars who are well-versed in Western educational leadership should increase their efforts in doing comparative studies between the Islamic and Western philosophies of educational leadership. 8. The five educational leadership roles and four educational leadership styles from an Islamic perspective that have been studied could be a guideline for selecting new leaders and managers for the Islamic organizations. 9. Further studies are to be conducted in the Islamic institutions in Muslim countries. This will assist scholars in acquiring a broader view of the current situation in the Islamic institutions in Muslim societies.As a result, this will help understanding the Islamic theory of educational l eadership. 10. A comparative study between Islamic institutions and other ones could help us in understanding the unique aspects of the Islamic institutions and the main differences between both of them. 27 BIBLIOGRAPHY Abdul-Athim, M. (1994). Usol Al-Fikr Al-Idari Fi Al-Islam, [Fundamentals of Administrative Thought in Islam]. Cairo: Maktaba Wahbah. Abdul-Hadi, H. A. (1970). Al-Fikr Al-Idari Al-Islami Wa Al-Muqaran, [Comparative and Islamic Administrative Thought]. Cairo: Dar Al-Hamami Li Al-Tiba? ah. Abdul-Wahhab, M. (1997).Mokhtasar Sirat Al-Rasoul Sallah Allahu Alaihi wa Sallam, [Summary of the Sirah of the Messenger Peace Be Upon Him] . Damascus: Dar Al-Fayha?. Abu Sin, A. I. (1986). Al-Idarah Fil-Islam, [Administration in Islam], Dubai: alAshiyah. Adlouni, M. A. and Sweidan, T. M. (2000). Al-Qiyadah fi Al-Qarn Al-Ishreen, [Leadership in the Twenty First Century] . Riyad: Qurtobah Lil-Intaj Al-Fanni. Al-Ali, M. M. (1985). Al-Idarah Fil-Islam, [Administration in Islam], Jeddah: al-Dar Al- Saudia. Al-Baihaqi, A. B. A. (n. d. ). Al-Sunan Al-Kubra. Beirut: Dar Al-Fikr. Al-Buraey, M. (1985). Administrative Development: An Islamic Perspective.London: Kegan Paul International Limited. Al-Buraey, M. (1990). Management and Administration in Islam. Saudi Arabia: King Fahd University. Al-Buraey, M. (1994). Mabadi’ Al-Idarah Wa Al-Qiyadah Fi Al-Islam, [Principles of Administration and Leadership in Islam]. Al-Dammam: Matabi? Al-Ibtikar. Al-Farabi. A. N. (1985). Ara’ Ahl Al-Madinah Al-Fadilah [Excellent City Dwellers Opinions]. Fifth Ed. Beirut: Dar Al-Shorouq. Al-Ghazali, A. H. M. (1987). Al-Tibr Al-Masbouk Fi Nasihat Al-Molouk. Beirut: Dar Ibn Zaidoun. Ali, A. Y. (1985). The Holy Qur’an, English Translation of the Meanings and Commentary.Al-Madinah al-Munawwarah: King Fahd Complex for the Printing of the Holy Qur? an. AL-Kittani, A. H. (1920). Nitham Al-Hukomah Al-Nabawiyah, [The Prophet’s System of Governance], Beirut: Dar al-Kotob Al-Am ali. Al-Mawardi, A. A. M. (1983). Al-Ahkam Al-Sultaniyah, [The Sultanic Rules]. Beirut: Dar Al-Kutob Al-Ilmiyah. Al-Nahwi, A. A. R. (1999). Fiqh Al-Idara Al-Imaniyyah fi Al-Da’wah Al-Islamiyyah, [Faithful Administration in the Islamic Da’wah]. Riyadh: Dar Al-Nahwi Lil-Nashr wa Al-Tawzi?. 28 Al-Qalqashandi, A. A. A. (1963). Subh Al-A’sha Fi Sina’t Al-Insha. Vol. 1. Cairo: Al-Mua? ssasah Al-Misriyah Al-A? mah. Al-Sayouti, J. A. A. (1994). Tarikh Al-Kholafa’ [History of Kholafa] . 2nd Edition. Beirut: Dar Al-Jalil. Al-Talib, H. (1992). Training Guide for Islamic Workers. 2nd Edition. USA: International Graphics. Al-Wakil, M. S. (1988). Al-Qiyadah wa Al-Jondiyyah fi Al-Islam [Leadership and Military in Islam] . Egypt: Al-Wafa? Littiba? a wa Al-Nashr. Basbous, A. M. (1988). Fan Al-Qiyadah fi Al-Islam, [The Art of Leadership in Islam] . Jordan: Maktabat Al-Manar. Beekun, R. I. and Badawi, J. (1999). Leadership: An Islamic Perspective. Maryland: Amana Pub lishers. Gardner, J. W. (1990). On Leadership.New York: Free Press. Husaini, M. (1958). Al-Idarah Al-Arabiyah, [Arab Administration]. Egypt: AlMatba? ah Al-Namouthajiyah. Ibn Khaldun, A. R. (1979). Al-Ibar Wa Diwan Al-Mubtada’ Wal-Khabar Fi Ayyam Al-Arab Wal-Barbar Wal-Ajam Waman A’sarahum Min Dhawi Assultan Al-Akbar. V. 1 Beirut: Mua? ssasah Jammal Li Al-Tiba? ah Wa Al-Nashr. Ibn Taymiyah, T. A. A. (1988). Al-Siyasah Al-Shariyah Fi Islah Al-Rai Wa AlRaiyah. Beirut: Dar Al-Kutob Al-Ilmiyah. Ibn Taymiyah, T. A. A. (1992). Al-Siyasah Al-Shariyah Fi Islah Al-Rai Wa Al-Raiyah [The Shari’at Politics] . Beirut: Dar Al-Kutob Al-Ilmiyah.Jabnoun, N. (1994). Islam and Management. Kuala Lumpur: IKD. Morris, W. Ed. (1981). The American Heritage Dictionary of the English Language. USA, Boston: Houghton Mifflin Company. Murphy, J. and Shipman, N. (2000). Educational Leadership. California: The JosseyBass Reader on Jossey-Bass Inc. Muslim, I. A. A. (1987). Sahih Muslim Bi-Shar h Al-Nawawi, [Sahih Muslim with Explanations by Al-Nawawi]. Cairo: Dar Al-Rayyan Lil-Turath. Muslim, I. A. A. (n. d. ). Sahih Muslim. Beirut: Dar Ihya? Al-Turath Al-Arabi. Mustafa, I. ; Al-Zayyat, A. H. ; Al-Najjar, H. A. M. (1989). Al-mo’jam Al-Waseet. Vol. 1.Istanbul-Turkey: Dar Al-Da? wah. Paine, L. S. (1997). Cases in Leadership, Ethics and Organizational Integrity: A Strategic Perspective. USA: Irwin, McGraw-Hill. 29 Qur? an. The Holy Qur’an: English Translation of the Meaning and Commentary. Translated by Abdullah Yusuf Ali. (1985). Saudi Arabia: Al-Madinah alMunawwarah King Fahd Complex for the Printing of the Holy Qur? an. Sergiovanni, T. J. (2001). Leadership What’s in it for School?. London: Routedge Falmer. Spitzer, R. J. (2000). The Spirit of Leadership: Optimizing Creativity and Change in Organizations. USA: Executive Excellence Publishing. 30