Courage In To Kill A Mocking Bird essays

Business Practical Implications Change Immigration

Question: Depict about the Business Practical Implications of Change Immigration. Answer: 1. So as to talk about the training ramifications of the Waensila case, it is basic to express the key realities identified with the case. The case manages the visa utilization of a Thailand resident (Weansila) who showed up in November, 2007 to Australia on a guest visa. Thinking about the unrest in Thailand, an application was documents for an insurance visa by Waensila yet the equivalent was dismissed by the High Court in October 2009. Very nearly a year later, he documented an application for an accomplice visa. Be that as it may, this solicitation was turned down as the Schedule 3 measures were not fulfilled by him. According to the significant proviso in the Schedule 3, an application for an accomplice visa should be made inside 28 days of the individual getting a considerable visa. In Waensilas case, this period got over in 2008 only[1]. So as to demonstrate that his case gave convincing situation to the award of an accomplice visa, the accompanying focuses were featured. On the off chance that he came back to Thailand, he could confront oppression because of his religion. When he returned back to Thailand, conceivably he probably won't have the option to meet his better half. Further, taking into account that his significant other had a large group of medical problems, partition with his better half could have grave ramifications. In addition, taking into account that monetarily his significant other was subject to him, leaving Australia could be conceivably grievous for their relationship. In spite of featuring the above conditions, his visa application was turned down since Schedule 3 (Criteria 3001) was not satisfied. Be that as it may, the Federal Court in its choice in the Waensila v Minister for Immigration and Border Protection [2016] FCAFC 32 case controlled the applicable provisions of Schedule 3 for example 3001, 3002 and 3003 must be satisfied at the hour of utilization. Further, the decision contemplated the convincing conditions of the litigant while choosing the case and opined that the arrangement of mulling over such conditions is intended to give essential adaptability in law[2]. In the fallout of the case, DIBP (Department for Immigration and Border Protection) altered the current standards in order to mirror the core of the case whereby convincing conditions should be considered at the application time. Further, these conditions may emerge at the hour of utilization as well as the time prompting the case decision. The quick effect of the case has been that a portion of the cases have been decided for the candidates. An a valid example is the choice on April fifth, 2016 including James Tan Immigration Consultants in which their customer was granted visa taking into account the convincing conditions that guaranteed waiver of certain clauses[3]. Anyway around the same time when the Waensila decision was passed by the full court, another choice was passed by the Federal Circuit court which was disregarding the standards upheld in Waensila decision which prompted a confounding circumstance. In the Kaur versus Minister for Immigration and Border Protection, the council decided that the conditions which emerge after the application date must not be taken into consideration[4]. Obviously, both the case were disregarding one another yet for reference, more noteworthy thought would be concurred to full court choice as it is impossible that the Federal Circuit court knew about the method of reasoning and judgment by the Full Court in any case would have passed a decision as per that. This choice by the full court sets point of reference whereby the convincing conditions at the hour of use or much after the application can be contemplated in order to give the essential adaptability to the courts and law requirement offices while guaranteeing that the soul of the fundamental law isn't damaged. While prior the convincing conditions were at the watchfulness of the pastor, presently the equivalent can be considered by the court suo motu and subsequently the extent of taking a wide cluster of conditions has increased[5]. This would make it simpler for the candidates to acquire a life partner case in certified situations where a specific necessity might be postponed thinking about the basic conditions. Consequently, this milestone case makes it simpler for the candidates to proceed with their Australian stay when the application is under procedure. Likewise, this upgrades trust in an ideal choice as and where the circumstance requests which would be gainful for the nati on as well[6]. It is essential that this decision doesn't have just positive ramifications yet can likewise reverse discharge because of the connected negative ramifications. This is on the grounds that the visa system ought not be excessively permissive as it gets open to manhandle and conceivably being mishandled by unsocial components which in the long haul may have unfavorable ramifications for Australia. Because of the adjustment in the visa law presented through the judgment, any hazardous or hostile to social component can possibly get an accomplice visa on the affection of being involved with an Australian citizen[7]. Prior to the given choice, the visa was allowed distinctly in situations where the convincing reasons could be demonstrated in court. There has been an adjustment in this which could endanger the national interests and furthermore upgrade migration of outsiders which in the long haul may prompt clashes. It is likewise vital that the ramifications of the given choices will have a wide impact not just on the future and the current cases yet cases that have been as of now managed particularly in the ongoing past. The courts might be able to reevaluate these cases on the predominant conditions as opposed to restricting it to those predominant at application time. This would light up the odds of a portion of the cases that have been recently turned down. In the soul of law and equity, the court may need to disregard the time furthest reaches of 35 days to audit the cases and would need to apportion equity to these cases too. 2: In the underlying decision by the court, Waensilas application for an accomplice visa was dismissed as the conditions after the visa application were not thought of. This was in accordance with a legal guideline called as considerable guns of development. According to this rule, the laments that have been encircled must be clung to for each case except if some prudence is expressly allowed[8]. For achieve change in the current law, the full court additionally depended on certain legal standards. One of the pertinent rules that had been sent was the annulments by suggestion standard. The utilization of this guideline happens when there is an aim on some portion of the officials to modify or refresh certain specific arrangements of the law prior in place[9]. Subsequently, so as to upgrade the general adequacy, another law is framed through reasonable changes which override the past law. For example, in the given case there was a change concerning the planning limitation on visa documenting which affected the decision of the Waensila case as well as various other comparative cases One more legal rule that was conveyed during the decision of the full court was the medicinal sculptures. This suggests court being changes to law when there is trouble in applying these or they are excessively broad in their domain. While the current law was not troublesome with respect to execution, yet it was most likely excessively broad and henceforth changes in law were requested. The judges going before over the case held the assessment that the conditions after the application was required to be considered as it possibly had huge ramifications for the case, however the equivalent couldn't be joined in light of the predominant law[10]. Further, the presence of the case for thought of the conditions in uncommon cases implied that there was impressive disarray prompting multiplication and irregularity in dynamic, consequently prompting a befuddled point of reference and in this manner chose to instill the thought of conditions till a ultimate choice is reached. References Curve, M, Schedule 3 Case Everyone Needs to Know!!!, [website], 2016a, https://migrationalliance.com.au/movement day by day news/section/invalid-post-5.html (got to 27 July, 2016) Curve, M, Schedule 3: Case From Federal Circuit Inconsistent With Waensila, Handed Down Same Day!, [website], 2016b, https://migrationalliance.com.au/movement day by day news/section/2016-03-plan 3-case-from-government circuit-conflicting with-waensila-passed on same-day.html (got to 27 July, 2016) Dharmananda, J and P. Path, Teaching Statutory Interpretation in Australia: Whats Next?, Statute Law Review, vol. 37, no.2, 2016, pp. 37-41 EthosMigration, New Federal Court Decision on Schedule 3 and its Effect on Visa Applications, [website], nd, https://ethosmigration.com.au/new-government court-choice on-time 3-and-its-impact on-visa-applications/(got to 27 July, 2016) MIA, Great news for Partner candidates who applied as unlawful (didn't hold a considerable visa), [website], 2016, https://www.iscah.com/incredible news-for-accomplice candidates who-applied-as-unlawful-didn't hold-a-meaningful visa/(got to 27 July, 2016) Michalopoulos, P, New Federal Court Decision on Schedule 3 and its Effect on Visa Applications, [website], 2016, https://www.linkedin.com/beat/new-government court-choice calendar 3-its-impact visa-michalopoulos (got to 27 July, 2016) Tan, J, WAENSILAS CASE COMPELS CHANGES TO DEPARTMENT OF IMMIGRATIONS GUIDELINES ON SCHEDULE 3 CRITERIA, [website], 2016, https://immigrationlawyer.com.au/waensilas-case-urges changes-to-branch of-migrations rules on-time 3-criteria.html (got to 27 July, 2016) Vermeule, A, 'Shows of Agency Independence', Columbia Law Review, vol. 113, no.5, 2011, pp. 12-15 [1] Arch, M, Schedule 3 Case Everyone Needs to Know!!!, [website], 2016a, https://migrationalliance.com.au/movement day by day news/section/inva

Our Favorite Books from Elementary, Middle, and High School

Our Favorite Books from Elementary, Middle, and High School Pencils are being sharpened and backpacks being packed: its back to school time. And frankly, that makes me a bit nostalgic for my school days, especially for the books I read in school. I remember my elementary school library had a claw-foot tub in the library, with a sleeping bag and throw pillows, you know, thrown in, and I remember fondly the feeling of sitting in a bathtub in the middle of a library, reading books. Im not the only one who looks back fondly on school books. When I asked my fellow Rioters to weigh in with their most memorable books, they provided their own bits of nostalgia. So heres a list of our most memorable books from elementary, middle, and high school. Elementary School Dana Staves:   Number the Stars by Lois Lowry I read this in fifth grade, and it was the first time I encountered a story about kids in the Holocaust. I vividly remember the scene where Nazi soldiers come to the house, looking for Jews who might be hidden there; Annemarie’s family is hiding her Jewish friend, Ellen, and before the soldiers can reach them, Annemarie yanks her friend’s Star of David necklace off to protect her. It was a situation unlike I had ever encountered, and it scared me, but it also gave me hope for friendship and strength.   Kate Scott:  The Hobbit by J.R.R. Tolkien   My dad read this to me when I was a small. I fell in love with Middle Earth (and the fantasy genre in general) and went on to become a full fledged LOTR junkie in middle school.   Alison Peters:  Anything at all by Beverly Cleary, but particularly the Ramona Quimby series. I didn’t have a sister, and Ramona and Beezus’s relationship just sounded wonderful to me. I loved their adventures, fights, make ups, and the way they stood up for each other. And it was my first experience with dying for the newest book in the series to come outpaving the way for so many, many more series I couldn’t live without.   Amanda Diehl:  The Oz series by L. Frank Baum. My library had the entire collection and I can still picture in my mind where they were located on the shelves. It was so whimsical and fun and I loved all of the illustrations. I remember being disappointed that so much of Oz wasn’t covered in the original film because there were cooler inhabitants than Munchkins and Flying Monkeys.   Rachel Manwill:    Matilda and The BFG by Roald Dahl. I started my elementary school life in England. Because of this, I missed some of the typical American literature as a kid, but I did have the pleasure of discovering Roald Dahl, and these two books in particular had a profound impact on my reading life, even to this day. They were my first introductions to magical realism and the knowledge that sometimes grown-ups suck.   Rachel Cordasco:  Little House on the Prairie by Laura Ingalls Wilder- I was always interested in stories of pioneers and adventure, but this book (and the rest of the series by Laura Ingalls Wilder) made me fall in love with this period of American history. I suffered through the locusts and harsh winters with the Ingalls family, and I roamed the plains and explored with Laura. These books shaped me in crucial ways, and I find it only fitting that I wound up moving from the east coast to Wisconsin, much like Laura’s parents did.   Nikki Steele:   I was ALL about Matilda when I was growing upher bookishness, her magic, her amazing teacher. I wanted to be her, at least for the good parts. I also adored The Chronicles of Narnia by C.S. Lewis. It’s not the same re-reading those books, but I loved the adventure then and the sense of purpose all of those kids have. It’s also made reading The Magicians series by Lev Grossman that much more fun now.   Tasha Brandstatter:  The Ghost Wore Gray by Bruce Coville was the first book I loved. It had everything childhood me loved: ghosts, buried treasure, art, creaky old inns, and summer vacation. It also has one of my favorite lines ever in a MG novel: “What a hunk! Too bad he’s dead.” The rest of the books in this series, The Ghost in the Third Row and The Ghost in the Big Brass Bed, are delightful as well. I still reread them on occasion and they’ve stood the test of time.   Jessica Pryde:  I remember more the sensation of reading Number The Stars than the actual story. I recall the thrill of reading it the first time in third grade, and repeatedly returning to it as I saw it in my classroom library.  It was a combination of reading about a girl my age surviving through adversity, and a book I really enjoyed always being at my fingertips.  Also, Anansi the Spider gave me a really early appreciation of storytelling.   Peter Damien:  I read an awful lot of books as a kid, but I’m not sure any of them were having major emotional impacts on me. Maybe because I was a boy, or maybe because most of them were too busy being full of monsters. I don’t know. What I do know is that I read Bridge to Terabithia by Katherine Paterson as quickly and innocently as all those other booksand it obliterated me. The ending is abrupt and tragic (Do I need to worry about spoiling a book as old as Star Wars?) and I didn’t realize I had developed something of a crush on the girl until the ending happened. I remember wandering around the house, sad and hurt and bereft and entirely unprepared for that reaction. So profound was its effect, I have never gone back to it again.   Middle School Alison Peters:    Tess of the D’urbervilles, by Thomas Hardy. I think I was challenged to read this book before high school, and being the reading smart-ass that I was (am?), I took it up without hesitation. And I seriously loved this book, with its moors and lovers and jilted romance. But it really did take me till high school to get the gist of the whole ‘got pregnant in the field after doing it that one time’ vagueness. But it still stands out as one of my all time favorites.   Amanda Diehl:  Up the Down Staircase by Bel Kaufman. This was probably the first epistolary novel I read and I was immediately taken with the genre. And, of course, we all have those amazing teachers who help guide us during our more formative years, so I found a lot of similarities between Sylvia and my favorite teacher (who also happened to teach English).   Swapna Krishna:  A Ring of Endless Light and Troubling a Star by Madeleine L’Engle. When I was in middle school, most of what I read was classics (upon reflection, I’m pretty sure I did NOT understand the books I was reading back then). These two books were the first YA books I’d read and to this day, they’re still on my bookshelves.   Rachel Manwill:   I Know Why the Caged Bird Sings by Maya Angelou. As a military kid, I moved around a lot, and when I hit 7th grade, I ended up in an English class that bored me to tears because the books were so far below my reading level or I’d read them already. My teacher recognized this and gave me books that the other kids weren’t reading. Angelou’s memoir was the first one she gave me, and I remember staying after class to discuss it. I was profoundly honored that a teacher trusted me with that kind of material and it was cemented in my brain as my first “grown up” book.   Rachel Cordasco:  The Anne of Green Gables series by L. M. Montgomery- I absolutely fell in love with the rural landscape and people of Prince Edward Island, and Montgomery’s prose was vivid and entrancing. I remember binge-reading them with joy.   Nikki Steele:  One of my favorites memories was sitting in 7th grade English class reading Watership Down. At first, I just felt really cool reading my thick book when all the others kids were still paging through magazines or smaller books. It really ended up changing me, though, when I realized a somewhat cute story about rabbits, of all things, was becoming so much more.   Tasha Brandstatter:  The Vampire Diaries by LJ Smith. I went CRAZY over these books. Like full-on obsession, in the way only a teenager can obsess. I read all three books so often they started falling apart, wrote fan fiction, dressed like the characters, the whole nine yards. They were the first, and remain the only, books I’ve ever geeked out over like that (although I do love nearly all of LJ Smith’s other novels).   Jessica Pryde:  The Only Alien on the Planet by Kristen D. Randle. It was a RIF book I picked up in sixth grade, and I recall reading it multiple times over the next few years. A girl, new to school, strikes up a friendship-relationship with a kid who gets no love by anyone. He’s quiet, but super smart, and has a really snarky sense of humor; basically, he reminded me of me at a time where I didn’t really have a lot of friends. I was in love instantly, and that relationship was matched by none other while I was in middle school.   Peter Damien:  Star Wars: Heir to the Empire by Timothy Zahn doesn’t seem like it would be so important a book, given that it was “just” a tie-in novel, but it was a watershed moment for me. Not only because I discovered with Zahn’s trilogy that I could carry on my love of Star Wars into novels, but also because in or out of a media tie-in novel, Timothy Zahn is a superb science fiction writer. They were sprawling, epic novels (far better written than the movies, let’s be honest), and I was so enthused by them that I began writing. I haven’t stopped since. (They were also the first time I realized how books could be structured and mechanically shaped, the first time I noticed the authorial details and not just the story, and that was an immense benefit.) Dana Staves:  I was a late arrival at the  Little House on the Prairie party, and I only ever read the second book, but I remember sitting in the back of my sixth grade classroom, hating school (very unusual for me) and reading that book, and there being a description of cooking salted pork that made my mouth water and made me hate school more and wish for prairie life and salted pork and sunbonnets.   High School Kate Scott:  Jane Eyre  by Charlotte Brontë I read Jane Eyre the summer I was sixteen on a week-long vacation in Detroit. I was completely enraptured by Brontë’s use of language and it has remained one of my top five favorite novels of all time.   Alison Peters:    The House of the Spirits, by Isabel Allende. This was assigned summer reading, and it just blew my mind. Up till that point, most of the school reading was American/English canon classics that the Norton publishing group would heartily approve of. My first glimpse into some South American history, magical goings-on and love across generations thrilled me, and changed what I enjoy reading, for the rest of my life.   Dana Staves:  Mythology by Edith Hamilton My 9th grade English teacher assigned this collection of mythology to us. It was such a drastic departure from anything I had ever read before. But the characters! Helen, with her face! Madea, totally freaking out! Odysseus, just trying to get home, and poor Penelope, weaving and unraveling. It was a new world with that book.   Amanda Diehl:  The Handmaid’s Tale and Oryx and Crake by Margaret Atwood. And so began my love affair with Margaret Atwood. Though I feel The Handmaid’s Tale should be required reading for everyone, I think it’s especially important for young women. I remember having powwows with my girl friends over this book and it still gives me fond memories of female bonding. As for Oryx and Crake, well it’s just plain amazing.   Rachel Manwill:  Absalom, Absalom by William Faulkner. This is the book that taught me that it’s okay to hate a piece of literature. I read this as summer reading before my senior year and I actually flung it across the room because I hated it so much. But once I calmed down, and finished it (begrudgingly), I had to write an essay about it. And trying to channel all my dislike into a coherent and competent 3-page paper was the hardest piece of writing I’d ever had to do. But I picked apart the things I liked from the things I didn’t, and being able to explain what I disliked allowed me far more insight and as a reader from then on.   Rachel Cordasco:  Death in Venice by Thomas Mann- I read this novella for a high school lit group, and fell in love with Mann for ever and ever to eternity. His exploration of a life devoted to art, and aesthetics in relation to sensuality, were fascinating. Mann’s prose is also exquisite and expressive, the kind of style that inspires its readers to write.   Nikki Steele:  I’m going to echo Alison up there and say that Allende wrote the most memorable book for me in high school. On the Road by Kerouac was a close second, because teenagers and hormones and wanderlust and such, but The Stories of Eva Luna was so much more. It gave me new ideas of what it meant to be a woman. It played with fact and fiction in a daring way that absolutely thrilled me. It was also one of the first times I read about sex where it wasn’t talked about as something earth-shattering, dangerous, taboo. Of course, it was those things but she also allowed it to be a normal part of life.   Tasha Brandstatter:  I read so many incredible books in high school that not only shaped the way I read and look at literature, but affected my view of the world, from Jane Eyre (my favorite book of all time), to The Age of Innocence to Things Fall Apart. But for this exercise I’m going to go with Stranger in My Arms by Lisa Kleypas. Here’s the deal: I’d always been a bit snobby about romance novels, but I was sitting around my grandparents’ house one summer day, super duper bored, and Stranger in My Arms was lying open on my grandfather’s chair. Yes, my grandfather read romance novels. By the truck load. Anyway, I picked Stranger in My Arms up, thinking I’d just flip through it, and a romance reader was born. Thanks to Lisa Kleypas and that book, romance novels were the only books I willingly read, or wanted to read, for the next decade. And none of my grandfather’s Lisa Kleypas books were safe after that.   Jessica Pryde:  There were two books I read in high school (well, one is technically a series) that influenced my reading forever. The first was The Vampire Chronicles by Anne Rice. My best friend and I had determined to read it “together” while she was summering in New York and I was working in DC. I’d been a vampire girl since Buffy and the Interview with the Vampire movie, and this just sealed the deal. I spent the next year or so eating the Anne Rice backlist, found more and more awesome stories about vampires before they were all the rage, and used Lestat as my measurement of greatness in all fictional men, period. He was nearly overthrown by Mr. Darcy.  Pride and Prejudice. I read it first in ninth grade for a technical reading course, and was impressed, intrigued, but hadn’t really expanded my purview. I read it again in eleventh grade as part of a research projectand discovered online fanfiction in my research. I was forever changed. I didn’t read anything but Prid e and Prejudice fanfiction for likethree years. And while I have moved back into the world of books, and moved on to different fandoms, I still go back to my roots sometimes. Peter Damien:  Somewhere in my high school years, I discovered Harlan Ellison, and it was a godsend. I think that’s probably the best age for anyone to discover his works. Yes, I was floored by “Repent, Harlequin!” Said The Ticktock Man and other such storiesbut it was his video interviews, and his nonfiction, and some of his other stories that were vital to me. They contained the same bottomless well of anger which I had, but that anger was not a wildfire, it was a fuel and it was powering this vast and roaring engine. For the first time, with Ellison for support, I began to figure out how to express myself, how to be angry and how to stop putting up with bullshit when it was important not to do so. Other books may have helped me write, or read more widely, but Ellison’s work helped me begin to live and function, and I’m immeasurably grateful. And also, “Lonelyache” is the single most perfect title and aptly descriptive word ever used, honestly. Sign up to The Kids Are All Right to receive news and recommendations from the world of kid lit and middle grade books. 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Shakespeares Julius Caesar Research Assignment - Free Essay Example

Sample details Pages: 3 Words: 788 Downloads: 4 Date added: 2019/03/24 Category History Essay Level High school Tags: Julius Caesar Essay William Shakespeare Essay Did you like this example? Queen Elizabeth I: Queen Elizabeth was Queen of England from 1558-1603. The era she reigned in is know as Englands golden age because of the reformation taking place. She had an unpleasant childhood and as a result it affected some of the decisions she made while on the throne. Don’t waste time! Our writers will create an original "Shakespeares Julius Caesar Research Assignment" essay for you Create order A few of her more remarkable accomplishments are the Elizabethan Religious Settlement, and the defeat of the great spanish armada. The previous Kings had made many changes in religion, the Elizabethan Religious Settlement was The Queens way of bringing the country together. Queen Elizabeth was known for giving amazing speeches. Queen Elizabeth died at the age of 69 years old. Her legacy has lasted longer than she couldve ever imagined (Elizabeth I). Renaissance England: Renaissance is by definition the rebirth of art, education and culture. The English Renaissance occurred at the end of the middle ages. The middle ages wa a time of destruction, a learning decline. Girolamo was a religious leader during the renaissance that believed if the citizens of corrupt cities prayed, they could be redeemed. Artist during this period often painted the human body, stressing the beauty of the human body. The most important aspect of the renaissance is humanism. Humanism combines human actions and feelings with religion. The most important branch of learning during the Renaissance was theology. Simply put theology is the study of God (Hawkins). William Shakespeare: William Shakespeare was born April 26th, 1564 and died April 23rd 1616. He is considered by many to be the greatest dramatist of all time. Shakespeare wrote many plays, some of the more well known plays are Romeo and Juliet, Hamlet, and Julius Caesar. Shakespeares plays were performed in a theatre called the Globe Theatre. The Globe burned down in 1613, and was rebuilt by 1614. Shakespeare was also apart of a company called Lord Chamberlains Men (William). Lord Chamberlains men put on several plays, and often times Queen Elizabeth herself would come to watch. Lord Chamberlains men was the most dominant theatre company in England during the Elizabethan era (Lord). ROME: Julius Caesar: Julius Caesar was born July 12th 100 BCE and died March 14th 44 BCE. He was alive during the time the Roman Empire was in power. He was from a Patrician, or upper class family. He rose to power as part of a triumvirate, but Crassus was killed in battle and he defeated Pompey in a series of civil wars. Julius Caesar declared himself a dictator for life. While he was in power he passed many law and changed policies on issues such as tax collection. Julius Caesar was murdered by Roman Senators. In that time period emperor assassinations were common and expected (Julius). Ancient Rome Rule: Before the Romans took power, the Etruscans were in control. In 509 BCE the Romans overthrew the Etruscans and established the Roman Republic. In the Republic citizens elect officials, then the officials vote. The Roman Republic lasted until 27 BC when the Roman Republic became the Roman Empire. The first triumvirate that was in power was Caesar, Crassus, and Pompey. Crassus was k illed in battle, Pompey was killed by Julius Caesar in a series of civil wars, and Caesar was murdered by a group of Roman senators. After the murder of Caesar, Octavian, Julius Caesars heir, rose to power. He was apart of the second triumvirate which consisted of him, Marc Antony and Lepidus. The second triumvirate split up because Lepidus was exiled, then it was a power struggle between Marc Antony and Octavian (Ancient). Religion/Superstitions: The legendary founders of Rome were Remus and Romulus. Remus and Romulus were supposed to be drowned in the Tiber River, but they survived. Faustulus and his wife saved them and raised them to be strong boys. They ended up killing Amulius and giving their grandfather his throne back. Romulus killed his brother when he attempted to jump over his wall. Romulus now had all the power, he grew his city by allowing criminals to come and live there. He also kidnapped Women and forced them to marry in. Many people believed Romulus was a Gd after he disappeared in a storm ( Romulus). Lupercalia was a festival held each year on February 15th. It celebrated Romulus and Remus, as we ll as fertility (Luperalia). Works Cited Ancient Rome. Britannica School, Encyclopedia Britannica, 22 Mar. 2018, Web. Accessed 15 Nov. 2018. Elizabeth I. Britannica School, Encyclopedia Britannica, 31 Aug. 2017, Web. Accessed 14 Nov. 2018. Hankins, James. Renaissance. World Book Student, World Book, 2018, Web. Accessed 15 Nov. 2018. Julius Caesar. Britannica School, Encyclopedia Britannica, 1 Nov. 2017, Web. Accessed 15 Nov. 2018. Lord Chamberlains Men. Britannica School, Encyclopedia Britannica, 11 Aug. 2018, Web. Accessed 15 Nov. 2018. Lupercalia. Britannica School, Encyclopedia Britannica, 22 Apr. 2014, Web. Accessed 15 Nov. 2018. Romulus and Remus. Britannica School, Encyclopedia Britannica, 13 Apr. 2018, Web. Accessed 15 Nov. 2018. William Shakespeare. Britannica School, Encyclopedia Britannica, 19 Jul. 2017, Web. Accessed 15 Nov. 2018.

Health Care For The Homeless - 1256 Words

Unfortunately, the homeless has little access to health care related to many factors. The homeless face health risks and are more likely to suffer from mental health issues and chronic health problems. They are exposed to the elements and have poor nutrition and limited access to health care (Potter, Perry, Stockert, and Hall, 2015, p. 620). As a result of limited access, they have less of an opportunity to receive help to prevent or treat illness and injuries. By not receiving help from care providers, their risk for injuries, infection, and terminal illnesses are highly increased. They are susceptible to many diseases more than someone who does receive health care. Who is Affected? Access to health care for the homeless is limited because of lack of benefits and health insurance, money, attitude of some health care professionals, language barrier, fear, mistrust, inability to understand medical information, the inability to follow the treatment due to cost or availability, resources, education and transportation. The homeless contributes to their ill health due to their lack of self-care and access to health services as well as a high exposure to diseases and parasites easily spread in crowded conditions, such as shelters (Zlotnick, Zerger, and Wolfe, 2013, p. S199). Most homeless people are uninsured but have a significance in health care needs, which leads to conflict. Unfortunately, most homeless people are not able to receive health care due to the factors listedShow MoreRelatedThe Homeless Population And The Health Care Act Essay1141 Words   |  5 PagesThe Homeless Population and Barriers to Health Care There are currently 564,708 homeless individuals in the United States (U.S.), however this is just an estimate as there are probably hundreds that go uncounted, during PIT (point-in-time count) or remain unregistered with non-profit agencies providing services (The National Alliance to End Homelessness, 2016). Before the Affordable Care Act (ACA) most homeless individuals did not have health insurance, as provisions for these individuals as wellRead MoreEssay on Health Care Accessibility for the Homeless2465 Words   |  10 PagesAccording to a study conducted by the Journal of Health Care for the Poor and Underserved, â€Å"Homelessness can be the cause as well as the result of poor health† (Wise, Emily, Debrody, Corey Paniucki, Heather, 1999, p.445). 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Problem fogel graded Free Essays

For maxima rule Remote should use option A b. For maximum rule Remote should use option 8 c. For maxima regret Remote should use option A d. We will write a custom essay sample on Problem fogel graded or any similar topic only for you Order Now For equal probability criterion rule Remote should use option A Chapter 16: Government Regulation of Business 2. When there is a shortage in the industry or firm, it will definitely result in an under allocation of resources. Under allocation can happen without any shortage. For example, if the market is in a monopolistic stage, there is no shortage. The buyers can buy everything they want at a set price. There are various situations where the market can fail due to under allocation of resources that are not caused by shortages. For instance, if the task of minting a building was scheduled to finish at a certain date and there was not enough paint and painters, the manager did not allocate and did not calculate the correct amount of paint needed and did not have enough painters. Thus, a shortage is not a necessary condition for under allocation of resources. 4. Price gouging seems to occur after natural disasters such as hurricane Strain, Rata, and Sandy. After a disaster, the community is trying to recover from the homes that they have lost and they are trying to get back on their feet. However, many individuals and companies are charging market prices or goods such as gasoline, bottled water and other necessary items at a higher price than the market. According to the FTC price gouging laws are not required, they are counterproductive. For instance, in 2005, after the hurricane Strain and Rata, it caused a shortage in gasoline and it could have possibly triggered an energy emergency (National Center, 2007). If anti- gouging laws are enforced by legislation to lower gas prices than what the market dictates during a supply shortage, FTC said that wholesalers and retailers will run out of gasoline and consumers will be worse off (Stresses, Furthermore, anti-gouging laws end up punishing companies who 2001). Have excess and reserves in advance during a crisis. For instance in the Strain hurricane, one of the lessons learned was to reward companies who have excess of oil and gas at the time when it is greatly needed. How to cite Problem fogel graded, Papers

Management and Leadership in Education free essay sample

The Unit for Distance Education places specific emphasis on integrity and ethical behaviour with regards to the preparation of all written work to be submitted for academic evaluation. Although academic personnel will provide you with information regarding reference techniques, as well as ways to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel uncertain about the requirements, you must consult the lecturer concerned before you submit any written work. The policy for plagiarism is available on the policy website of the Office of the Registrar at http://www,up. ac. za/intranet/reqistar/20Q9-10-22 Plagiarism policv. pdf DEFINITION OF PLAGIARISM Plagiarism is a form of academic misconduct. It involves both appropriating someone elses work, and passing it off as ones own work afterwards. DEFINITION OF MISCONDUCT A student will be guilty of misconduct and may be dealt with in terms of this code, if he or she *in University context, infringes a person’s copyright or any other intellectual property, Including, but not limited to plagiarism; * in University context, commits plagiarism by stating, or implying, original authorship of someone elses written or creative work (words, images, ideas, opinions, discoveries, art work, music, recordings, computer-generated work), and/or by incorporating such work or material in whole or in part into his or her own work without properly acknowledging or citing the source. We will write a custom essay sample on Management and Leadership in Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If you commit plagiarism, it will result in a disciplinary hearing and suspension of at least six months or exclusion for two years from the University of Pretoria. For the period that you are a registered student at the Unit for Distance Education, the under-mentioned declaration must accompany all written work to be submitted. No written work will be accepted, unless the declaration has been completed and attached. I (full names amp; surname):Ethel Vera de Wet Student number:13024605 Module amp; Code: Management and leadership in Education LVO 721 DECLARATION: 1)I understand what plagiarism entails and I am aware of the Universitys policy in this regard; 2)I declare that this Assignment 1 (e. . essay, report, project, assignment, dissertation, thesis, etc. ) is my own, original work. In cases where someone elses work was used (whether from a printed source, the Internet or any other source), due acknowledgement was given and reference was made according to departmental requirements; 3)I did not make use of another students previous work and submit it as my own; and 4)I did not allow, and will not allow, anyone to copy my work with the intentio n of presenting it as his/her own work. _Ethel Vera de Wet___ 5 June 2012 Please type your full names and surname Date How to change School B from a low-rated school to a highly recommended school in the community. 1. Analysis of the climate and culture at School B The school climate consist out of the interaction between the school’s ecology, organisation structure, milieu and culture. The governing body, principal, teachers, parents and learners at any school experience this interaction. I agree that the learning culture at the school has been undermined. The culture of School B is reflected in its climate that in is interwoven with the interpersonal relationships in the school. The climate of School B is visible in all aspects of the school. In school B there is no interaction between the parents and school management. The parents have no part in any decision-making process and there is a huge lack of communication. Nobody knows the goal, vision and mission of the school. The teachers feel unappreciated and no job satisfaction. The learners are negative because they feel they are constantly criticised. None of the three important partners in the school (educators, parents and learners) is happy. It is important to establish sound relationships. The relationships built by the principal influence the smallest task the school undertake. The principal has to establish relationships with everyone in the school: the learners, educators, administrative staff, cleaning staff and parents. The school culture is the believe in the values of the stakeholders of a school. The culture underpins the climate of a school. According to McLean and Marshall(1993:4) culture is the collection of traditions, values, politics, beliefs and attitudes that constitute a pervasive context for everything we do and think in a organisation. In the education system there must be a culture of teaching and learning. In School B there are no proper teaching and learning and everyone is negative. The teachers do not have the desire to teach and they feel hopeless. There are tension and conflict between individuals and groups. Because of weak or no leadership nobody want to accept the other member’s believes or respect his norms and values. A school must be an environment where teachers and learners must feel safe, homely and enjoy learning. The organisational culture of the school must emphasise the importance of education for the learner, community and country. As seen in the above mentioned definitions of learning culture, School B does not measure up to any of the characteristics and therefore does not qualify as a learning and teaching school with a well established culture and climate. To change is to implement new or better ideas or ways for something that does not work as it is suppose to. The purpose of change is to â€Å"improve†, or to â€Å"achieve the goals† as set out in a policy, or to achieve â€Å"excellence†. Change must always be for the better, to improve. The first thing to do when you want to introduce educational change in a school will be to convince all the parties involve that the change is necessary and to the advantage of all. The changes have to be managed in a structured and orderly manner. This means that time is very important. Give time to the teachers to get use to the idea and to â€Å"want† to be part of the change. Implement changes in phases. Monitor the process and adjust if necessary. 2. LET’s MAKE A DIFFERENCE! Now that we know what the problems at School B are, we must seek the opportunities to change it. We are going to look at ways to change and make a difference in leadership, leadership styles, communication, motivation, decision-making and pedagogical interventions. 2. 1 LEADERSHIP Leadership is a social action where one person influences the process of directing behaviour of other individuals and members in a group towards a goal or achievement. According to Farley (2002:393) the talent for leadership involves much knowledge and disciplined practice. Leadership contains two concepts: authority and power. Principals and teachers must use their authority and power to ensure a successful education. In School B the staff members are not happy with their work and must be directed by good leadership to experience job satisfaction. Anyone that takes on the responsibility and commitment to be a leader can make a difference in School B and change a negative situation around. Commitment allows one to make a real difference in any situation. This person must have according to Sterling and Davidoff (2000:22) the following leader characteristics: accountability, discipline, flexibility, courage, integrity, tolerance, inner strength, confidence, decisiveness, enthusiasm, honesty, loyalty, dedication, compassion, perseverance, dependability and fairness. When asking the question:†What do leaders do? † The answer should include the following: provides direction, offers inspiration, builds teamwork, set an example, gains acceptance, be an organisational architect, moral educator and social architect. (I van Deventer amp; AG Kruger 003:70) Integrity and competence goes hand in hand, because followers want leaders who are able to perform their tasks well. Integrity is associated with the qualities of honesty and consistency, while competence is developed through hard work and dedication. Competent people seek ways of learning and improving themselves. They realise that in a changing world it is important to keep up w ith new developments. When changing the negative leadership in School B around the leader, teachers and community must remember: â€Å"When the going gets tough, it is commitment that carries the leader through. (Unisa, 2006:87-88) 2. 1. 2 LEADERSHIP STYLES As the leader of school B the principal was suppose to manage his staff and learners. If certain structures do not function as it is suppose to, it is his responsibility to get help to make sure the specific structure function properly. Without all the prescribed structures in place, the school cannot function as a successful learning school. The principal and the teachers are responsible and accountable to the community as well as the Education Department to teach the learners. The leadership style that the leader adopt in School B can have a positive or negative effect on achievement, performance, staff development and job satisfaction in a school. Ideal leaders are people who are task-oriented (productivity) and people-oriented. Task-oriented leaders want to get the job done. They focus on activities like planning, maintaining standards and performance, getting things done first, meeting of deadlines, directing and problem-solving (Love, 1994:37) They are also very critical of poor work and poor results. People-oriented leaders are concerned with relationships, feelings, teamwork, harmonising and compromising. They are always looking out for the welfare of others and listens to the members. They always want approval before going on with a project. To turn School B around the principal must use his/her task- and people skills to bring out the best in everybody. There are four leadership styles we are going to discuss, namely Laissez-faire, Autocratic, Democratic and Situational. 2. 1. 2. 1 LAISSEZ-FAIRE LEADERSHIP STYLE This leadership style creates a situation where the individual has to make his own decisions and this results only in individual development. Characteristics of the Laissez-faire leadership are when the leader is uninvolved, sometimes even passive. No direct decisions are made by the principal and he has no interest in the planning, organising and control in activities. Normally there is a lack of communication and the principal does not take responsibility of the activities. The lack of leadership results in poor school performance and goals and outcomes are not set. The educators and learners are frustrated and demotivated with little job satisfaction. These are all the problems that exist in School B, and this leadership style will not be the best to follow. 2. 1. 2. 2 AUTOCRATIC LEADERSHIP STYLE The performance is usually good, but the people are unhappy. Characteristics of the Autocratic leadership style are that the leader have all the control and makes all the decisions. The principal communicate, no, order the members and no discussion takes place. The leader is in charge of the planning and organising of any activity or situation. Good human relations are not important for the leader, only that the task is done. The result of the Autocratic leadership can be that fear is the motivation for educators and learners. Because of the fear and tense atmosphere the staff will be under a lot of stress and there will be little job satisfaction and dissatisfaction with school management. Unhappy staff will leave the school as soon as possible and this create a situation where the learners must cope with a new teacher all the time and there will be no trust and respect between teacher and learners. According to me this will not be the best way to change the negative climate and poor education in School B around. . 1. 2. 3 DEMOCRATIC LEADERSHIP STYLE Here we have a healthy balance between task- and people-oriented management. We have teamwork, with a two-way communication. Tasks, responsibilities and authority are delegated and everyone know exactly what to do. Leadership is through consultation and involvement of staff, learners and parents in the decisions that are made. This results in good human rela tions. Staff, learners and parents are motivated and want to reach the goals of the school. The staff have job satisfaction and are positive in creating ideas and learning. Because of the fact that the staff is happy the staff turnover will be low. The problem with this leadership style is that when fast and critical decisions have to be made a lot of time is lost by consulting everybody. There may be more talking than action. 2. 1. 2. 4 SITUATIONAL LEADERSHIP STYLE People and circumstances have to be taken in consideration when being a leader. A school represent a combination of leadership styles. These may be from autocratic leadership and decisions to spontaneous independent leadership and decisions by the staff. Every situation requires a unique action. For School B this will be the best leadership style. The leader will look at the following behaviours: Task, relationship, maturity and leaderships. The principal and leaders in school B will be task oriented. They will organise and tell the staff and learners what they should do, when to do it, where to do it and how to do it. The relationship between the leaders and staff must be positive and motivational. There must be a open communication between leaders, staff and learners. The principal must look at the staff maturity levels, confidence and abilities before handing out any tasks. . 2 COMMUNICATION Communication can be described as a message conveyed by a sender to a recipient(s), either verbally or non-verbally with regards to activities, management tasks and/or relationship between staff, parents and learners and the school (Smith amp; Cronje, 1999:409) In the educational system it may be seen as the primary method by which the educator can influence the groups and individuals . To interact effectively with anyone – educators, learners and parents – one first need to understand where that person is â€Å"coming from† (I. J Prinsloo, 2012:74) The way in which any problem is communicated will determine whether the people who have to find the solutions respond positively or negatively. For effective communication a sufficient infrastructure must be in place. Communication is a process in the way people interact with one another. The principal in particular, is held responsible for the effectiveness of communication processes in the school. Without effective communication, it is not possible to plan, communicate the vision and the objectives to parents, learners and educators. To convey a message and keep educators, learners and parents informed oral and written communication is used. Communication is needed for any decision-making and problem-solving process. (Prinsloo, I. J. 2010: 721) The planning of change, that takes place in School B must be communicated to everybody that is involved. The planning, roles and responsibilities should be explained. The staff that is involved should think and discuss the goals. The school policy and pupils code of conduct should be in writing and available for everybody. Decisions must be made on sufficient information. Delegation will be effective only if all the tasks and responsibilities are clear to everyone. Coordination will be effective if the term and year plan are followed. There are five elements in the communication process. The communicator who sends the message, the message, the media used to send it, the recipient’s reaction and the feedback. In school B the principal will hand out a questionnaire. The staff must fill in the questionnaire so that the management can determine where the problems are. According to this priority list, the problems must be attended too. During the first staff meeting the principal can ask the staff to help think of solutions to a problem. Remember, according to the Maslow Hierarchy the physical and safety needs must be attended to first. This means that the school building, school grounds and fencing must be first on the list. A clean and safe environment will have a positive effect on the learners and educators. By having a parent meeting and later sending out a letter, the management communicate with the community about the problem, solution, actions, and the responsibilities of all involved. Communicate the goals, plans, policies, rules, regulations, decisions, responsibilities and the Codes of Conduct to all stakeholders so that they will know what the school wants to achieve, how it wants to go about it and what role they could play in this regard. 2. 3 DECISION-MAKING Problem solving and decision making are working hand -in- hand. Problem solving is the process of making and carrying out a decision that will overcome an obstacle. Decision making involves a choice between two or more alternatives. It is a thought process directed at the achievement of a school’s aim. I van Deventer; 2003: 96). During the planning process, managers make a series of decisions that play an important role and eliminate problems. When the principal in School B involves the staff, learners and parents and give them the opportunity to participate in the decision making, he will achieve great motivation, effectiveness, communication and honest flow of information and awareness of proble ms. The ideal decision-making process includes having clear outcomes, knowledge of the problem, all information required, as well as having possible solutions. Remember decisions are made to correct a situation or to improve it. There are certain steps to follow during the decision-making process. The first thing to do is to determine the existence and importance of the problem. The entire process should be seen in context of what the school is trying to achieve. (It’s mission, aims and outcomes). A problem is an obstacle that’s in the way of achieving an outcome. So in step two you must identify the problem, determine the desired outcomes and getting all facts and opinions. Now we must state the real problem and determine the alternative solutions. To help us, it is useful to split the needs into two categories: Essential and desirable ends. Essential ends mean that if they are achieved, it will mean that the situation has been put right or improved. Desirable ends are the needs which we would like to achieve but are not essential to correct or improve the situation. In step four we must evaluate and choose between alternative solutions. In doing this the principal must include the staff that actually have to do the work. They will know the situation and will have realistic solutions. Lastly the decision must be implemented. (Prinsloo, I. J; 2010: 50) By using this information the principal in school B will determine the problems like frustrated teachers, a cold and unfriendly school environment, conflict between groups and individuals and lack of communication. Then the school management will set their desired objectives and get all the facts form the teachers, learners and parents. Determine alternative solutions by asking the members to brainstorm. Tap your staff’s creativity. Evaluate the solutions and help the staff to choose because they are going to do the job. Implement the solution made, example cleaning the school grounds. Now implement the solution by starting to pick up papers and rubbish, and clean the school grounds. 2. 4 MOTIVATION Motivation is the influencing of people to achieve the aim that the manager wants him to achieve. (Gerber 1998:329) Motivation depends on two elements: the people’s needs, behaviour and actions as well as the aims. Through planning and organising the school management will determine the outcomes and aims. The principal, school management, heads of departments and staff must work together to reach the goal set. The motivational cycle consist out of three steps. The need, the drive (motivation) and the goal. In School B the need is to turn a negative situation, parents, learners and staff around to a more positive learning environment. At this moment there are a lack of communication, leadership, respect, learning material and job satisfaction. The drive in School B must be to look at each need and to take charge. Communicate with the staff, learners and parents. Listen to their problems and demands. Plan and organise a way to help all the members to stand together and commit to a better School. The principal and management must find out from the staff what will help them to reach the goals. The aim/goal of School B will be positive teachers, learners and parent. Decisions must be made by a committee selected by the parents. There must be trust in the principal to make snap decisions. The staff will then have job satisfaction and happy learners that want to study and have a better life. Motivation can be explained according to different motivation theories, namely Maslow’s hierarchy of needs, Herzberg’s two-factor, Post enrichment, Aim and Reinforcement theory. According to the Maslow theory (Smith amp; Cronje, 1992:328) only unsatisfied needs can influence behaviour. When the lower needs have been satisfied the higher order becomes the motivator of behaviour. Let me explain how we can use Maslow’s hierarchy to create change in School B. The Physical needs can be satisfied by school buildings that is in a good condition. When the classrooms, tables and chairs are in a good condition it will create a learning friendly environment. Maybe the school can also start a soup kitchen or a tuck shop where the children can get food. Nobody can study on a empty stomach. To feel part of the school and safe the children and parents can help make the school rules that applies to the day to day situation. With better communication between educators and learners socialisation are created. Friendships, acceptance and understanding by the members becomes more and more and this create a positive learning atmosphere. The educators and learners will have more self-respect. The learners will have respect for their school uniforms and for what it represents. There will be the need for success, for example to become head boy of the school. The Herzberg theory states that by making the work challenging and attractive for the individuals the task itself becomes worth doing. The leader must focus on the importance of a task. He must have insight and an interest in the task. By smaller classes the dissatisfaction of teachers will be reduced and will create a situation where the teacher is motivated. By using the Post enrichment theory, the capable and experienced staff can be put in charge of a school activity. This will create commitment, achievement and recognition that are great motivational tools. By setting aims the task-oriented person will perform better and meet a deadline. The aims should be systematically identified. The aims must be challenging, but realistic. Reinforcing positive and pleasant results and consequences the behaviour of the educators, learners and parent will change. The individual is praised and rewarded (Prize giving) the closer he comes to the desired behaviour. Reinforcement can also be negative namely punishment and suppression. The style of motivation in School B will depends on the leadership style of the principal. By using positive motivational methods like merit awards, promotions, recognition and delegation of greater responsibility and authority the staff will be encouraged and experience greater job satisfaction. According to Gerber 1998:287 ; Kroon et al 1991:332 and Prinsloo, 1993:68 educational leaders should always recognise the individual differences among the staff. The outcomes must be challenging to motivate the staff who have a need for success. Include the staff in the decision-making process. Make sure the educators feel useful and important by delegating tasks meaningful. Allow staff members to take part in the managing process. By clear communication the staff must be informed about the aims and results. Delegate tasks and authority to competent people. Acknowledge staff personally when they deserve it. Ensure healthy competition among staff members as a motivation to greater success. 2. 4. 1 Motivation of teachers When the principal assigns a mentor to a new teacher, the new teacher will have a feeling of support and success. This will create a lower teacher turn-over. This mentor must teach the same grades and subjects as the new teacher. To change the negative attitudes from the teachers around the principal can have a â€Å"work hard and play hard† policy. Reward the teachers when you thank them for a job well-done. Hand out a thank you note with a chocolate or a nice â€Å"bring and braai† for the teacher and his family after school. This will relieve some stress and the principal meet the teacher on a social manner. If the staff is very collegial and joke around it is easy to share best practises and discuss important issues openly. When people have some control over their work environment, they are happy. By empowering teachers and staff in decision-making you will have a positive climate and a lower teacher turn-over. When they take part in the decision-making the staff feel that they are respected and valued. If the principal praise and acknowledge the teachers work and recognise their achievements publicly it make them feel appreciated. When the principal’s feedback is more positive than negative the teachers will have a positive attitude towards their work, learners and principal.. This doesn’t mean that the principal must oversee work that’s wrong, but he must correct it in a positive manner. The principal must put in an effort to â€Å"hear† the teachers. Have informal gatherings, ask questions, have a questionnaire filled in. By really working on the problems the teachers have and trying to solve it, the teacher feels he can trust the management and feel motivated to do his work to the best of his ability. When a good school climate exists and educator morale is high, educators feel positive about each other and, at the same time, experience a sense of accomplishment from their jobs (Hoy amp; Miskel, 1987:112)Teachers who feel good about themselves and work will try to reach all learners – even those who struggle. This will not only motivate the teacher but also the learner. 2. 4. 2 Motivation of learners The learners in school B will feel better and less criticised if there are rules that is applicable to the school situation. If all the teachers follow the same classroom rules, the learners will know what are expected from them and the teachers will have a better discipline in the class. Learners are more motivated in class when they feel that they can rely on the teacher, feel safe and participate actively in the class. Learners are enthusiastic about school and classes that provoke their intellectual curiosity and encourage participation.. According to Hilsen, 1998, the learners must really know the teacher and must be treated with respect. The teacher must make an effort to know each child’s name. In an educator-learner relationship that is characterized by caring, listening, questioning, the learner will be more willing to take risks (I van Deventer amp; AG Kruger 2003: 15). A positive school climate will have a influence in learners results and motivations. There will be a reduction of absentees and the drop-out rate will become lower. The encouragement of learners will built their confidence in their efforts even if they fail to succeed the first time (Savo, 1996). 2. 4. 3 Motivation of parents Motivate the parents by letting them be a part of the school. Lethoko,1998:97) The principal can involve them by being a member of the governing body, attending parent evenings and really listen to them and their concerns, asking them to attend and help with extra-mural activities. Then school’s climate must be warm and inviting. When they feel welcome and comfortable at the school, their attitude will be positive and encouraging. (Squelch amp; Lemmer, 1994:93). If there is ef fective communication between the school and parents, the parents will put in an effort to help the educators with the learning of the learners, example the helping children with their homework. What recommendations would I make to the staff , parents and learners of School B? * Let’s start by talking to each other and not about each other. * Let’s respect each other’s point of view. * Let’s respect each other for the fact that we are all human. * Let’s believe in each other for wanting to contribute to change and to make a difference. * Concentrate on the problem and the possible solutions and not on a personal agenda. * Trust the decisions made and trust the people chosen to implement the solutions. * Don’t be prejudiced. Relate to others in an affirmative and supportive way. 2. 4 PEDAGOGICAL INTERVENTIONS The enhancement of the quality of teaching and learning is a key priority of the minister of Education (Garson, 2000:4). A dominant belief in educational and government circles in South Africa is that principals can and should make a difference to the academic standards of a school. (Christie, 1998: 291) The responsibility of the principal to enhance the school’s teaching and learning activities has been broadly identified as his instructional leadership role (Haughey amp; MacElwain, 1992: 105). The two basic assumptions that underpins the instructional leadership task of the principal are as follows (Kruger,1999a: 12): The organisational structure and culture of the school and the principal’s influence on these relate to the effectiveness of teaching and learning. The second assumption is the principal’s personal convictions about the nature and purpose of education. The five basic elements of the principal are according to Kruger (1992:432-433), the defining of the school’s mission, managing the curriculum and instruction, supervising teaching, monitoring learners progress and promoting an instructional climate. A vision and mission for school B is crucial for the effectiveness of the instructional programme of the school – it sets the general tone and direction (Haughey amp; MacElwain, 1992: 109). From the vision , clear aims, outcomes and expectations can be established. The management team divides the school’s aims in long and short term objectives. Examples for the long term aim can be improvement of academic achievements and cooperation among learners and educators. Short term aims can be the attendance of specific courses at teaching centres in order to promote teaching skills and the introduction of test periods. The school’s educational programme consist of curricular and extra-curricular activities. The function is to structure different subjects, learning areas and activities in the school to accomplish educative teaching. The following five principals of OBE form the guidelines for managing the curriculum and instruction (South Africa, 2000a 11-13). Content teaching should promote values and skills, knowledge should be presented in an integrated way, teaching and learning should focus on outcomes, the learner is the centre and assessment is part of the learning process. School B need a effective timetable. The timetable is the key in ensuring that the flow of teaching and learning goes on in the most predictable and ideal circumstances. The effective use of teaching time can be ensured by allocating the correct time and periods according to departmental prescriptions. According to the Department of Education the purpose of developmental appraisal is to help every educator to keep growing and learning through professional development. The principal must conduct development programmes and activities like staff meetings, staff development activities, formal and informal observations and consultations, and the coaching of individual educators. Heading specific subject teams, the team may undertake the following (Theron amp; Botha, 1998: 96): Subject meetings; interpretation of syllabus; subject policies; subject files; subject control and class observation. The principal must keep the staff informed of new teaching techniques and curriculum development. Sergiovanni amp; Starrat, (1988: 405-411) and Blairs, (1992: 31) identified the following in teaching improvement methods: Formal classroom visits, professional development with the help of peers’ informal classroom visits, information related to the curriculum. By means of assessment the principals provide control on the preparation of learners. (Kruger, 1992: 433) A continuous assessment ensures that all the teaching and learning outcomes are attained, and can be done by tests, examinations, learner portfolio’s and self and peer assessment and projects. A positive school climate should be one that makes learning exciting. When teachers and learners are supported for their achievements, there is a shared sense of purpose and learning will not be difficult (Kruger 1992: 433) The positive organisational climate in which effective teaching and learning can take place is there for an important element in the school. 2. 5 CONCLUSION In conclusion by creating a positive school climate the teachers, learners and parents will have a positive influence on the culture of teaching and learning. When the staff and learners feel safe, there will be the maximum opportunity for the teachers to teach and the learners to learn and they will achieve academic success. Clear values and goals will direct the staff, learners and parents to successful teaching and learning. A code of conduct will ensure a disciplined and orderly environment. By communication between the learners and the educators the moral between them will be high. The teachers will care about the learners and will be dedicated and committed to effective learning. School leaders need to help educators create high-achieving learning environments for all learners, where the most advanced curriculum and instruction techniques combine to support learning. Educators engage learners in problem solving and exploring ideas. The learner learn to construct knowledge rather than just memorizing it. By law children have to attend school to be educated. It is the responsibility of the SMT to create an environment that is conductive to teaching and learning. This include a positive school climate, sound classroom environment, sound home-school relationships, effective leadership and management, good administration, neat buildings and facilities, available resources, high professional standards among educators, healthy relationships between all roll-players, order and discipline and effective instructional leadership. If all above mentioned characteristics is in place, there would be no reason for any teacher, learner or parent to be unsatisfied. It is a circle effect. If the principal is an effective and competent leader his/her staff will be happy, which will make the learners happy which will make the parents happy which will keep the principal happy. A positive school climate is more than one where children feel good. It is concerned with the culture, ethos, mission and purpose of schooling.