The Sustainability Of The South African Coastal Environmental Sciences Essay

The sustainability of South Africa ‘s coastal systems is at hazard due to many lending factors and South Africa as a state has begun to take action. Sustainability is the ability to reap or utilize the resource without doing depletion or lasting harm. South Africa needs to aim the jobs and set into action the Torahs that will guarantee the sustainability of South Africa ‘s coastal ecosystems and resources. The South African coastline stretches for about 3000 kilometer from the north-west adust boundary line with Namibia, around the Cape to the booming Eastern St Lucia estuaries near the Mozambique boundary line. The coastline is rugged and exposed to high moving ridge energy. For most of the twelvemonth, there are air currents along the seashore. South Africa ‘s east seashore is characterised by comparatively warm H2O, whilst the West seashore has colder Atlantic H2O. In the South, intermediate temperatures are prevailing. The alimentary rich Waterss off the south West seashore support abundant marine life while a smaller measure of fish but a greater diverseness of species can be located off the E seashore. These available resources offer chances for South Africa ‘s hereafter development, both socially and economically. Like many other states, South Africa is going progressively cognizant of the importance of the proper direction of marine resources. Extreme force per unit area is being placed on the oceans by angling vass that are able to easy turn up and catch big sums of fish. In many cases, marine life, other than comestible fish, is being caught in the fishing cyberspaces and this is holding a negative impact on the sustainability of South Africa ‘s marine resources. Fishing is a primary economic activity in South Africa. The demand for resources has resulted in fish stocks being over harvested. The depletion of these resources has and will hold rough effects for the communities depending on them and the South African economic system in general. Rural countries where the communities rely on the usage of marine resources for their subsistence have increased force per unit area on these marine beginnings through the harvest home of fish, mussels, crayfish and ear-shell and therefore hold ad ded to the force per unit area on resources. Every twelvemonth, about 4000 ships pass the Cape of Good Hope. Due to the notoriously bad conditions conditions along the Cape seashore, the hazard of marine pollution additions, peculiarly from oil oilers. Due to the high figure of foreign ships dispatching their ballast H2O in South African ports, a figure of foreign invasive Marine beings have been introduced into the South Africa coastal Waterss. These invasive beings are replacing autochthonal beings, thereby puting utmost force per unit area on autochthonal beings which could finally ensue in the autochthonal beings vanishing from the South African seashore line wholly. The individual greatest subscriber to environmental alteration in the coastal zone of South Africa is population growing and related development. Much of the state ‘s coastal development revolves around seven big commercial ports including Cape Town, Durban and Richards Bay. The alteration in coastal land usage, through urban invasion, consequences in estuaries being placed under environmental strain from the environing land based home grounds. This strain frequently consequences in the closing of the estuaries and the impairment of marine H2O quality, which increases human wellness hazards because of sewerage, storm H2O and other wastewater being discharged into the estuaries. There are about 63 outflowing mercantile establishments located along the South African seashore. These mercantile establishments daily discharge a big volume of sewage and industrial waste into the sea. This causes bathing H2O and marine beings such as shrimps and mussels to go contaminated. Previously, there were legion provincial coastal development policies in topographic point in South Africa. This resulted in an uneffective scheme. In add-on, many offices were under staffed and underfunded which resulted in confused and contradictory attacks to coastal zone direction. This was exacerbated by the hold in O.K.ing support to pull off negative impacts on the coastal zone including the discharge of untreated sewerage along the shoreline. Although there has been extended research of South Africa ‘s coastal and marine systems, there are still many countries which have non yet been researched and which have resulted in many spreads in the scientific apprehension of these systems. Much of the bing information relates to piscaries including estuarial ecology. However, and although the alteration in coastal land usage is impacted on badly through urban invasion, this country of research is still dawdling behind. Marine diamond excavation along the west seashore of South Africa is being undertaken, in peculiar between the Orange River oral cavity and Lambert ‘s Bay. This excavation disrupts the seabed therefore upseting the bing home grounds of marine life. This break takes decennaries to retrieve and it is unknown whether these home grounds of all time return to their original province. Miners along the east seashore of South Africa besides mine a figure of heavy metals such as Ti. This excavation impacts negatively on and upset the sand dunes systems and estuaries. In peculiar, the damming of laguna H2O by the mineworkers adversely affects fish and crustaceans in the lagunas. South African ‘s duty and execution of policies to protect its coastal and Marine systems has historically been fragmented. However, and over the past figure of old ages, it has introduced environmental statute law and policies which have resulted in new Torahs to increase the functionality and sustainability of the South African coastal and marine systems. These Torahs and policies were introduced as a consequence of international legal duties placed on South Africa and South Africa recognizing that it has a responsible function to play in the direction and usage of its coastline and marine systems. The Torahs that have been introduced hence require more effectual and efficient direction of the seashore and marine systems. Included in the new Torahs which have been introduced, South Africa promulgated the National Environmental ; Integrated Coastal Management Act that became jurisprudence in December 2009. This jurisprudence is dedicated to guaranting the sustainability of Sou th Africa ‘s coastal and marine systems. The act besides makes mention to coordinated and incorporate direction of the coastal zones, and the saving, protection and extension of coastal public belongings. Apart from the coastal direction stairss, which have been taken, the Government of South Africa has established an estuarine research and direction unit to advance the direction of estuarial systems in South Africa. As the control of pollution at sea is besides an of import facet of continuing the coastal and marine systems in South Africa, South Africa has followed international tendencies and introduced statute law to command pollution at sea. This statute law has been extended to include an oil spillage program for the South African coastline to guarantee that in the event of there being an oil spill, that those who are responsible for battling oil spills along the seashore, are good placed to make so. Last, the United Nations Law of the Sea Convention empowers South Afric a to command all activities within its sole economic zone. This jurisprudence assists South Africa in cut downing the possible hazard of pollution along its coastline as it has the sole and sole authorization to modulate activities within this zone. South Africa needs to take action and do certain that many follow and abide by the Torahs put in topographic point Through the execution and enforcement of Torahs, South Africa will be able to take down the hazard of its sustainability of coastal resources and guarantee the safety of the state ‘s development.

Macbeth †The Central Themes of the Play Essay

The central themes of the play are highlighted by the sinister statement made by the witches at the very beginning of the play, â€Å"Fair is foul, and foul is fair: Hover through the fog and filthy air.† The whole tone for the play is set as it is a drama about contradictory forces and ideas: light and darkness; good and evil; holy and unholy; loyalty and disloyalty; trust and mistrust; what is natural and unnatural; honesty and deception. The witches mention of Macbeth is significant because he is immediately associated with evil. Duncan decides to appoint Macbeth as the next Thane of Cawdor as the previous one was a traitor, he says, † No more that Thane of Cawdor shall deceive Our bosom interest. Go pronounce his present death, And with his former title greet Macbeth.† This is ironic as Macbeth has inherited the title of a traitor and the title leads to Duncans killing and ultimately Macbeths downfall. This is also a link to the fair is foul statement as Macbeth seems fair, noble and a good servant for the king but in the end he kills Duncan and is evil. Macbeth has the capacity to kill for both good and evil. Duncan realises that he can’t judge people by their appearances and that they can be deceptive, † There’s no art To find the minds construction in the face:† This is ironic as he about to make the same mistake with the next Thane of Cawdor, the fact that people can be deceptive is reflected by ‘fair is foul’ as people aren’t always what they seem. When Macbeth realises that one of the witches’ prophesies has come true Banquo says, † What! Can the devil speak true?† This is saying that the witches are the devil and evil but they have spoken the truth which is not expected, this mixes good and evil referring back to ‘fair is foul’ and one of the themes this statement explores. Macbeth is also immediately liked with evil as he echoes the witches, † So foul and fair a day I have not seen.† The witches have established their deliberate evil and their powerful presence in the play, Macbeth has become their victim, we can see this where he says † Upon the blasted heath you stop our way With such prophetic greeting? Speak, I charge you.† This shows that Macbeth is drawn into what they are saying and also indicates the witches power over him as they just vanish. Macbeths echo links him with the themes that these words explore, he uses ironic lines such as, â€Å"Win us with honest trifles, to betray’s In deepest consequence.† Macbeth is now liked with the themes such as honesty, betrayal and loyalty all explored by the ‘fair is foul, and foul is fair’ statement, Macbeth is gradually being drawn more and more towards evil by his own weaknesses. Macbeth and Lady Macbeth share a very close relationship which is based around trust and honesty. Macbeth is ambitious and Lady Macbeth is trying to help him achieve his ambition, † All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown’d withal.† This is ironic as although the wealth and power seems very attractive to them once they get it the trust, honesty and closeness they had is lost, this once links back to the ‘fair is foul’ theme. Lady Macbeth also tells Macbeth to be deceitful and disguise the truth, † Look at the time, bear welcome in your eye, Your hand, your toungue: look like the innocent flower But be the serpent under’t.† This shows that Macbeth looks innocent and fair but inside he is evil and foul. Duncan ironically praises Macbeths castle as pleasant and welcoming, † This castle hath a pleasant seat; the air Nimbly and sweetly recommends itself Unto our gentle senses.† This shows that ‘fair is foul’ as the castle looks pleasant from the outside but is evil within and is where Duncan is to be murdered. Duncan also praises Lady Macbeth as the noble, welcoming hostess; she is deceptive and puts on the false face of goodness to Duncan when really she is planning his murder, she says, † Your majesty loads our house: for those of old, and the late dignities heap’d up to them,† Macbeths ambition overpowers his conscience and morality with the help of Lady Macbeth and he commits the murder. Once they find out that Duncan has been murdered Macbeth again plays innocent and is not genuine, for example, † You are, and do not know’t: The spring, the head, the fountain of your blood Is stopp’d; the very source of it is stopp’d.† Macbeth conceals what he knows and pretends to be horrified by the murder in contrast to Macduff who is genuine, Macbeths language is over elaborate. The theme of natural and unnatural is created throughout the play, for example when the Old Man says, † T is unnatural, Even like the deed that’s done. On Tuesday last, A falcon, towering in her pride of place, Was by a mousing owl hawked at, and killed.† This means that nature has changed and become strange and unnatural and reflects the murder and unnaturalness of Duncans death. Macbeth holds a Banquet at which Banquo is supposed to be present but Macbeth has murdered him, this shows that ‘fair is foul’ as everything seems normal but it is not and the ghost of Banquo turns up to haunt Macbeth. When Macbeth goes to visit the witches again they are cunning and employ equivocation, juggling with words to disguise the truth and lull Macbeth into a false sense of security. This is shown where they say, † The power of man, for none of woman born Shall harm Macbeth.† This is making Macbeth feel safe without them lying as Macduff was cut from his mother when she was dead, the witches are deceiving him showing that ‘foul is fair’. When Macduff goes to ask Malcom to raise an army to fight Macbeth and bring order back to Scotland Malcom accuses himself of being evil and foul. He is cautious to make sure Macduff is not trying to leur him back to Macbeth, he says, † To make me hunger more, that I should forge Quarrels unjust against the good and loyal, Destroying them for wealth.† Malcom is appearing foul but is fair in contrast to Macbeth, Malcom believes in Maduffs integrity and decided to help him. Malcom also says, † The night is long that never find the day.† This means that every black, evil night comes to a good day, ‘foul is fair’. The contrasts become moral contrasts and Macbeth has lost everything, eventually goodness overpowers evil.

INTERNATIONAL ACCOUNTING - Group Project Essay Example | Topics and Well Written Essays - 750 words

INTERNATIONAL ACCOUNTING - Group Project - Essay Example Australia is an independent nation within the Commonwealth, and the powers of the Commonwealth are clearly stated in the constitution. At the same time, residual powers rest with the state. (Background Note: Australia, Nov 24, 2010). It is interesting to note that the literacy rate of Australia is over 99%, and this higher rate is achieved by the effectiveness of Australian education system. The Australian population was 22.3 million in 2010 and surveys indicate that the country maintains a population growth rate of 2.1% (ibid). Although the major part of Australian culture is derived from European roots, the country possesses its own cultural features also. In addition, as reported in Australian Immigration News (n.d.), immigration has played a crucial role in the development of Australian culture. The Australian political spectrum is dominated by three political parties, among which the Liberal Party (LP) and the National are more conservative (Shipping Australia). While the former represents urban business interests, the latter mainly deals with rural interests. Australian accounting system Australian Accounting Standards Board (AASB) is responsible for developing and maintaining financial accounting standards in Australia. In Australia, traditional manual accounting system is largely replaced by accounting software or Accounting Information System (AIS). AASB timely makes amendments to the existing acts and rules so and forces certain industries to compulsorily comply with these proposed accounting standards. â€Å"The AASB’s policies and processes support the implementation of the AASB’s strategies relating to its international role and domestic topics and priorities† (AASB). Since the AASB has formulated separate accounting standards for, non-profit organizations and public and private sector organization, it assists the firms to prepare final financial statements effectively. It also gives considerable significance to domestic requir ements also and thereby contributes to the overall development of the country. Business environment Australia features a work force of 10.8 million, out of which manufacturing industry represents 9.1% and retail trade indicates 10.7% (Background Note: Australia, Nov 24, 2010). This data indicates that Australia could successfully distribute its workforce among manufacturing as well as retail sectors. As per the World Factbook statistics, the Inflation rate of Australia in March 2010 was 2.9% per year and this low inflationary level indicates that the nation could employ its different monetary tools successfully. In 2010, Australia earned $210.7 billion from trade exports, and the main export items include coal, iron ore, wool, alumina, meat, and wheat. At the same time, the country spent $200.4 billion on imports in 2007, and machineries, transport equipments, crude oil, and other petroleum products are the main elements of import trade (CIA, World Factbook). Dimensions The AASB tak es all efforts to merge Australian accounting practices with global financial reporting standards. Many business entities are forced to follow Australian Accounting Standards while preparing their books of accounts. This provision is mandated by Australian Corporations Act 2001. Factors

English Essay Example | Topics and Well Written Essays - 500 words - 49

English - Essay Example 3:10 to Yuma is centered on cowboys and outlaws; Sleepy Hollow’s story is derived from ghosts, witches and black magic; whereas The Red Badge of Courage, is the depiction of a civil war zone. 3:10 to Yuma has several characters that honor and duty seem to have affinity with. Evan (Christian Bale), the impoverished rancher, exhibits both qualities on several occasions where as towards the end it is Wade (Russell Crowe), the outlaw, who seems to exude them the most. The story is from a time where both honor and duty were benchmarks on which men assessed their character. The movie also depicts the same thing. Throughout the movie Evan is trying to maintain his honor, whether it is trying to keep his livelihood i.e. his ranch, working or trying to get Wade captured and later helps in having him delivered for an arrest. Evan is trying to fulfill his duty to his family and more specifically his sons so that they have a father they can look up to. His actions depict a certain behavior that his sons can one day follow. His past as a soldier haunts him which is why he vows to himself to honor his word and that becomes the most important thing for him, it becomes his duty. Sleepy Hollow, is a completely different genre and falls somewhere in between a suspense thriller and a horror movie. The concepts of honor and duty are evident most in one character and one character alone, and that is Ichabod Crane. Though his job scares him, though he finds it horrifying at times, Ichabod never backs out and he never quits. His character at one point even faints out of fear during the movie but in a nutshell his resolve does not waiver. Throughout the investigation of the headless horsemen there are many instances where Ichabod is faced with situations he would rather not be in, his duty towards his investigation is more important to him however and he does not abandon it. His honor is in protecting the woman he loves and finishing the job he

UPS Assignment Example | Topics and Well Written Essays - 250 words

UPS - Assignment Example UPS had set a record for collecting approximately $57.4 million for its philanthropic cause, exceeding its record in 2004. The company also donated a staggering $52.2 million in 2001 (Pasiuk, 2006, p. 141). The company is ranked higher than FedEx, as it designed more programs that benefit the society. In addition, UPS came up with more ingenious means of helping the community compared to FedEx. The company also aims to boost its profit as well as ensure the welfare of the community. On September 19, 2008, it launched a cargo finance, which is driven to help small clients that need funds (Matthew 2008). FedEx encourages its employees to remain â€Å"absolutely, positively† concentrated on the safety--the highest professional and ethical standards, and to the needs of clients and the communities. It consistently ranked as one of the most trusted and admired employers worldwide. However, it lags behind in its effort to poster the welfare of the society in comparison with UPS (Lawrence, Drzeniek, & Moavendeh,

Impact of Kyoto Protocol Across Countries Research Paper

Impact of Kyoto Protocol Across Countries - Research Paper Example It is now an incontrovertible fact that the climate of the earth will get warmer. The Intergovernmental Panel on Climate Change located at Geneva has published several estimates regarding the extent to which the global climate will become warmer. These estimates have been based on the assumption that increased energy use will be the prime outcome of increased economic growth (Moore S41). Such energy is derived from fossil fuels; hence, the amount of greenhouse gases in the atmosphere is bound to increase. Some of these estimates had stated that there will be an increase of 2 ° to 3 ° Celsius, by the year 2000. A very disquieting feature of these predictions has been the contention that the maximum temperature increase will be experienced at the polar ice caps (Moore S41). During the past six decades, there has been a significant and disturbing increase in the proportion of greenhouse gases to the other gases in the atmosphere. This unwelcome trend commenced with the advent of the Industrial Revolution that transpired around two centuries ago (Geisel 1465). However, this increase has been pronounced from the 1950s. The cardinal increase has been with regard to carbon dioxide. This gas has its origins in plant and animal respiration and decomposition, natural fires and active volcanoes. Furthermore, the carbon dioxide converted to oxygen, via photosynthesis is replenished by these natural sources of carbon dioxide (Geisel 1465). The increase in carbon dioxide and the other greenhouse gases has been established by scientists, who drilled holes in the earth’s geographical poles and procured ice core samples that clearly indicated this enhancement. In a manner that is akin to the rings found in trees, ice core samples exhibit rings, which permit accurate dating.  

Ford Competitors Analysis Case Study Example | Topics and Well Written Essays - 500 words

Ford Competitors Analysis - Case Study Example Toyota is the main competitor and specializes in making simple but reliable cars. The latter also has a wider global market as compared to Ford, which mainly operates in six continents. However, Ford Company has a credit company that aims at giving financial services hence diversifying its operation. The company’s financial services earn more income as compared to the ones by Toyota. In vehicle production, Ford has an advantage over Toyota in the production of smart and electric cars (Edmonston, 2012). Ford operations have been restricted due to the government’s stringent penalties on emission standards. Toyota and General Motors have invested heavily in waste containment and hence they are able to produce more. This also gives them easier access to government funding and subsidization on raw materials. Ford has been investing in the production of smart cars including Lincoln and Ford cars, which are fairly new to the global market. This has led to the production of exc ess capacity as compared to Toyota and Honda that mostly has a ready market. Ford has produced Fiesta, which is a smart car that is developed using Ford SYNC technology. However, Chrysler has also been actively involved in the use of R&D capabilities to produce Dodge Charger and Chrysler 300 (Vlasic, 2012). The latter models compete with Lincoln and Ford cars with the new Chrysler Dodge Dart competing with EcoSport in capabilities and fuel efficiency. Chrysler is known to produce quality sports cars, which is a setback for EcoSport (Crisp, 2012). General Motors is also involved in the production of mini and electric cars also using R&D capabilities to supply its large global market position. Disparate with Ford, Toyota, and Chrysler, General Motors has a range of hybrid electric cars developed using multiple technologies. Its Opel Ampera and Chevrolet Volt are the main competitors for Lincoln and Ford cars (Vlasic, 2012).  

Tokugawa shoguns and political control established in the seventeenth Essay

Tokugawa shoguns and political control established in the seventeenth century - Essay Example e ironic KantÃ…  region he sustained 2.5 million koku of property, a novel control center at Edo, a tactically positioned stronghold civic (the future Tokyo), and likewise consumed an supplementary two million koku of land and thirty eight vassals underneath his rheostat. Subsequent to Hideyoshis demise, Ieyasu moved rapidly to grab control from the Toyotomi family. Ieyasus triumph above the western daimyo at the Battle of Sekigahara (21st October, 1600, or in the traditional Japanese calendar the inscribed day was the fifteenth day of the five year tenure in the (KeichÃ…  era) provided him effective mechanism of all Japan. He speedily eliminated abundant adversary daimyo families, abridged others, such as that of the Toyotomi, and restructured the plunders of the conflict to his intimates and allies. Ieyasu even up till now miscarried to accomplish comprehensive control of the western daimyo, but his postulation of the name of shogun assisted unite the coalition system. Subsequently consolidating his supremacy vile, Ieyasu mounted his son Hidetada (1579–1632) as shogun and himself as discharged shogun in late 1605. The Toyotomi still remained a substantial danger, and Ieyasu dedicated the next ten years to their extermination. In early 1615, the Toyotomi stronghold at Osaka was destroyed by the Tokugawa army. The Tokugawa (Edo) era fetched two hundred and fifty years of solidity to Japan. The political arrangement grew into what historians testify as bakuhan, a mixture of the expressions bakufu and han (domains) to designate the government and culture of the passà ©. In the bakuhan, the shogun had nationwide power and the daimyo had district power. This signified a innovative harmony in the medieval arrangement, which presented a progressively big establishment to control the combination of national and decentralized establishments. The Tokugawa became extra influential thru their first century of rule: land relocation provided them near seven million koku,

Poverty and Pollution Case Study Example | Topics and Well Written Essays - 1250 words

Poverty and Pollution - Case Study Example In this case, ethical implications lies in the fact that businesses are using the third world countries for their own financial gain, at the expense of the people and environment of the host third world country. However, ethics dictate that any successful business should work within the existing framework of regulations for the benefit of all parties involved, which includes environment and local people. Furthermore, businesses that cause pollution only cater after their own interests and leave people to suffer the consequences of pollution. Moreover, strict ethical laws and regulations in the third world countries business sector has considerable impact relating to financial gains emanating from the said businesses due to the costs affiliated. This is because a country is not willing to let go of the revenue, hence, native people are left suffering the consequences of environmental exploitation and pollution in the quest for wealth. In addition, some of the mother countries of these businesses polluting the environment tend to be powerful and include handsome packages to the third-world governments, which are in return for unregulated exploitation of resources without limitations and liabilities. In addition, businesses operating in third world countries have a number of grounds to disregard pollution standards. One of the reasons leading to this problem would be weak regulations governing pollution menace in the developing countries. These weak guidelines facilitate businesses to disregard the law because little can be done to penalize them for their unethical acts. Thus, there is little to be lost by the said company as compared to countries with strict environmental pollution laws. Moreover, laws play a crucial role in the response of environmental agencies responsible for tackling these environmental issues. This is because weak laws do not foster law enforcement, thus, low motivation and increased pollution crimes in third world countries (Amnesty Interna tional, 2009). Corruption cannot to be left behind, as it is a critical aspect, this is in terms of regulation; where those charged with responsibility receive bribes from companies to allow pollution blatantly (â€Å"New A.T. Kearney...†, 2000). In addition, the issue of penalties leads to total disregard for standards of pollution control. This is in terms of leniency and harshness while punishing violators of these standards as they set examples to be emulated and followed. In this regard, companies that are leniently penalized have a possibility of repeating the same offence, as the income is much higher than the penalty. Besides, it could be cheaper to pay the penalty than follow the set guidelines. As a result, businesses may opt for the cheapest way out by maximizing their profits at the expense of conserving the environment. Pollution, economic growth and development all have a close relationship with each other since according to common belief, pollution is the price of progress, and that the cost of development is almost directly proportional to the resultant pollution in terms of industrial waste and pollutant material. This is evident in the case of china that doubled its Gross Domestic Product by over five times, and the results are a sharp rise environmental pollution, ecological destruction and increased carbon dioxide emissions (ZhiDong,

Solar cells Research Paper Example | Topics and Well Written Essays - 1750 words

Solar cells - Research Paper Example Most of the energy sources we are using at present are nonrenewable in nature. Fossil fuel energy and nuclear energy are the popular energy sources at present; however, these energy sources are not only getting exhausted but also causing problems to the environment. Moreover these energy sources are non-renewable in nature. On the other hand, solar energy is a renewable energy source. But the technologies available to exploit solar energy is not developed properly yet. Whatever the solar energy exploitation technologies available now are expensive compared to the other energy sources and hence still we are relying on conventional energy sources such as coal, fossil fuel, nuclear energy etc. However, solar energy seems to be the most important renewable energy source which may help us to solve our energy crisis in future. â€Å"Solar energy systems consisting of solar collectors, sensible energy storage and a closed loop flow circuit† (Garg & Garg, p.75). Solar panels represent solar collectors and sensible energy storage means photovoltaic cells or sola r cells. Solar is cell is an equipment which converts solar energy into electrical energy. Photovoltaic cells are currently used to operate solar devices. Photovoltaic cells contain certain chemicals which may undergo chemical reactions (Photovoltaic effect) in the presence of solar energy to produce electricity. Solar panels collect energy from solar radiations and transmit it to the solar cells which convert this energy into chemical energy first and then to electrical energy when required. An inverter helps the transmission of electrical energy from solar cells to the electrical circuits when needed. It is believed that solar energy can solve the energy crisis up to certain extent if utilized properly. It should be forgotten than the solar energy exploitation technology is highly expensive. However, sunny cities and wealthy rural areas can think about the

Teacher - school Essay Example for Free

Teacher school Essay I dedicate this dissertation to my beloved parents Mr. and Mrs. Muwonge Mukasa (R. I. P) for their parental love, zeal and the guidance given to me in my early years of academic life, to the Rt. Rev. Bishop Joseph Anthony Zziwa for his paternal love, spiritual, moral, and fiscal support, to Sr. Elizabeth Achieng without whose dear motherly care, love, concern, material and financial support I never would have achieved this degree. To my dear maternal uncle Professor Ignatius Kakande for his parental love, care, concern and financial support, to my dearest brothers and sisters, for their support and encouraging words all through my studies, and to all the members of the Little Sisters of St. Francis of Assisi in Central Region, who despite their meager financial resources, knew the value of education and sacrificed so much for me. iii ACKNOWLEDGEMENTS I would like to acknowledge the contribution of the following people who have assisted me in a special way in carrying out this research work. First and foremost, I would like to extend my sincere and hearty gratitude to my two very supportive supervisors, namely, Dr. Oonyu Joseph and Dr. Anthony Mugagga Muwagga, for their critical reviews, expert advice, and regular availability to me throughout the course of my research work. I would also wish to thank the Regional Superior of Central region, Rev. Sr. Jane Frances Nakafeero, and the council members, for giving me an opportunity to pursue further studies and for financing my studies. My sincere thanks are also extended to the Rt. Rev. Bishop Joseph Anthony Zziwa for his fatherly love and encouraging pieces of advice, and to Rev. Fr. Oscar M. Ssuuna for his brotherly advice and critical review of my research work. I also extend a sincere thank you to Rev. Fr. Dr. Charles L. Mubiru, Rev. Fr. Henry Kasasa, Rev. Fr. Nicholas Kiruma, Bro. Anselm Nsemereirwe, Mr. Peter M. Ssenkusu, Dr. Enon, Musuubire Anthony, Mr. Walimbwa Michael, and Rev. Fr. Hilary R. Munyaneza, for their untiring efforts to ensure the completion of my dissertation by assisting me get the required information. I cannot forget my exemplary lecturer Dr. F. E. K Bakkabulindi for his great assistance and excellent academic pieces of advice. I owe a special debt of gratitude to Rev. Fr. Simon Peter Kyambadde, Rev. Fr. Paul Kafeero, Rev. Fr. Achilles S. Mayanja, Rev. Sr. Elizabeth Achieng, Rev. Sr. Immaculate Nabukalu, Rev. Sr. Agatha M. Muggwanya, Bro. J. Bosco Ssenkabirwa, Prof. Ignatius Kakande, Prof. Mathias Ggingo, Dr. Maria Barifaijo, Dr. Beatrice Sekabembe, Dr. Kaseneene E. Kaahwa J. Taddeo, Ssenkooto John, Mr. Kuloba Paul, iv Aunt Berna, the sisters in Iganga and Namilyango communities, and Mr. and Mrs. Ntaanda Fred whose all round support and encouraging words gave so much to the completion of this work. May God bless and reward them all. I also acknowledge all the support given to me by all the lecturers in the East African Institute of Higher Education (School of Education, Makerere University) and by my classmates of Master of Arts Degree in Education Management and Administration 2007/2008 – 2008/2009. I cannot forget the Brothers at Lamennais House, Makerere, my research assistants together with all the teachers, head teachers, deputy head teachers, members of BOGs, heads of disciplinary committees, and local government and educational officials who assisted me in gathering data from the field. Last but not least, I am very grateful to Mrs. Kamya Rose at the photocopier and Stella for their sisterly advice and assistance and all the Librarians in School of Education for their readiness to serve me at the issuing desk in the Library. To Dr. Beraho, Grand Hostel members, and my community members for the conducive residential services they gave me throughout my studies. May God bless you all. TABLE OF CONTENTS v Declaration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (i) Approval†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (ii) Dedication †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (iii) Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (iv) Table of contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (vi) List of tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (x) List of figures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ (xii) Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ (xii) CHAPTER ONE: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 1. 0 1. 2 1. 3 1. 4 1. 5A 1. 5B 1. 6 1. 7 Introduction†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 1 Statement of the problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Research Questions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Research Hypotheses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Scope of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Significance of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 CHAPTER TWO: LITERATURE REVIEW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦13 2. 0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 vi 2. 1 2. 2 2. 3 Theoretical Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 13 Conceptual Framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Review of Related Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 2. 3. 1 Teachers? Code of conduct and teacher performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 2. 3. 2 2. 3. 3 Teachers? Commitment and performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 Teachers? perception of the code of conduct †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦25 CHAPTER THREE: METHODOLOGY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦29 3. 0 3. 1 3. 2 3. 2. 1 3. 2. 2 3. 2. 3 3. 3 3. 3. 1 3. 3. 2 3. 3. 3 3. 3. 4 3. 4 3. 4. 1 3. 4. 2 3. 5 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦29 Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦29 Populations and Sample†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦30 Population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 30 Sample and sample size†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦30 Sampling strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 Data collection instruments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 Questionnaires†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 Interviews †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 Documentary study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦35 Focus group discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦36 Data quality control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 37 Validity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦37 Reliability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦38 Data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 39 vii 3. 5. 1 3. 5. 2 3. 6 Quantitative data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 39 Qualitative data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 41 Procedure and Ethical consideration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 42 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 43 4. 0 4. 1 4. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 43 Background Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦43 Teachers? professionalism†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 46 4. 2. 1 Influence of the code of conduct and teacher performance. 47 4. 3 Teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 57 4. 3. 1 Planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 57 4. 3. 2 Teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 58 4. 3. 3 Assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 60 4. 4 4. 4. 1 4. 5 4. 6 4. 7 4. 8 Statistical analysis of the teachers? code of conduct and teacher performance†¦Ã¢â‚¬ ¦63 Hypothesis One†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 63 Teachers? commitment on teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 64 Hypothesis Two†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦80 Teachers? perception of the teachers? code of conduct on teacher performance†¦. 81 Hypothesis Three†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. 91 CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATI†¦.. 92 5. 1 5. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 92 Research Hypothesis One†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦92 viii 5. 3 5. 4 5. 5 5. 6 Research hypothesis Two†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦98 Research hypothesis Three†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦.. 103 Study Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 109 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 110 REFERENCES.. 112 APPENDICES Appendix A: Questionnaire for Secondary School Teachers in Busiro County, Wakiso District 120 Appendix B: Interview guide for secondary school head teachers and their deputies on teacher professionalism and teacher performance 126 Appendix C: Questions for the teachers? focus group discussions on teacher professionalism and teacher commitment.. 127 Appendix D: Structured Interview for members of the Board of Governors and District Educational Officials on teacher professionalism and teacher performance. 129 Appendix E: Budget for the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦132 Appendix F: Frequency Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 142 Appendix G: Map of Wakiso District†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦. †¦Ã¢â‚¬ ¦.. 143 LIST OF TABLES ix Table 3. 1: Table 3. 2: Table 3. 3: Table 4:1 Table 4. 2: Table 4. 3: Table 4. 4: Table 4. 5: Table 4. 6: Nature of the sampled schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 The target and actual study population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦32 Documents availed by schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦36 Background information of teacher respondents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 44 Summary of teachers? self rating on the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦Ã¢â‚¬ ¦47 Summary of teachers? responses on planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦Ã¢â‚¬ ¦.. 57 Summary of teachers? responses on teaching †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 58 Summary of teachers? responses on assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. 60 Pearson? s Correlation coefficient on the code of conduct and teacher performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦63 Table 4. 7: Table 4. 8: Summary of teachers? responses on commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦64 Head teachers and deputies? responses on how teachers? commitment can be enhanced†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 69 Table 4. 9: Respondents? views on how they maintain the pride their teachers have in them†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦74 Table 4. 10: Pearson? s Correlation coefficient between teacher commitment and teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 80 Table 4. 11: Table 4. 12: Teachers? perceptions of the teachers? code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 81 Teachers reactions when a fellow teacher acts outside the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦88 x Table 4. 13: Teachers opinion on giving indefinite suspension to teachers who violate the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 89 Table 4. 14: T-test results on teacher performance by positive and negative attitudes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦91 xi LIST OF FIGURES Figure 4. 1: Ways head teachers use in handling teachers who break the teachers? code†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. †¦Ã¢â‚¬ ¦55 Figure 4. 2: Head teachers and Deputies responses on how the code of conduct enhances teachers? commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦68 Figure 4. 3: Head teachers and deputy head teachers? response on factors responsi ble for low teacher commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦71 Figure 4. 4: Respondents? views on measures used to ensure teachers? dedication, cooperation and willingness to their duties†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦72 Figure 4. 5: Figure 4. 6: BOG? s indication of the number of times they motivate teachers†¦.. †¦Ã¢â‚¬ ¦77 B. O. G? s opinion on the teaching methods needed for use by teachers to ensure effective learning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. 78 Figure 4. 7: Teachers? perception of the important and most lived core value of the code†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 82 Figure 4. 8: Figure 4. 9: Teachers? responses on the various ways of strengthening each other†¦Ã¢â‚¬ ¦84 Whether it is common to dedicate one? s time in attending to one? s duties. 90 xii ABSTRACT The study aimed at examining the influence of teachers? professionalism on teacher performance in Busiro County secondary schools, Wakiso District. The study was guided by the following objectives: to establish the influence of the code of conduct (that is; respect, integrity, honesty, trust, fairness, service, equality) on teachers? performance in secondary schools, the perception of teachers towards the code of conduct in secondary schools and to establish the effect of commitment in terms of planning, assessment, and teaching on teachers? performance in Busiro County secondary schools, Wakiso District. The study employed a combination of both quantitative and qualitative approaches. The quantitative approach used was a questionnaire and the qualitative approaches included use of interviews, focus group discussion, and documentary analysis. It utilized a cross-sectional sample survey design, which was largely descriptive and qualitative in nature. The study made the following findings: The teachers? code does not have a significant relationship with teacher performance. The study also reveals that commitment does not have a significant relationship with teacher performance. The study also reveals that majority of teachers especially those in government and denominational private schools are committed to their work while those in for profit- making schools are less committed and this greatly impacts on their performance. The study further revealed that teachers have a positive attitude towards the teachers? code of conduct. xiii The study concluded that the results indicated that the code of conduct and teacher performance were not significantly correlated because it was well beyond the benchmark sig meaning that the code of conduct does not have a positive effect on teacher performance. The study also concluded that teachers who act more professionally and are aware of their obligation and duty to the teachers? code of conduct do perform well both in and outside class (extra-curricular activities). The study also concluded that teachers? performance is greatly associated with adherence to the teacher? s code of conduct. The study also concluded that teacher commitment and teacher performance were not significantly correlated because the results were well beyond the benchmark sig. meaning that teacher commitment does not have a positive effect on teacher performance. The study concluded that teacher perception in terms of positive and negative attitudes affects teacher performance. In addition, a big number of respondents have a positive attitude towards the code of conduct for teachers. The study also concludes that what seems to be poor perception is a result of other factors such as poor remuneration, nature of the school and the implied school leadership and students. It was therefore recommended that different authorities including teacher training institutions, Ministry of Education and Sports, schools and denominational education secretariates should avail to teachers personal copies of teachers? code of conduct. Furthermore, in order to enhance teachers? knowledge and perception of the code, there should be regular and refresher programmes in form of seminars, workshops among others through which teachers are educated on the value of behaving professionally, and lastly, the study recommends that in order to enhance teachers? commitment, emphasis should be laid on the need for teachers to act professionally. This could be done by applying the various remunerating aspects such as xiv improving on teacher working conditions, improving on teacher rewards and other related benefits like the fringe benefits. xv CHAPTER ONE INTRODUCTION 1. 0 Introduction Teachers are an important factor in determining the quality of education that children receive. Their professionalization therefore has been a centre of much concern among educators and researchers (Nkwanga, 1992). Its importance is not only for repute, differentiation from members of other professions, but in a sociological sense, as a form of social control. Therefore, for an educational institution to excel, it must focus on the quality, competence, knowledge and commitment of the teaching staff, which are actually embedded in their teaching profession code of conduct. Though professionalism is the ultimate goal of all professions, poverty, poor remuneration and poor training at times constrain its attainment. There are many factors which influence teacher professionalism such as attitude of the different education stake holders towards the teacher, gender, age and duration of service. These all have a bearing to the teachers? professionalism and the implied performance in and outside class. 1. 1 Background to the study Before the advent of colonialism there was no school to train teachers and there were no trained teachers (Ssekamwa, 1997). Most of the teaching was done informally at home, in clan meetings or in peer gatherings (Roscoe, 1915). And so in the traditional African society, teacher professionalism was built in their societal norms and prescriptions especially the values that were espoused at the time such as respect, honesty, integrity, trust among others (Muwagga, 2006). With the coming of the missionaries between 1877 and 1879, formal 1 education begun though the teaching was being carried out under verandahs (Ssekamwa, 1999). Later, missionaries established schools which necessitated the establishment of teacher training schools to train teachers who would become professionals and these were equipped with both content and pedagogical skills (Ssekamwa, 1997). A professional is a person who has received training in theory and practice in a discipline for a long period of time and usually constrained by a code of conduct. The curriculum which basically constituted the 3Rs (that is; Reading, Writing, and Arithmetic) was designated not only to create a new class of elites but also religiously adherent citizens (Nkwanga, 1992). The missionaries used a recruiting system of pupil-teacher to become their assistants in teaching but only those whose personalities seemed ideal for exemplary conduct in the community and had grasped some aspects of the 3Rs were recruited. This was the humble beginning of the emphasis of teachers? conduct in Uganda which underlies this study. As Wandira (1971) observed about early recruitment, â€Å"Each missionary could make an effort to further the spiritual, mental and pastoral training of such individual workers who by grace†¦ need special training for the work of the ministry†. The early recruitment and routine of teachers both in the school and outside it was monitored by his conduct. The missionary view of teacher-professional conduct was gauged against the Bible and Clergymanship (Nkwanga, 1992). A teacher who could avoid intoxicating drinks, got married in church and regularly attended church services, such teachers? works could be appreciated. Despite this emphasis on the puritanical conduct of teachers, less emphasis was put on content and pedagogy. 2 In 1925, a department of education was established in Uganda to oversee education in the protectorate and the colonial government then started normal schools to train teachers. Since most of these schools were run by missionaries, puritanical conduct was emphasized among teachers and those who found it difficult to comply with these standards found their way to private schools (Ssekamwa Lugumba, 1973). The pre-independence era in Uganda? s education system therefore witnessed a high degree of teacher? s discipline and high respectability in regard to the core values such as; integrity, trust, equality, service, fairness, honesty and respect in their profession (Mamdan, 1976). Historically, therefore, one can note that in Uganda teachers? professionalism has developed over the years. The 1950s saw the development of teaching as a profession as noted by Ssekamwa (1999). Those who took up the profession became professional teachers and these came to be termed as persons who have undergone formal training in a Primary Teachers Colleges (PTCs), National Teachers Colleges (NTCs) or a University College (Ssekamwa, 2000). Teacher professionalism therefore became a major source of contention between the different stakeholders in Uganda (Muwagga, 2006), and due to the growing autonomy that was given to educators, it has remained one of the most influential attributes of education today (Ilukena, 1999). Therefore, teacher professionalism has had relevant significance in education and thus emphasizes both academic and professional obligations (Ssekamwa, 1997). Upon attainment of independence in 1962, the Government of Uganda took education as one of its priorities to create a pool of manpower and accelerate economic development (Wandira, 1971). The training of teachers was intensified at all levels. Uganda had graduate teachers 3 from Makerere University, diploma holders from NTCs and Grade III teachers with a certificate in education from Primary Teachers? Colleges. It can also be noted that the independent governments in Uganda have emphasized the secularization of education through the Teaching Service Commission (TSC) and the legacy of puritanical emphasis on teachers? conduct still survives in these schools. Society expects teachers to be exemplary but much as this is so, it is unfortunate that the liberalization of education in Uganda in the early 1990s, and the increase in private secondary schools in post independence Uganda has eroded most of the core values espoused in the code of conduct for teachers (Nkwanga, 1992). Hence, this has led teachers to develop a negative attitude towards the code thereby leading many to have a low perception, and thus resulting into many problems such as teachers? disrespect of their profession, hence leading to poor students? performance, indiscipline, unending strikes, truancy and other delinquent behaviors of students among others (Nsereko, 1997). There is an increased report of dysfunctional plus poor job performance by most teachers in Uganda and the argument and blame is placed on poor professional conduct by some teachers (Emojong, 2008). It is from the liberalization of education that allegations that the existence of private secular secondary schools and government secondary schools and those which are denominational but government aided coupled with lose control by the Ministry of Education has had an impact on teachers? professionalism and the implied performance (Muwagga, 2006). By professionalism it is meant the basis of our contract with society and this embeds in it a professional code of ethics or conduct. According to Wandira (1986), teacher professionalism. 4 means a teacher adhering to the teaching code of conduct. Therefore, teacher professionalism affects the role of the teacher and his or her pedagogy, which in turn affects the student? s ability to learn effectively. Teacher training emphasizes both academic and professional obligations whereby the professional obligations imply teacher? s professionalism (Ssekamwa, 1997). Teachers? professionalism has developed over the years. On the other hand today teachers? professionalism is referred to as the teachers? Code of conduct (Ilukena, 1999). By teachers? code of conduct one refers to principals, values, standards, or rules of behavior that guide the decisions, procedures and systems of a school in which teachers work and in a way that (a) contributes to the welfare of its key stakeholders, and (b) respects the rights of all constituents affected by its operations (Wandira, 1986). It could also refer to the expected professional standards of behaviour of members of a profession governed by professional code of conduct (Nkwanga, 1992). Professionalism has been found out to be the most challenging approach to mandated content while motivating, engaging, and inspiring aspect of preparing new teachers (Freidson, 1994). Talbert and McLaughlin (1996) define professionalism as â€Å"the internalized beliefs regarding professional obligations, attributes, interactions, attitudes, values, and role behaviors. Professionalism means that teachers fully accept the challenges of teaching which are reflected in the three primary indicators of professionalism namely; responsibility, respect and risk taking (Hyland, 2002). Teachers? professionalism as per this study is taken to be teachers? adherence to the code of conduct, teachers? commitment, and teachers? perception of the code of conduct and so, by code of conduct one refers to the core values which include; respect, honesty, integrity, trust, equality, service, fairness, and tolerance, teachers? perception refers to 5 teachers? attitude (that is positive and negative) towards the teachers? code of conduct and commitment refers to dedication, willingness, cooperation, voluntarism, belongingness, excitement, and pride. The researcher also adopts the International dictionary? s meaning of a „teacher? and then „perception?. A teacher is â€Å"one who teaches or instructs learners to acquire knowledge or skills usually with the imparting of necessary incidental information and the giving of incidental help and encouragement†. On the other hand, perception is a sensory impression or mental image derived from past experiences (Namugwanya, 2006). As per this study, perception refers to the positive and negative attitude of teachers, towards the core values of the code of conduct for teachers. Performance on the other hand refers to how well or badly an individual, organization, group or institution does something or some task (Nampa, 2006). On the other hand, Otemo (2004) defines performance as the consistent ability to produce results over prolonged periods of time and in a variety of assignments. Thus, this research treats job performance of teachers as planning, teaching, and assessment which are reflected in setting objectives, evaluating lessons, organization, extra duties, time management, and lesson planning, preparing schemes of work, creating a conducive environment, using various methods, strategies, and ensuring discipline and records of work and lastly giving students exercises, examinations, quizzes, and debates. This study therefore viewed job performance of teachers as an outcome of teachers? professionalism and thus invoked two Theories of Teleologism which begun with the philosophies of Aristotle (348BC) and Deontologism propounded by Kant (1724-1804) (Russell, 1996). The Theory of Teleologism implies duty and moral obligation being inherent 6 in one? s actions. Moral obligation presupposing an obligation to perform an act because that act fulfills one? s code of conduct, cultural dictates, religion or professional obligations, These are in lieu of respect, integrity, equality, trust, service, honesty and fairness. On the other hand by Deontologism, it implies an end or good which lies both in the duty, spiritual dictates tradition and conventions of society (Gonsalves, 1989). Teacher performance in Busiro County, Wakiso District is observed to be going down. Muzaale (2008) reports that there is poor performance of secondary teachers in Busiro County, Wakiso District which is reflected in the poor results of the students they are teaching. Nakabugo (2008) reports on the poor performance of teachers that is as a result of their late coming to school thus leading to students missing their morning lessons, having little time for consultation and obtaining poor grades. She attributes this poor performance to teachers? absenting themselves from schools and hardly giving monthly tests and continuous assignments to students. The same author has further asserts that most head teachers are never in offices to execute their duties; defilement rate by some teachers is at its pick and use of vulgar language before students in class. Emojong, (2008) Miti (2008) reports that teachers do not give exercises to students, teachers miss classes without strong reasons and are irregular at school. The district reports 2006, 2007, and 2008 also reveal that there is persistent poor performance in examinations, staff turnover and students? indiscipline. 1. 2 Statement of the problem Teacher performance is looked at as one of the ways in which academic excellence in schools can be enhanced, motivates students to work hard, reflects teachers? competence and brings 7 out teachers as agents of social change (Manana, 2005). Unfortunately, Nampa (2006) comments that the performance of teachers has sunk, and Wakiso district reports (2007) and Waiswa (2009) comment that students are often left without being given class work, they are defiled, teachers absent themselves from school duties, come late and leave early and head teachers are hardly seen in their offices executing their duties. This failure to fully embrace their duties is breeding several negative results such as low and poor academic performance, student indiscipline, and student turn-over. In turn, this is affecting teachers? adherence to their code of conduct, their attitude towards the core values of the code of conduct, their dedication, willingness, voluntarism, belongingness, cooperation, excitement and pride. If the current situation is not urgently addressed, it may increase immorality that may eventually paralyze the profession of teachers. While several sources such as news articles and education stakeholders are reporting a decline in teachers? performance in different parts of the country, none is looking at teachers? professionalism as a likely factor that may be playing a major role. This concern therefore drives the researcher to examine how teacher professionalism influences teachers? performance in Busiro County secondary schools, Wakiso District. 1. 3 Purpose The purpose of the study was to establish the influence of teachers? professionalism on teacher performance in Busiro County secondary schools, Wakiso District. 1. 4 Objectives The study aimed at achieving the following specific objectives; 1. To establish the relationship between the teachers? code of conduct and teachers? performance in Busiro County, secondary schools, Wakiso District. 8 2. To establish the relationship between teachers? commitment in terms of planning, assessment, and teaching and teachers? performance in Busiro County secondary schools in, Wakiso District. 3. To find out the perception of teachers towards the teachers? code of conduct in Busiro County, secondary schools, Wakiso District 1. 5A Research Questions The study was guided by the following research questions: 1. How does the teachers? code of conduct contribute to teacher performance in Busiro County secondary schools, Wakiso District? 2. How does teachers? commitment in terms of planning, assessment, and teaching contribute to teacher performance in Busiro County secondary schools, Wakiso District? 3. What is the teachers? perception of the teachers? code of conduct in Busiro County secondary schools, Wakiso District? 1. 5B Research Hypotheses 1. The teachers? code of conduct has a positive relationship with teacher performance in Busiro County secondary schools, Wakiso District. 2. Teachers? commitment in terms of planning, assessment, and teaching a positive relationship with District. 3. Teachers? perception of the teachers? code of conduct affects teacher performance in Busiro County secondary schools, Wakiso District. teacher performance in Busiro County secondary schools, Wakiso. 9 1. 6 Scope of the study The study was carried out in Wakiso District, Busiro County secondary schools. It focused on establishing how the teachers code of conduct, commitment influence teacher performance, and teachers? perception of the teachers? code of conduct. The District is bordered with Luwero District in the North, Mukono District in the West, Kalangala District in the South, Kampala District in the South-West, Mubende District in the East, and Kiboga District in the North-East (See Appendix VII). The study focused on the core values of the code of conduct, attitude of teachers towards the core teacher values and commitment. For teacher performance, the study focused on planning, teaching and assessment. The respondents targeted were head teachers, deputy head teachers, classroom teachers, and heads of disciplinary committees, local government and education officials in charge of teachers and members of the Boards of Governors (BOGs). 1. 7 Significance of the study. The study was to be of help to a number of people namely: the Ministry of Education and Sports (MoES), District Educational Officials, BOG, teachers, head teachers, and other related stakeholders. The MoES officials and district education officials it was hoped were to benefit from the study findings in a number of ways namely: they will have benchmarks for the effective and efficient supervision of their teachers, put in place counseling services, repost and punish misguide teachers exposed by these findings and hence improve the quality of teachers and education. 10 The members of the Board of Governors will realize the importance of teacher professionalism in enhancing teacher performance and hence put measures in place that will help teachers love and respect their profession all of which will help gloom professionally responsible teachers. It was also hoped that the study would draw teachers?  .

Marketing Metrics for Essex Property Trust Essay Example for Free

Marketing Metrics for Essex Property Trust Essay Via analyzing and discussing the interrelated financial ratios over these three years, the performance and developing trend of Essex Property Trust Inc. Will be measured and understood. Moreover, this study illustrates what the two rivals BRE Properties and Brandywine Realty Trust’s positioning were in property industry. 1. 3 Methodology The companies’ official website has comprehensive information like histories and backgrounds of company, internal and external environment that influencing business running, every detail of financial data and even critical issues. Therefore, it is the most critical resource. In addition, there are other useful methods such as academic reports, journal articles, books and electronic database that provide theoretical knowledge’s about each metric. 1. 4 Limitations However this report has some vital limitations because it is based on the financial statements which reflected historical facts are open to human accruals, error, interpretation and estimation like refunds accounts and depreciation accounts. In order to attract more investors, the economic performance can be inflated by intentionally manipulating figures on inancial reports (Dennis, 2010). Furthermore, besides the financial factors in financial reports, other several elements including economic, social, and environment can also influence an enterprise’s financial position. Thus, due to ignorance of other factors, the financial position disclosed by accountants may be inaccurate. Last but not the least, the financial statement only took quantitative factors into account but fails to disclose information like integrity of management, prestige and reputation of the business with public, customer’s satisfaction, employees’ loyalty and efficiency, etc. hat also impacts business decision making (Dennis, 2010). 2. Real estate investment trust (REIT) Industry and company’s historical background George M. Marcus as the real estate entrepreneur formed Essex Property Corporation in 1971 and after 23years the company became Essex Property Trust, Inc. when it gained the portfolio of 16 multifamily communities. Essex is a self-managed and self-administered integrated real estate investment trust (REIT) in West Coast of America. In 1960, REITs created by congress is a type of real estate firm that provides opportunities for all Americans to invest in income-producing real estate not just for affluent. The method of this investment is similar to the bonds and stocks investments through mutual funds by many Americans (REIT, 2012). Essex develops, manages and acquires multifamily residential properties in the specific provinces like the San Francisco, Southern California and the Seattle metropolitan area and Essex relates to land and its appreciation on it like offices, apartments and hotels. Essex’s Property Portfolio so far Multi-family: [pic] Office: [pic] Retail: other unclassified [pic] Specialty: unclassified [pic] According to the above table charts published by Essex in March of 2013, there are 166 communities comprising 29,506 apartment units and total approximately 315,900 square feet of four commercial buildings which are located in major regions of California and Washington under the property portfolio. Besides the existing markets, Essex intended to evaluate some new markets by identifying new areas and developing new unconsolidated joint venture projects. . Conceptual framework Marketing metric can be defined as a measuring framework which quantifies a dynamic, trend, or characteristic and also can be used by practitioners in marketing monitoring and business planning to explain diagnose causes, phenomena, project the results of future events and share findings in order to justify marketing programs, decide on financial allocations and evaluate their marketing performance (Farris et al. 2010). It’s more effective to use a portfolio of metrics because it can assist managers with maintenance of productive focus on markets and customers and identification of weaknesses and strengths in both execution and strategies (Bazley et al. 2004). [pic] There are seven specific metrics adapt to measure Essex company’s performance and analyze competitors’ positions. According to the above figure, they are return on equity (ROE), Earnings before Interest, Taxes, Depreciation and Amortization (EBITDA), year-on-year growth revenue, return on investment, profitability metrics, efficiency calculations and capital structure ratios. Gross profit margin, net profit margin and cash flow to sales ratio are three critical basic figures that will be used to measure entity’s profitability (Bazley et al. 2004). Then, in order to identify company’s business efficiency, Return on asset and asset turnover ratio will be calculated as well. Finally, there are three capital structure ratios including equity ratio, debt ratio and debt equity ratio(Mcdonald and Mouncey, 2009). The most vital reason to choose those metrics is that they can maximize the accuracy of measurement about an entity’s heath and estimation on the basis of other data. Moreover, they are also interrelated to each other (Birt et al. 2010). 4. Marketing metrics Briefly, The critical purposes of using following particular metrics are judging business performance, evaluating plans, quantifying market opportunities, identifying leverage points for improvement for Essex and recognizing its peers’ threats for the past three years and predict the trend in near future(Farris et al. 010). 4. 1 Earnings before Interest, Taxes, Depreciation and Amortization (EBITDA) As an alternative for a cash-based profit measure, EBITDA can be also defined as the profit before interest, taxation and depreciation and amortization expense. Because it excludes financing and tax charge besides asset diminution, its main aim is to measure entity’s raw operating earnings compare and analyze prof itability between companies (Birt et al. 2010). Figures in US$ and ‘000 |2010 |2011 |2012 | |Essex |277,861 |338,679 |456,888 | |BRE |228,219 |255,066 |306,542 | |Brandywine |370,880 |379,556 |383,484 | Based on the above chart, it apparently illustrates that both of them tried to raise their EBITDA and therefore decline their operating cost. Among them, Essex had the most dramatic increasing trend in EBITDA by changing amount of US$179,027,000 during three years. 4. 2 Profitability metrics Under this category, there are three basic metrics: gross profit margin, net profit margin and cash flow to sales ratio to calculate entity’s profit. Gross profit margin refers to the percentage of sales revenue that results in gross profit which measures profitability in selling, producing and buying goods before other expenses are taken into account (Birt et al. 2010). Higher value means better likelihood of success to divide more satisfactory return to owners and cover more other expenses (Atrill et al. 2008). Net profit margin reveals the proportion of sales revenue results in profit before interest and tax (Birt et al. 2010). This ratio is the most appropriate measure of profit from trading operations which is before took any costs of servicing long-term finance into account (Atrill et al. 2008). Cash flow to sales ratio reflects a proportion of cash flow from operating activities compared to its net sales revenue can be used to measure an entity ability to convert its sales into cash. Higher value means more efficient productivity and creditworthiness and indicates the firm has more ability to grow (Business Dictionary, 2012).

The Importance of Being Earnest and Dr. Faustus | Comparison

The Importance of Being Earnest and Dr. Faustus | Comparison Deception and hypocrisy remained a challenge to social morality since ages and every great writer has taken into consideration this socio-ethical dilemma in his works and has depicted its various manifestations at various levels. Dr. Faustus by Christopher Marlowe and The Importance of Being Earnest by Oscar Wilde depict various manifestations of deceptions and hypocrisy i.e. self-deception by denial of realities, trickery to others, and self-consideration through various thematic expressions. Main characters in both plays suffer from moral illusions at one level and their unique characteristics make it easier for them to hide behind the mask of trickery and hypocrisy at another level. The most subtle form of deception is self-deception and protagonists of both plays suffer from acute self-deception by denying realities around or within them. Faustus seems to be obsessed with his own intelligence and this tragic flaw laps over with his pride and leads him toward self-deception. Dr. Faustus unlimited passion for absolute knowledge set an impetus toward hypocrisy and self-deception that ends with his tragic downfall. As a perfect epitome of renaissance man, he hankers after excessive power and considers knowledge as the only instrument available to him to get absolute power. His overambitious quest for knowledge forces him to make a deal with Satan. This deal refers to an intellectual myopic illusion, a form of acute self-deception, as he believes that a devilish character, who himself does not have absolute knowledge, will capacitate him with absolute knowledge. In Wildes play, despite the fact that both Jack and Algernon are Bunburyists, but at certain points in th e play, Wilde shows denial of this reality by these protagonists regarding the issue of homosexuality. They deny the fact and feel for heterosexuality. Algernon is entirely pleased to be a homosexual whereas Jack feels disgusting about it. Algernon says in this regard; Nothing will induce me to part with Bunbury, and if you ever get married, which seems to me extremely problematic, you will be very glad to know Bunbury. A man who marries without knowing Bunbury has a very tedious time of it. (Wilde, 1990, p. 7) Jack oppositely says; That is nonsense. If I marry a charming girl like Gwendolen, and she is the only girl I ever saw in my life that I would marry, I certainly wont want to know Bunbury. (Wilde, 1990, p.7) But his transformation is not known completely in the play. So he essentially remains a Banbury but denies this fact apparently. Furthermore, Jack creates an imaginary figure to escape from social liabilities and moral obligation. So Faustus in Dr. Faustus and Jack and Al gernon in The Importance of Being Earnest are unable to recognize and accept realities around and within them in the right perspective. Hypocrisy is another form of deception that these two plays incorporate in the plot as a thematic expression and manifest through misleading practices and fraudulencies of certain characters. Algernon, the major character in The Importance of Being Earnest elaborates this terminology of Bunburying as a sophisticated deception exercise that permit to conceal ones original personality and indulge in activities which society does not allow. Wilde has beautifully shown the subtle fraudulencies and trickeries of Ernest. Cecily Cardew assumes about Ernest that Ernest has a strong upright nature. He is the very soul of truth and honor. Disloyalty would be as impossible to him as deception. (Wilde, 1990, p. 36) So she negates any blemish of foul play about him. Jack not only lies about his name being Earnest but when inquired by Algernon about an inscription on his cigarette case from Cecily, he falsely claims she is his aunt before finally admitting that he is guardian to his adopted father s granddaughter. This leaves the reader to wonder if anything about Jacks or Earnests life is real at all, perhaps he has been lying for so long that he doesnt even know what the real truth is. Thats the reason that Cecily says in the end, A gross deception has been practiced on both of us.(Wilde, 1990, p. 39) Marlowe points out the religious hypocrisy by the deceitful practices of church members. When Faustus visits Pope for guidance and advice but finds his men raucous and hypocrite, he satirizes them for on their petty rituals and hypocritical practices. He says; How! Bell, book, and candle; candle book and bell, / Forward and backward, to curse Faustus to hell (Marlowe, 1990, p.44). But Marlowe also reveals that though Faustus castigates church men for their double standards, he himself is indulged in hypocrisy. His underlying objective to get more knowledge is different from what he propagates to others. He does not want to be a petty magician and his designs are grand and dang erous. So he acquires his knowledge by mere hypocrisy. Mephistopheles and Lucifer also deceive Faustus through their hypocritical practices. In Scene 5, Mephistopheles informs Faustus that after signing the pact with Lucifer he will be as great as Lucifer (Marlowe, 1990, p. 19) and his every desire will be fulfilled. But after signing the contract with his own blood, none of these promises come true. So Faustus is trapped to sign the contract by false promises that are a manifestation of hypocrisy on part of Mephistopheles and Lucifer. Third level of deception that Marlowe and Wilde take into account is self-love and self-consideration. Narcissm is considered a chief deception that hampers one attitude to look around and search for the best. Jack in Importance of Being Ernest, only has himself in mind when he claims to be Earnest, and goes to call on Cecily, In fact, now you mention the subject, I have been very bad in my own small way. (Wilde, 1990, p. 24). The tragedy of Faustus solely arises out of his self-centeredness and self-consideration. It was his love for his own self that compels him to acquire absolute knowledge in order to become eternal and the most powerful man on earth. This self-love is further augmented by his pride and arrogance. Diluted by this self-love, a great man as Faustus challenges the natural orders of things and this self-love finally brings his tragic downfall. Above-mentioned arguments and textual evidence from the plays clearly demonstrate that deception works through various means in these plays. These various forms and levels deception are illustrated effectively through characterisation and development of plot. Both Marlowe and Wilde have effectively used various thematic expressions of deceptions to bring out the moral illusions of characters and their weaknesses. References Marlowe, C., Dyce, A. (1990s). Dr. Faustus. [Montana]: Kessinger Publishing. Wilde, O. (1990). The importance of being earnest. New York: Dover Publications.

The Natural and Perceval, The Story of the Holy Grail Essay -- Literar

The novel The Natural is written by Bernard Malamud. Bernard was a famous author mainly known for writing short stories and novels. He was considered one of the great American Jewish authors of the 20th century. Bernard was born in Brooklyn, New York. His parents were Russian Jewish immigrants and he had a brother named Eugene. Unfortunately, Malamud entered his adolescence when the Great Depression began. The Natural is one of his more famous books, which was written in 1952. This novel is about a baseball prodigy named Roy Hobbs. He has a bat that he made himself, which he calls Wonderboy. Roy plans to join the major leagues and break all the records. However, his plans are put on hold when a woman he meets shoots. After fifteen years after the tragedy Roy goes back to baseball and is drafted to the New York Knights. Along his journey to becoming a superstar he is distracted from his goal by the women in his life. The Natural is very much similar to the mythological story of Percev al, the Story of the Holy Grail. Roy Hobbs is comparable to Perceval, Pop Fisher to the Fisher King and the pennant to the Holy Grail. Roy Hobbs and Perceval are similar because they are both the main characters of their own stories. Both their parents had some sort of natural talent. Perceval’s father was a great knight and Roy’s father was a baseball player. They then passed their gifts on to their children, which are Roy and Perceval. â€Å"Roy Hobbs is the Perceval figure of the Natural. Hobbs is a â€Å"natural† both in his ability to play baseball and in his simple and naà ¯ve manner.† (Source 4 Page 1) Perceval and Roy have special talents and are good at what they do. Perceval can fight and he leads his army to victory. â€Å"Perceval does battle with 20 of ... ... back to life again. Roy’s team was losing countless games in a row and Perceval’s kingdom has been suffering for numerous years. Nevertheless, Roy ends up not obtaining his goal and fails many people while Perceval finds the Holy Grail and is a hero among his kingdom. In conclusion, there are many characters, items and symbols in The Natural that are similar and related to the ones in Perceval, the story of the Holy Grail. Roy and Perceval are related because of their natural talents in baseball and fighting, the type of parents they come from and the same goals that they share. Pop Fisher and the Fisher King are parallel due to the related kind of illness they both have and the type of situation they are in. The pennant and the Holy Grail are comparable because they are the important treasures and goals that each of the main characters seek and hope to obtain.

The Tragedy of Child Abuse and Neglect Essay -- Violence Against Child

Child abuse has been defined as, any intentional act that results in physical or emotional harm to a child. This could cover any behavior from assault, to neglect, to molestation. (Encarta 1) In 1995, a study was done by the National Center on Child Abuse & Neglect. They concluded that in the United States alone, approximately 3 million children are victims of some sort of maltreatment each year. This means that an unimaginable amount of our county’s adolescents are being seriously mistreated, and the numbers are rising steadily. While the specific definition of child abuse may differ from state to state, the effects unfortunately do not. Physical maltreatment, neglect and sexual abuse create immediate problems for children, as well as long term damage. Some common effects on sufferers of abuse include, a lowered sense of self worth, an inability to relate to others, short attention span and often they develop learning disorders. More detrimental cases can develop severe de pression or anxiety, schizophrenia, violent behavior and an increased risk of suicide. (Encarta 3) In some cases, abused children learn how to cope with their experiences and grow to healthy adults, but most are not that lucky. Most victims of abuse are forced to deal with the results for their entire lives. Physical abuse is one of the most common forms of child maltreatment. It can begin as soon as conception and includes any deliberate act of violence that is meant to injure or kill a child. (Encarta 1) Over 500,000 children are physically harmed each year. In 1991, 25% of American adults admitted to being beat by a parent or a caretaker in their youth and unfortunately the numbers have increased since then. (Shepard 305) ... ...ividual parent. In conclusion, Child abuse, without a doubt, causes permanent damage to the life of the victim. Whether it’s physical, sexual or neglect, the after effects will haunt them, and very possibly their future family as well. Child psychiatrist, B.F. Steele stated, â€Å"†¦we do believe that how we bring up out children has a most profound effect upon how our society is behaving and how we deal with each other as human beings.† (Kakar 6) This is an excellent point. If parents do not care for their children and show them the ways of life, how could they expect them to know any better, and more importantly, how could they expect them to pass on the knowledge to their own children? Parents, more than anyone, hold the key to shaping the ideals and minds of their children†¦ and until society gets that key fixed, the problems of child abuse will always remains.

Western Civilization Essay -- essays research papers

Western Civilization from 1589 to 1914 had many specific changes that contributed to the structure of the western world before World War I. In the absolutism state sovereignty is embodied in the person of the ruler. Kings were absolute kings and were resposible to no none except god. In the seventeenth and eighteenth centuries absolute rulers had to respect the fundamental laws of their land. They had to control competing jurisdictions, institutions or groups that were interested in their territory. They regulated religious sects. France of Louis was the classic model of absolutism. Louis XIV, " the sun king," was a devoted Catholic who believed that god had estalblished kings as rulers on the earth. The French language and culture became an international style because of him. People liked what he was doing, people really liked him. He effected the western world in a good way. He made them see that absolutism could indeed be very productive. Constitutionalism is the opposite of absolutism. Tis is the limitation of the state law. Under the constitutionalism, the state must be governed according to law, not by royal decree. It implies the balance of power of the government and the rights of the subjects. Constitutional governments may be either be republics or monarchies. Between 1603 and 1649 absolutism ran along second to English beliefs. This is when costitutionalism began to rise. This was also during the English civil war. This was a messy period for England. After this period however, the English monarchy was restored. The Stuart kings were stored in 1660. This did not however, help religion of the relationship between king and parliament. The test was passed in 1673. This stated that those who joined the church of England could not vote, hold office, preach, teach, attend universities or assemble, and these restrictions could not be upheld. Fear of a catholic monarchy led to the expulsion of James the 2nd and t he glorious revolution. Constitutionalism was the way of the future and in my own personal opinion it was the best way to go. Shortly after absolutism and constituionalism the scientific revolution came into effect. The scientfic revolution of the seventeenth century was the major cause of the change in world view and one of the key developments in the evolution of the weste... ... The American Revolution was fought from 1775-1789. The British wanted Americans to share the imperial expenses. The Americans did not like that so they fought for there freedom and they won. They won their independence. America’s greater political equality was matched by greater social and economic equality. By the time the American revolution ended in 1789 the French revolution began and went on until 1791. The French were influenced by the Americans so they decided to revolutionize too. By the 1780’s France’s government was nearly bankrupt as was the banking system. The French raised bread prices and prices on other essentials. France had to do something so they went to war. France did not endure the immediate successes the way the America did. Theirs was a more slow moving process but eventually they got there. These revolutions reinforced the enlightenment idea that a better life is out there. Everything that happened shaped western civilization in one way or another. None more so then the American Revolution. The western world looked at was going on and learned from it. Western civilization has come along way and yet has a long way to travel.