Does ‘Pascal’s Wager’ Provide a Convincing Argument for Belief in God? Essay

Published in 1670 and named after French philosopher and mathematician Blaise Pascal; the philosophical theory of Pascal’s Wager reasons that to believe in God is a decision made in a time of uncertainty. The Wager also explains that whether or not God exists, we can estimate the outcome; an infinite reward or an infinite punishment. This suggests that the rational choice to live as if God exists is the better of the possible choices; yet, through reason alone, one cannot come to the knowledge of God’s existence. Many people’s beliefs may be in their own interest to hold, thinking, if we plan for the future it will pay off in the long run; or in other cases, we explain why somebody holds a belief by appealing to its causes. This being said, the idea of the Wager is deciding whether or not to believe in God and to consider the expected outcome for each of these options. I think that Pascal’s Wager is supposedly meant to provide reasons which would persuade any rational person that they should believe in God. However, I don’t think it is a valid argument, although it is convincing. The argument of Pascal’s Wager can be used for any God at all, so what happens if you pick the wrong God? Who is to say this God actually rewards belief and punishes those who do not believe? If we supposedly were to pick a god and it does exist, won’t this omniscient god know that we only believe just to be safe? Would our outcome still be an infinite reward, or would we not be rew arded for our fake belief? I don’t think we can be guaranteed any specific outcome, such as an infinite reward or infinite punishment, because if you believed in a god because you wanted to have chance on your side, then the God would know this, and would know that your belief was not real. The belief in God relies on assuming that the god described is real and has those characteristics. The argument of Pascal’s Wager begins with an assumption, and then appeals the same supposition as its conclusion. You have to believe this assumption in order to believe in God and if you do not believe the primary assumption about God already, then the argument should not convince you. Therefore, if there is no God, no afterlife, no continuation and you wasted your time maiming yourself and your kids, eating a restricted diet or giving your time to faking a belief in God, you have missed a lot in the only life you have. The only certain result of Pascal’s Wager is that one will pretend to believe, which is all one can do if they do not really believe. Yet, if there is a god, he would know that you are faking it so you would go to hell anyway. The Wager gives us an option to believe in God in times of uncertainty; suppose your dog who you love dearly lay next to you close to dying, and the vet offers to try a new drug to cure the dog, however, could not guarantee treatment. The drug has a 50-50 chance of saving your adored dog’s life. Would it be sensible to try it, even if it cost a bit of money? Supposing it was free, it would be unreasonable not to try it and reasonable to try it. This is an example understanding the Wager in a time of doubt and uncertainty; to believe in God not because your reason can prove with certainty that it is true that God exists but because your will pursues happiness, and God is your only chance of attaining happiness eternally. In my opinion, the argument of Pascal’s Wager, is not a valid argument, however, it is a convincing one. When you first hear Pascal’s Wager, it sounds good, but in fact, it depends on whether an individual chooses to believe.. Most disbelievers, such as me, question the Wager purely because we know of no persuasive evidence or reasons to believe; maybe proving the argument or showing some good evidence might convince unbelievers. To say it is in someone’s ‘best interest’ to believe in God is completely unsound, especially considering someone cannot sincerely choose to believe in something, just because it is rationally logical to do so. If you said all the right prayers and attended church on a regular basis, that still would not be the same thing as truly believing, any omnipotent, omniscient, omnibenevolent God would see straight through that. . I do not think by act of will, that you can force yourself to believe that God exists. This argument is logically invalid, but people are afraid of an infinite punishment, or the final outcome of choosing to believe in god, therefore are easily convinced by rationally unsound arguments.

Early Education and Maria Montessori Essay

In 1870, Maria Mostessori was born in Chiaravalle, Ancona province in Italy. In 1896 she became the first female physician in her country after graduation at the University of Rome. She represented her country in two women’s conferences, in Berlin (1896) and London (1900). Her clinical observations during her medical practice served as bases for her analyses of children’s behaviour. This has persuaded her to return to the university and pursue psychology and philosophy. In 1904, she became a professor of anthropology at the University of Rome. Thus, she made a paradigm shift from physiological aspect of man to mind (â€Å"Maria Montessori: A brief Biography,† n. d. ). In 1906, she relinquished her medical and teaching professions to establish Casa dei Bambini, or â€Å"Children’s House† wherein she nurtured the 60 children of working parents in San Lorenzo, Rome. In her institution, she made scientific observations on the children’s spontaneous learning process and eventually developed her methods of educating young minds. Her findings moulded her to be an advocate of educational reform in teaching principles and methodologies, and teacher training programs (â€Å"Maria Montessori: A brief Biography,† n. d. ). Alexander Graham Bell and his wife, together with other colleagues such as Thomas Edison and Helen Keller, founded the Montessori Educational Association at Washington DC in 1913 in the same year when Maria Montessori visited the United Sates. During the Panama-Pacific International Exhibition in San Francisco in 1915, Maria Montessori amused the world with her â€Å"glass house† school room. She also trained teachers and graced the gatherings of both the National Education Association and the International Kindergarten Union during this second U. S. visit. In addition, in 1917, the Spanish government invited her to grace the opening of a research institute and started her series of teacher training programs in London in 1919 (â€Å"Maria Montessori: A brief Biography,† n. d. ). Maria Montessori became a government inspector in Italy in 1922, however, forced to leave her country in 1934 because of her opposition to Mussolini’s fascism. During the Spanish Civil War in 1936, she was rescued by a British cruiser in Barcelona, Spain. She also graced the opening of the Montessori Training Centre in Laren, Netherlands in 1938 and started a series of teacher training programs in India in 1939. Together with her son Mario, she continuously trained educators in India amidst the World War II in 1940. Then, she founded the Montessori Centre in London in 1947. In her pursuit of educational reform, she was nominated for Nobel Peace Prize for three consecutive years (1949-1951). In 1952, Maria Montessori passed away in Noordwijk, Holland but through her Association Montessori Internationale (AMI) she founded in Amsterdam, Netherlands in 1929, the fruits of her works have been treasured in the field of education (â€Å"Maria Montessori: A brief Biography,† n. d. ). The Montessori Method Maria Montessori began practice her professional work in the field of psychiatry by visiting children who were believed to be mentally deficient in asylums. She observed how children in the asylums crawl on the floor, grab for crumbs of bread, chase and fight with each other. She reasoned out that children acted in this way because this is their only means to relieve their boredom for being locked up in a naive room. This mental deficiency according to her was pedagogical in nature. She also affirmed that these â€Å"feeble-minded† tagged children only lack experience but are capable of learning just like other normal children. Then, she avowed her educational theory in 1907 by combining the methods of sages in medicine, education, and anthropology. Her new method, both experimental and miraculous in nature, enhanced the scientific qualities of education and created teachers as social engineers. Her Casa dei Bambini in Rome has served as laboratory in asserting her theories. She led in teaching children in a worst environment and trained her teachers in moulding young minds. The Casa dei Bambini has trained children to learn on their own by doing learning exercise without adults’ assistance. As a result, her pedagogical theories and methods have transformed the unruly children into refined individuals. Children learned not only writing and reading but also self respect (Flaherty, n. d. ). Didactic Materials In the Casa dei Bambini, Maria Montessori observed the children’s lack of interest in toys and drawing materials but on didactic materials. She thought that those children were already disgusted of toys with a single function, thus, they have much interest in materials which can be manipulated. She interpreted this as the children’s willingness to solve problems by trial and error gaining joy at they successfully finish the task (Flaherty, n. d. ). Learning by Doing Maria Montessori believed that the school is a place for learning cognitive skills and self-reliance. She focused on learning skills that can be practically applied. These skills should be learned by the through self-exploration. To facilitate the learning process, she designed the classrooms conducive for learning. Each room has a set of learning materials designed for the children’s age level such as small tables and chairs, low washstands, and nook for other materials including pets (Flaherty, n. d. ). Stages of Learning Maria Montessori established the notion that the combination of sensory observation, repetition, and teacher guidance should direct learning in order to for the child to understand completely the sequence of the learning activity (Flaherty, n. d. ). Hence, for her education of the senses is important before the education of the intellect. For instance, if children have runny nose they could not appreciate different smells and if their hands are filthy they will fail to identify different textures. Thus, achievement and maintenance of cleanliness promote not only motor activity but also learning cognitive skills. In addition, she emphasized that children are intrinsically motivated by the learning activity and not by any external reward (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). Thus, the selection and design of any learning activity is crucial in propelling children for further learning. The Teachers According to Maria Montessori, teachers should treat children with the highest regard. They must understand children through observation and analysis (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). By this means, teachers can cater to the needs of every child. She suggested that some teachers should live within the school to effectively manage the activities of the institution. They should be open-minded, ready to participate to all undertakings of the school, and must willing to adopt special methods. Moreover, there should be technical and visiting teachers who will give lesson based on their field of proficiency or craftsmanship. This will help children to learn things that are practically useful in everyday living, thus, training them for independence (Flaherty, n. d. ). Montessori’s Contributions Maria Montessori pioneered in the psychology of early childhood education. The materials and design of her Casa dei Bambini such as small and child-sized tables, chairs and washstands, and her didactic materials became a model of the present childhood education in a lot of countries. Her pedagogical principle, education of the senses before the education of the intellect, has gained a wide acceptance because this paved not only for the sensori-motor skills development but also for the development of the cognitive skills (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). Hein (2008) discussed the tenets of Montessori’s concept of early education that became the backbone of the present early childhood education. Maria Montessori believed that education should cater to the needs of every child. Since children are fascinated by the beauty of nature, they should not be virtual prisoners in a classroom. Instead, nature must be used as their learning environment where real objects are used in every learning activity. In the Montessori system, children should actively engage in every learning activity at their own pace. The teacher should not be autocratic and must not force learners for a non-interesting lesson. Limitations of the Montessori Method Modern educators through the contemporary researches in educational psychology have seen some limitations of the pedagogical practices of Maria Montessori. First, her method does not really give opportunity for â€Å"learning to learn† (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). Modern educators describe Montessori’s learning tasks as rigid, compartmentalized, and an end-state reached once it is done. This means that when the child has correctly done the activity, learning stops. In the real world, children need capabilities to create and adapt to their changing environment. Thus, they should not only train with compartmentalized activities. Second, her method is a method of perfection (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). One the child has correctly reached the end of the task, learning has already done. This will not develop creativity and innovation in the child for the didactic materials’ design limit the creative freedom (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). Hence, the method will not pave for the development of multiple intelligences. Moreover, her method is limited in scope and flexibility (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). There is a single way to correctly accomplish the task on didactic materials, thus, limited the child’s initiative to use the materials in his own way. If a child has manipulated the materials of his own way, the teacher encourages him to continue working until such time that he completed it based on pre-determined parameters. This impedes the development of genuine inner initiative, creativity, and individuality (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). Recent findings have proven that Montessori’s Method is merely just a cost-effective and highly efficient way in the preparation of children for formal learning (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). No matter what the recent researches in the field of educational psychology revealed against Montessori’s Method, it is still a fact that Maria Montessori made a great educational reform in the early childhood education. She pioneered in the advocacy of child-centred learning process, development of the sensori-motor and cognitive skills through her â€Å"education of the senses before education of the intellect† dogma, and training children for self-reliance by giving learning experiences with practical applications and using the nature as learning environment. Nonetheless, she proposed the roles of teachers in the educative process as non-autocratic. The educator should observe and analyze the nature of the learners, create learning environment and learning materials that support and encourage further learning, and must cater to the needs, interest, and ability of every child. Some of the Montessori’s principles that are still ubiquitous in the contemporary teaching methods are: nature, science, observation based; respect for individual differences; community of learners; care of self and environment; time and space to practice and perfect; the three-period lessons (introduction/demonstration, practice/assimilation, independent expression); control of error; peer learning and teaching; and isolation of learning objective (â€Å"Maria Montessori: The Woman and the Method,† n. d. ). References Flaherty, T. (n. d. ). Maria Montessori. Retrieved October 24, 2008, from http://www. webster. edu/~woolflm/montessori. html Hein, S. (2008). Notes From the Work of Maria Montessori. Retrieved October 24, 2008, from http://eqi. org/maria. htm#Introduction%20and%20Summary Maria Montessori: A Brief Biography. (n. d. ). North American Montessori Teachers’ Association. Retrieved October 24, 2008, from http://www. montessori-namta. org/NAMTA/geninfo/mmbio. html Maria Montessori: The Woman and The Method. (n. d. ) The Swaraj Foundation. Retrieved October 24, 2008, from http://www. swaraj. org/shikshantar/montessori. html

Juvenile Justice Coursework Example | Topics and Well Written Essays - 2250 words

Juvenile Justice - Coursework Example Due to this difference in opinion, people has not yet arrived to the real definition of this kind of behavior as they do not understand it better. Some theorists gave out their opinion concerning this matter of delinquency saying that one of the major factors that they think formed the basis for delinquency was a combination of both peer and the socio-economic conditions. (b) Did it help make real some of the issues addressed in our text? A sample test or experiment was carried out by some of the two individuals whose interests were aimed at finding the real cause of delinquency because they found it more common in children. In their study or experiment, they used over 338 children of which they found out that there were three causes of delinquency, one being the relationship between the children and their parents. This was termed as one of the key cause because they realized that most of the parents do not punish their children even if they commit a serious offence or mistake. Secon dly, is the peer pressure that they define as involvement in bad companies that end up misleading some of the youths. The kind of punishment mentioned in the first cause result does not necessarily mean that it is the main cause but just an action that can help in controlling delinquency. (c) Are you hopeful for the next generation of young people? The control statuses expected of parents are not just to punish but also to reward and appreciate any good thing done by our children. Juvenile as one of the issues of concern in today’s world, has various definitions depend on how one understands it. This is a matter of concern because it does not affect the adults but children who are believed to be the leaders of tomorrow. This behavior is not always common on adult but in some rare cases. Various experts concerning the issue gave out various methods but all fell in vain, as people did not still know the real meaning of delinquency and some of the effects that were associated wi th it. A large number that fall victim to this kind of behavior are children who are still under the umbrella of their parents. This is one of the reasons as to why a large amount of victims comes out from this bracket of children. Children are still weak in a number of ways for they do not also understand the real meaning of life and some of its aspects which could be either negative or positive. Wong is also one of the researchers concerning this issue, gave out his results that delinquency is brought about by so many things or activities that one involve himself in. He says that the basis of this kind of behavior is idleness or lack of a constructive work that can keep one busy. He also defines some of the human activities and relates them to this kind of behavior. As per his perception and finding, there are long term activities that one may involve himself in and those that are referred to as short term activities. The short term activities are those that are always of benefit to the person who involves in it. One of these short term activities is smoking. From this example, Wong also says that those who involve in long term activities do not always fall victims to delinquency as they are focused and have dreams of which they intend to realize in life. In very many nations, this issue is always a big problem as they did not have ideal ways of dealing with or curbing this

Slave Labor In India Essay Example | Topics and Well Written Essays - 500 words

Slave Labor In India - Essay Example The political and social systems during the prehistoric times did not see slavery as forced labor, but as beneficial relationships between the nobles and the peasants. In addition, in most of the Indian society, the caste system was practiced and could not be termed as slavery per se as the working class was pooled and specialized without much consideration of the system (Mander, 2012). The caste system is said to be one of the root causes of the modern day slavery, human trafficking and bondage. The system denies equal rights, privileges and dignified treatment to some individuals, with people being differentiated based on their social status and gender. The practice has survived due to feudalism, which is a concept whereby, the nobles held land for the crown in exchange for military services, and the laborers worked to acquire protection and a share of the produce from them. The concept of feudalism has existed in the Indian society even before they were colonized by the British. After the country gained independence, it sought to be a more democratic state, but in the very nature of democracy, the practice still exists. One of the reasons for its existence is that most regions in the country were introduced during the times the country was fully feudalistic and as religion has not evolved much, the people still have the notion and concept integrated in their society (Katju, 2013). In 1975, India introduced a law banning debt bondage including a fine of 37 dollars to those found guilty of the crime. In the years that have followed, very few people have been jailed for the crime with the fine being a laughable amount. People are forced to work in farms to pay debts, with their employers imposing arbitrary interests and fines to make it impossible for them to be able to pay. In addition, girls are being forced to work for people in farms and textile mills as payment for dowry. The influence of

Public Meeting Paper Assignment Example | Topics and Well Written Essays - 1250 words

Public Meeting Paper - Assignment Example The meeting was arranged to explain new regulations and provide answers to questions about them. Most local government officials voluntarily select to seek the public’s input with regard to the development of legislation. The meetings I attended at the Tempe City Council in Arizona was aimed at accomplishing their core aim of giving citizens the opportunity to directly influence decisions made by the governing bodies. I came to find out that during the conduction of regular City Council meetings and Issue Review Sessions, they are broadcasted live on Tempe Channel 11 which is the City’s government access channel. As noted by Sharp, Smith and Patton (pp.2-4) people tend to more readily accept government policies if they had a role in its development. The City Council’s public meeting serves a very crucial democratic function by offering the citizens with the opportunity to convey information to officials, to set up future agendas, attracting the attention of the m edia, persuade public opinion, and delay decisions as well as communicating with the other citizens. So as to ensure that the meeting goes on smoothly as witnessed at Tempe City Council you require utmost planning for the meeting. First, determine the purpose of the meeting. The meeting was intended to inform, consult and involve the general public. The objective of the meeting needs to be reiterated at the commencement of the meeting in order to set parameters for those in attendance. Second, you need to create a relationship with participants in advance. The inclusion of diverse citizens who possess significant interest in the outcome of the meeting ensures that relevant information about the specific issue is not overlooked. Thirdly, before conducting any meeting a draft agenda needs to be developed. The real agenda to be followed was prepared by the City Clerk. The City Council agenda are publicly posted at least 24 hours before the meeting. On that particular day, the Tempe Cit y Council had the following in their agenda. (1)The miscellaneous items included: approval of Maryanne Corder Neighborhood Grant Program to the tune of $150,000 to home owners and neighborhoods; approval for the amendment of Magellan Health Service of Arizona; and finally, holding a public hearing to recommend the approval of a Series 01 in the government’s liquor license designated for Lipsmark LLC among many others. (2) Award of bids or contracts, such as approving the use of a one year state of Arizona contract with Goodyear Tire and Rubber Company for the acquisition of tires and tubes and award of a construction contract to AJP Electric to enhance the intersection at Broadway Road and Priest Drive. (3) Ordinances and item for first hearing which included the introducing and holding first public hearing to adopt an ordinance allowing partial abandonment of storm drainage easement situated near 2150 East Warmer Road. (4) Ordinances and items for second hearing. (5) Resolut ions: adoption of a resolution to permit the Mayor to effect an agreement between the Tempe City and Slat River Pima Maricopa Indian Community as well as an agreement between Arizona State and Tempe Police Department to accept federal grant funds for impaired driver alcohol

Comparison of the Effectiveness of India and Chinas Politics and Research Paper

Comparison of the Effectiveness of India and Chinas Politics and Economics in the last decades - Research Paper Example This paper is one of the best examples of comparison of the effectiveness of Chinese and Indian economic policies during the last decades. The reasons behind better economic performance of China are considered. During the analyzed period, The Chinese demonstrated a remarkable ability to execute on its social and economic agenda with the concerted planning of the socialist government and leveraging the competencies and entrepreneurial capabilities of the Chinese masses. In India`s case the observation is that even as the middle classes have swelled, the large parts of India remain agricultural, and that there are issues surrounding the rise of cities versus the continued reliance in agriculture of a large majority of the Indian population. This in turn has implications for the ability of India to do well financially and to lift its masses out of poverty, as well as care for its social well-being China achieved better results than India, because of some fundamental differences in the defectiveness of their executions relative to their reform strategies, some differences in governmental structures and existing constraints, and differences in underlying cultural contexts and political contexts for pushing growth. There have been profound differences in investments in fundamental social services like education, with China being better able to educate its masses than India, resulting in long-term disparities in the ability of the nations to lift its masses out of poverty and improve their economic lot.

SWOT anaysis and Financial anaysis for Breakthrough Miami Essay

SWOT anaysis and Financial anaysis for Breakthrough Miami - Essay Example Ratios can be used to analyze an organization financial statement. This can be done by comparing the financial statements with the competitors. Financial statements are easy to read. From the above financial statements, the current assets were 19.7 percent of the total amount of assets in 2003, and up by 19.1 percent in 2002. The current liabilities declined r\from 16.1 to 15.1 percent of the capital at that time. Financial analysis can be used to kick of the strategy formulation in a more sophisticated way as a serious strategy tool. The tool can be used to understand the competitors, which gives the insight needed to craft coherent and successful competitive position. Dealtry, T R. Dynamic Swot Analysis: Developers Guide : When Looking to the Future Look for the Opportunities and Threats and Consider Your Strengths and Weaknesses. Birmingham: Dynamic SWOT Associates, 2002.

Restaurant Management Outline Example | Topics and Well Written Essays - 2000 words

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Education and Inequalities Essay Example | Topics and Well Written Essays - 2000 words

Education and Inequalities - Essay Example A review on researches and study done on education for special children will be presented. In the article written by Anastasia Vlachou (2008) she wants to show awareness on teachers to change their view regarding inclusion. Integration has been reported that requires change, creates discomfort and involves a considerable challenge to those whose careers, work and social relationships reinforce a segregated system. According to Vlachou (2008), "it would be nave to believe that integration policy will happen as part of a natural evolution in attitudes towards students with special needs.' Vlachou (2008) article will be discussed in the literature review together with the study done by several researchers. At the end of the paper the personnel view of the writer regarding the subject will be presented. The inequalities and issues will be summarized to support the writers claim in the conclusion. To fully understand what the topic is it is best to define the important terms used in the paper. Inclusion as defined in the Webster dictionary - to put in or consider as part of a group or category. McBrien and Brandt of Association for Supervision and Curriculum Development define inclusion based on the situation of the disable child in school. The practice of educating children in one classroom, including children with physical, mental, and developmental disabilities is important. Inclusion classes often require a special assistant to the classroom teacher. The 1975 Education for All Handicapped Children Act (P.L. 94-142) made inclusion a controversial topic by requiring a free and appropriate education with related services for each child in the least restrictive environment possible, and an Individualized Education Program (IEP) for each qualifying child. In 1991, the bill was renamed the Individuals with Disabilities Education Act (IDEA) and the revision broadened the definit ion of disabilities and added related services. (Hummel,2008). Another definition of inclusion is defined in the website of teachernet.com. "One of the greatest challenges facing schools is the provision of appropriate learning opportunities for all pupils (www.teachernet.com). Within schools there are pupils with a range of abilities from different cultures, religions and social backgrounds. Some of these pupils experience barriers to learning as a result of their disability, heritage, gender, special educational need, ethnicity, social group, sexual orientation, race or culture. Research has proved that children from lower socio-economic backgrounds and / or specific ethnic and social groups are more likely to underachieve at school. This may lead to disaffection, low self-esteem, and marginalisation by others and, in some cases, formal exclusion from school. (www.teachernet.com). Some schools are more successful than others in meeting the needs of pupils from diverse backgrounds." Mason, H. (2003) of Birminghan, UK presented process of inclus ion in education: Increasing the participation of students with disabilities in, and reducing their exclusion from, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students' needs; accepting diversity as normal and as a rich source for all students; responding to the diverse needs of all students; accommodating both different styles and rates of

Physico-Chemical Structure or Bonding Essay Example for Free

Physico-Chemical Structure or Bonding Essay Hydrogen bond is one of the most essential concepts in supramolecular chemistry or molecular sociology. It has significant ramifications on molecular biology and materials science. The term and concept ‘hydrogen bond’ has only emerged after 1930; however the general notion of weak but specific interaction that involves hydrides is much older (Webmaster 2005). Hydrogen bond refers to the attractive force between the hydrogen that has attached to an electronegative atom of a molecule and an electronegative atom of an unlike molecule. It is a special case of dipole forces wherein the electronegative atom is usually an oxygen, nitrogen or fluorine—elements that have a partial negative charge, except for hydrogen which possesses a partial positive side (Ophardt c. 2003). Hydrogen bonding happens when two electronegative atoms, for instance nitrogen and oxygen, interact with the same hydrogen. Normally, the hydrogen is covalently attached to an atom which is referred as the donor. But it interacts electrostatically with the other, known as acceptor. The interaction is primarily because of the dipole amid the electronegative atoms and proton (Day 1996). It is the strongest molecular force and passes on some strange properties to a myriad of substances namely water, proteins and nucleotides (Structure and Bonding: The Hydrogen Bond n. d. ). Hydrogen bond is one of the most important components of biological life. If there is no hydrogen bond, there will be no life because it holds the double helix of deoxyribonucleic acid (DNA) together (Emsley 2000). Hydrogen forms and structures covalent bonds with other molecules to produce and make molecules that are stable than the free atoms. The electron of the hydrogen is shared between the hydrogen and the atom to which it is bonded. The other electron from the bonded atom is also shared between the two (The Structure of DNA n. d. ). It is done through charge attractions. If hydrogen is bonded to oxygen or nitrogen, it evolves to be slightly positive charged. That fact allows the hydrogen bond to attract a center of negative charge on another molecule—it can be another oxygen or another nitrogen atom. Thus the hydrogen bond is written such as O-H=N (= signifies hydrogen bond). There are O-H=O or N-H=O and N-H=N—it is the weakest bond (Emsley 2000). That is the effect of hydrogen bonds on DNA. On the other hand, there is a study that has been conducted by Eric Kool, a professor of Chemistry from the University of Rochester, wherein a finding has been implied that â€Å"hydrogen bonds are not the key to DNA pairing after all† (Bradt 1997). The study suggests that it is more possible that the distinguishing and distinct shapes and sizes of each of the four DNA bases strengthen and suggest the 99. 9 percent accuracy of DNA replication. It has been illustrated like a space in a jigsaw puzzle wherein that space in the puzzle can only be filled by a piece that matches the shape of the space. That analogy means that there is only one base capable of squeezing into a DNA strand on its opposite given partner (Bradt 1997). According to Myron Goodman, a biologist and DNA expert from the University of Southern California, â€Å"the apparently inescapable conclusion is that hydrogen bonds (H-bonds) are not absolutely required,† this means that the results give a momentum and impetus to consider the role that the H-bonds play in stabilizing the DNA and enhancing the fidelity of DNA polymerase (Bradt 1997). Furthermore, there are still a number of factors that are responsible for the stability of the DNA double helix structure. Hydrogen bond is just among them. Although the hydrogen bond is weak, the millions of H-bonds showcase an extremely strong force that enables and keeps the DNA strand together (Rafael B. 2009). List of References Bradt, S. (1997) â€Å"Study: Hydrogen Bonds Aren’t Key to DNA Pairing After All. † Bio-Medicine [online] available from http://news. bio-medicine. org/biology-news-2/Study-3A-Hydrogen-Bonds-Arent-Key-To-DNA-Pairing-After-All-15262-1/ [13 February 2009] Day, A. (1996). â€Å"Hydrogen Bonds. † Birkbeck: University of London [online] available from http://www. cryst. bbk. ac. uk/PPS2/projects/day/TDayDiss/HBonds. html [13 February 2009] Emsley, J. (2000). â€Å"A New Way to Investigate the Hydrogen Bonds of DNA. † Science Watch [online] available from http://archive. sciencewatch. com/sept-oct2000/sw_sept-oct2000_page7. htm [13 February 2009] Ophardt, C. (c. 2003). â€Å"Intermolecular Forces: Hydrogen Bond. † El nhurst College: Virtual Chembook [online] available from http://www. elmhurst. edu/~chm/vchembook/161Ahydrogenbond. html [13 February 2009] Rafael B. (2009) â€Å"DNA Structure: Hydrogen Bonds. † Bright Hub [online] available from http://www. brighthub. com/science/genetics/articles/23384. aspx [13 February 2009] Structure and Bonding: The Hydrogen Bond. n. d. Prince Georges Community College [online] available from http://academic. pgcc. edu/~ssinex/struc_bond/hydrogen_bond. htm [13 February 2009] The Structure of DNA. n. d. Cambridge University [online] available from http://www-outreach. phy. cam. ac. uk/camphy/dna/dna11_1. htm [13 February 2009] Webmaster. (2005). â€Å"The Hydrogen Bond. † Gottingen University [online] available from http://www. hbond. de/ [13 February 2009]

Gendered Toys And The Perceptions Children And Young People Essay

Gendered Toys And The Perceptions Children And Young People Essay The focus of this research was gendered toys and the perceptions children and their parents hold about these types of toys, it aimed to investigate childrens reasoning about gendered toys and looked to establish if a link exists between the perceptions of parents and the toy preferences of children. Gendered toys can be described as being toys which are generally thought of as being suitable for one gender over the other, for example wheeled toys for males and dolls for females (Pleil and Williams, 2008; Francis, 2010). Throughout this research the term gender typical toys will be used to describe toys which are traditionally considered most appropriate for the sex choosing them, the term gender atypical is used to describe toys traditionally thought of as being suitable for a child of the opposite gender to the sex of the child selecting them. This subject is especially significant today, as it appears that the manufacturing and marketing of toys is more gender stereotyped now than previously; with the vast majority of toy stores having aisles, or even entire floors dedicated to a specific gender (Francis, 2010). Therefore, todays children are being exposed to gender stereotyped toys to a greater degree than their counterparts would have been in the past (Francis, 2010). Looking at research which sought parents experiences of what toys their children preferred has demonstrated that young children vary vastly when it comes to their choice of toys and that they have very clear opinions of what toys are most suited to each gender (Pleil and Williams, 2008). Furthermore, research has demonstrated that children develop mental schemas of objects, which are gender stereotyped from a very young age (Ruble, Martin and Berenbaum, 2006). The gender stereotypes and gender stereotypical behaviour that forms during early childhood are an interesting and important issue, as it has been established that these gender notions can influence a childs career choices as adults (Cherney and Dempsey, 2010; Francis, 2010). Furthermore, toy choice in itself is an important issue research has shown that toys teach children vital life skills, however, these skills vary depending on which gender the toy is stereotypically aimed at (Fagot and Leinbach, 1983; Francis, 2010). It ha s been argued that the toys stereotypically aimed each gender foster totally different social and cognitive skills, with boys toys developing problem-solving skills whilst girls toys develop nurturing and caring skills (Cherney and London, 2006; Francis, 2010). Therefore, the toys children play with, along with childrens gender stereotypical views of them are important and valid issues to research as the impact is long term and has implications in adulthood. There are several theoretical perspectives on how children come to acquire gender stereotypes and gendered behaviours. The social cognitive theory of gender development postulates that children learn gender norms and gendered behaviours through observing their environment and the people within it; children observe the behaviours of people in their environment and replicate them. Gendered behaviours are reinforced through the reward and punishment of behaviour, considered appropriate or inappropriate by others that the child experiences (Bussey and Bandura, 1999). Therefore, according to this standpoint the concept of gender and the acquisition of gendered behaviour is a socially constructed phenomenon. However, research conducted on Verve and Rhesus monkeys has established that young primates display the same gendered behaviours observed in their human counterparts (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008). This research suggests that gender stereotypical toy pref erences may be a reflection of the biological differences between males and females rather than being a direct result of socialisation (Pleil and Williams, 2008). Therefore, according to this standpoint gendered behaviour is as a result of biological differences between the sexes. Despite this evidence, suggesting that children may be biologically predisposed to being gender stereotypical in their toy preferences, this paper is underpinned by the hypothesis that childrens social interactions, especially with their parents, are influential on their perception and choice when it comes to toys. The overarching approach of this research was a case study, employing document analysis, questionnaire and interview techniques of data collection. The central research question for this study was How do children and their parents perceive and reason about gendered toys and what, if any, connection exists between these perceptions in relation to childrens toy preferences. Four aims were identified and addressed by formulating four research questions, in order to answer the central research question. These research questions were: What are childrens toy preferences and how, if at all, are these preferences interrelated to the gender of the child? How do children reason about their toy choice when deciding which toys they wish to play with? What are parental perceptions of the suitability of gendered toys? How, if at all, are parental perceptions of toys interlinked with toy choice and the reasoning behind toy choice, of children? Chapter 2: Review of the Literature Introduction This review will examine issues relating to the perspectives held by children and parents on gendered toys. Firstly it will examine childrens toy preferences, exploring the gender dimorphic nature, which research has uncovered regarding childrens toy choices. Then the review will then explore the reasoning behind childrens toy choices, parental perspectives on the suitability of toys in relation to gender and finally the influence of parents on childrens perspective and choice. 2.1: Childrens Toy Preferences and Gender It has been put forward that the vast majority of experiments designed to assess childrens toy preferences were not true reflections of what children would choose in real life (Down, 1983). Down (1983) argues that prior experiments were too restrictive, only offering a very limited choice between small selections of typically male or female toys, which rarely offered a gender neutral choice. In his own research Down assessed elementary school aged childrens toy preferences by utilising childrens letters to Santa Claus, allowing for an unrestricted, ecologically valid method of ascertaining childrens preferences in a real life, naturalistic way. Down found that many of the toys selected by the children were not traditionally gendered toys, rather they were toys which could be considered gender neutral; girls were found to be especially likely to request gender neutral toys whilst boys requested gender typical and gender neutral toys in equal measure. Nevertheless, Downs research also demonstrated that boys and girls both prefer gender typical toys over gender atypical toys, a notion which has been supported through the findings of subsequence research (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney et al, 2003). Recent research which, like Downs work offered a holistic insight into childrens toy preferences, was conducted by Cherney and London (2006). The child participants in this study were asked to list their favourite toys, the participants were free to choose whatever toys they wished. Considerable differences were found in the favourite toys that were chosen based on the childs gender, replicating the previous finding of Down; both boys and girls preferred gender typical over gender atypical toys. They also discovered that whilst boys preferences became slightly more masculine as the child aged, that in contrast girls toy preference became less feminine with age. More recently it has been discovered that even the youngest children, infants aged between 3 and 8 months, appear to show a preference for gender typical toys. Alexander, Wilcox and Woods (2009) investigated whether infants display a preference for gender typical toys, this was ascertained using eye-tracking technology to measure the time the infants spent focused on either a truck or a doll. It was found that girl infants showed a preference for the doll, whilst the boy infants spent more time focused on the truck. The research of Alexander, Wilcox and Woods, supports the notion of a biological foundation for gendered preferences of toys. The notion of a biological underpinning for childrens gender-based preferences has been highlighted through research conducted with infant monkeys (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008), as these preferences are being observed at an age before it is commonly accepted that children have established gender identity and gender t ypical behaviour. However, it cannot be ignored that some of the research discussed above (Alexander and Hines, 2002; Hassett, Siebert and Wallen, 2008 and Alexander, Wilcox and Wood, 2009), is guilty of the very criticism put forward by Down (1983). These studies only offered the participants a choice between limited arrays of gendered toys with none offering participants a gender neutral option. Therefore, it could be argued that these studies do not demonstrate well-rounded picture of childrens toy preferences and therefore the validity of these findings could be called into question. Nevertheless, the findings of these studies, when considered alongside the more well-rounded research discussed above (Down, 1983; Cherney and London, 2006) clearly show that children, of both the human and primate variety, demonstrate a marked preference for gender typical over gender atypical toys, therefore providing a valid and important insight into childrens toy preference and the difference between the preferen ces of girls and boys. 2.2: Childrens Reasoning Regarding Toy Preference and Suitability Through previous research, several key factors have emerged that influence a childs reasoning about whom toys are suitable for. Several studies have found that childrens reasoning about who else would enjoy playing with a particular toy is often egocentric. It has been found that when a child likes a particular toy they often reason that other children of their own gender would also like the toy and conversely children of the opposite gender would not like it (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney, Harper and Winter, 2006). These studies show that young children often used egocentric reasoning when thinking about what other children would like, they conclude that what they enjoy others of their own sex would also enjoy and those of the opposite sex would not. However, Martin, Eisenbud and Rose (1995) established that when toys are labelled as being for a certain gender, it is highly influential on childrens reasoning about who would enjoy that toy. They presented children with attractive, but unfamiliar toys and asked them to rate the toys appeal to themselves and other children, the results were concurrent with the previous research of Carter and Levy (1988), the childrens reasoning was egocentric; they concluded that what they liked other children of their gender would like. However, when they presented the children with another set of toys, applying gender labelling to them, they uncovered a very different reaction. The children used the gender labels to reason about their own and others preference for that toy, even with a very attractive toy, if it was labelled for the opposite gender the children were less favourable towards that toy and reasoned that other children of their own gender wouldnt like it either. Therefore, this researc h clearly demonstrates the power of gender labels to influence childrens reasoning and preferences when choosing what toys they themselves would enjoy as well as when considering what other children would enjoy. Another common influence on childrens gender-based reasoning uncovered by recent research conducted by Cherney and Dempsey (2010) is gender association; children would habitually reason that a toy was most suitable for a particular gender based on the gender of the toy itself. An example of this was when a swimming pool, a toy deemed to be gender neutral, was classified as being a girls toy because it featured Dora the Explorer whom is herself a girl. Furthermore, this research has also identified toy colour as being another factor which influences childrens reasoning and toy preferences. Using gender ambiguous and neutral toys, this research aimed to establish how young children classify toys with less notable gender typical features, finding that colour was commonly cited as a reason for the classification of toys by gender (Cherney and Dempsey, 2010). This finding could be due to the increasing trend seen in recent years for toy manufacturers to commonly market the same toy, which is often a gender neutral toy such as a camera, in gender typical colours. With the pink option being marketed at girls and the blue version marketed at boys. The studies outlined above demonstrate that childrens reasoning about toy preferences and suitability is influenced by a number of factors and is often egocentric. However the common thread running throughout all these studies is that outside influences, such a gender labels and colour greatly influences the toys children like. The personal, egocentric reasoning employed by children in the absence of outside influences, coupled with the change in childrens reasoning that comes with outside influences clearly shows that children are highly aware of societal and cultural norms and it would appear that, on the whole, children tend to conform to these gender norms when it comes to the toys they considered to be most appealing. 2.3: Parental Perceptions of Gendered Toys and Their Suitability During the late 1970s an observational study was conducted, which investigated how parents praise and punish childrens behaviour, it was found that the types of behaviours parents praise or punish differ for boys and girls. The study discovered that boys were punished when they played with gender atypical toys and praised when they played with gender typical toys, it also found that girls were punished for rough and tumble play (Fagot, 1978). Therefore, it would seem from this research that parents have clear views on what toys and play styles are suitable for either sex and that they actively discourage their children from engaging in play or using toys traditionally stereotyped as belonging to the opposite sex. This finding was supported by later research, investigating parental participation in childrens play (Roopnarine, 1986), which discovered parents most often participated when their children were playing with toys traditionally considered appropriate for their gender. Therefo re, these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents, either directly through punishment or indirectly through their lack of participation, encourage their children to prefer gender typical toys and reject gender atypical ones. However, more recently a study conducted by Wood et al (2002) investigating parental views of gender stereotyped toys found that traditional gender categorisation of toys did not reflect the parents views on toy suitability. This study found that many toys traditionally considered to be either male or female, were categorised as being gender neutral by the parents. The physical features of the toys used in this study were controlled to limit factors, such as colour, from influencing gender categorisation. Therefore, the parents must have made their decision based on something outside of the physical features of the toys; the researchers believed this could be due to a shift in recent times of the typical gender role stereotypes (Wood et al, 2002). Nevertheless, this study discovered that parents believed gendered toys to be most desirable to the gender the toy is traditionally assigned to. This research also observed parents and children at play to ascertain which toys were utilised most often by each gender. While observing boys and parents typically masculine toys were played with the most, a finding consistent with previous studies however, when observing girls and parents there was more flexibility, playing with feminine and neutral toys equally which deviates from previous studies. Therefore the shift in how parents categorised toys uncovered by this research did not reflect in their real life play situations with their children (Wood et al, 2002). The findings of these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents have differing views on what toys and activities are suitable for children based on their gender, and that they reinforce these views through their behaviour when interacting with their child. However, more recent findings (Wood et al, 2002) suggest that parents view of traditionally gender stereotyped toys is evolving and that modern parents are reinterpreting the traditional roles of gendered toys. Nevertheless, despite this shift in how parents are categorising childrens toys, Wood et al (2002) still found that parents believed stereotypically gendered toys to be most desirable to the gender typically associated to them, showing that there is still a gender division in children toys. 2.4: Parental Influence on Childrens Toy Choices and Reasoning It has been argued by Mischel (1966) that children learn gendered behaviours prior to realising that they belong to a particular gender, this occurs through a process of modelling and reinforcement by adults. Furthermore, as previously discussed the praise and punishment delivered by parents differs depending on the sex of the child, with girls and boys both being praised for gender typical behaviour and punished for gender atypical behaviour (Fagot, 1978). These two pieces of literature suggest that children learn gender labelling and gendered behaviours through the social interactions they experience in their early lives. This standpoint on childrens acquisition of gender labels and gendered behaviour is called social learning theory and opposes the cognitive-developmental theory of children acquisition of gendered behaviours as proposed by Kohlberg (1966). The cognitive-developmental theory argues that children develop an awareness of their own gender before developing an understa nding of the typical behaviour associated with each gender (Kohlberg, 1966). Through the lens of the social learning theorist gendered behaviours are viewed as being a precursor of the gender development process, whereas cognitive-developmental theorists sees gender development as being a causal factor in children acquiring gendered behaviours (Weinraub et al, 1984). Therefore from a social learning perspective parents, as young childrens primary socialiser, have a massive potential to influence the existence of gender behaviour in their child and therefore may influence the types of toys children choose to play with. Research conducted investigating young childrens gender identity, toy choices and family characteristics has found that parents do hold an influence over their childs toy choice (Weinraub et al, 1984). However, this influence was not universal for mothers and fathers. The study found that in the case of mothers it is their occupation, not their sex-typed personality traits, which affect childrens development of gender labelling and therefore their toy choices. On the other hand, the study found that in the case of fathers, sex-typed personality traits strongly influenced the development of gender labels in children, and their toy preferences, especially in the case of boys (Weinraub et al, 1984). However, another study conducted shortly after found that contrary to previous research suggesting fathers as being the primary force supporting the development of children learning gender labels, that mothers and fathers were equally involved (Roopnarine, 1986). The results of these studies (Weinraub et al, 1984; Roopnarine, 1986) demonstrate that parents, especially fathers of boys, can influence the gender labels that children develop, and in turn the choices children make about toys and support the hypothesis proposed by social-learning theorists. Chapter Three: Methodology 3.1: Research Methods The overarching research design of this research was that of the case study. This design was chosen as it enables real life participants to be examined in a real life situation, allowing for an in-depth insight into the phenomenon being investigated (Cohen et al, 2011). The phenomenon this research project examined was gendered toys; it investigated how children and their parents perceive and reason about such toys and aimed to establish whether there is a link between the perceptions of parents and the preferences of children. A further benefit of the case study approach is that it allows findings to be presented in a clear and concise manner, enabling the reader to have a clearer understanding of the ideas being presented (Cohen et al, 2011). Case studies have been defined as being the study of a single instance within a bounded system, for example a school, class, community (Adelman et al, 1980; Creswell, 1994 cited in Cohen et al, 2011). However, it has been put forward that such a tight definition is not an appropriate definition of the case study approach. Yin (2009) argues that the line between the phenomenon being investigated and the context where it is being investigating is not clear-cut; therefore it is important contextualise case studies by employing strategies such as rich descriptions and details. Nevertheless, this case study did investigate a phenomenon within a bounded system, focusing on families from within a community whose children all attend the same school. The case study approach was chosen for this research as the approach is particularly useful in establishing cause and effect, and the aim of this research was to establish if parental perceptions influence children choices. In addition, case stud ies allow the effects of a phenomenon to be observed within a real life perspective, allowing for a better understanding of how the context of a situation influences both cause and effect (Cohen et al, 2011). Case studies are excellent for providing both the researcher and the reader with an in-depth and rich understanding of the phenomenon being investigated. Nevertheless, as a case study is usually focused upon a fairly narrow line of inquiry, focused on a specific phenomenon or a single setting, it does have its limitations. A major, often cited limitation is the lack of generality; finding and conclusion drawn by a case study cannot be applied to a wider context than that within which it was conducted (Robert-Holmes, 2011). It is therefore of upmost importance that researchers conducting case studies do not attempt to make claims applying the knowledge obtained through a case study universally. This research employed three data collection methods within its case study research design, these were, questionnaires, documentary research and an interview. Three methods of data collection were employed in order to provide the study with triangulation. Triangulation is the process of employing two or more methods of data collection when researching an aspect of human behaviour, allowing the researcher to obtain a more comprehensive picture of the behaviour they are investigating (Cohen et al, 2011; Robert-Holmes, 2011). Triangulation is important as it provides the research with validity, which in turn makes the conclusions drawn by research more believable to the reader (Mukherji Albon, 2009). An overview of these methods and their benefits and limitations, will follow. Questionnaires can be a useful tool for gathering data for research as they quickly collect large quantities of data, and due to the standardised nature of the questionnaire the data collected is easily comparable (Willan, 2010; Robert-Holmes, 2011). However, it must be noted that questionnaire data lacks the depth and breadth of interview data, which offers a more in-depth insight of peoples thoughts, beliefs and attitudes (Robert-Holmes, 2011). Whilst questionnaires can be very useful, being easy to distribute and a comparatively cheap and quick method of collecting large quantities of data, they can prove problematic as getting responses back can often be challenging (Willan, 2010; Robert-Holmes, 2011). Furthermore, the formulation of a questionnaire can be difficult to get right requiring careful consideration; it is especially easy for questionnaires to lack clarity, be ambiguous and to be leading to its participants (Willan, 2010). Therefore, special consideration needs to be t aken to ensure the questions are formulated in a way to ensure the necessary data is collected, whilst making sure that the questionnaire itself is not overly long or complicated. An overly long or complex questionnaire can put off potential participants, which in turn may result in a low response rate which then effects the breadth of the data collected (Oppenheim, 1992; Foody, 1993). For this reason, the questions for this projects questionnaire were designed to be clear and concise furthermore, unnecessary questions were omitted from the questionnaire in an attempt to maximise participation. Documentary research can provide an insight into human social activity, briefly speaking a document can be describes as being a record of an event or a process, which is produced by an individual or group (Cohen et al, 2011). Documentary research can help researchers understand current practices; however through analysing historical documentation researchers can use this method to investigate how historical perceptions have influenced current thinking (Willan, 2010; Cohen et al, 2011). Documentary evidence can come in many different formats and is not merely the analysis of written documents, such as policy documents and letters; documentary evidence can be obtained from various multimedia sources such as radio, films and emails (Willan, 2010; Cohen et al, 2011). The documents analysed by this research were collages of favourite toys produced autonomously by the child participants; it was used to provide a current picture of the childrens toy preferences obtained with minimal adult i nfluence. However, documents do not provide information automatically, they require careful analysis and interpretation to reveal the information contained within them. Therefore, the worth of data obtained through documentary analysis is highly variable, depending on how able the person analysing it is to fully understanding its meaning (Cohen et al, 2011). The final method of data collection employed by this study was the semi-structured interview, employing the use of an interview guide which, while listing areas to be discussed was not a fixed, premeditated interview schedule as would be used in a structured interview (Robert-Holmes, 2011). The semi-structured technique was selected over the structured technique as it provides a good degree exploration whilst minimising the potential to wander from the intended area of discussion (Willan, 2010; Robert-Holmes, 2011). Semi-structured interviews centre firmly on the participant and their beliefs and opinions, rather than the researcher, which is the case in a structured interview; there is far more scope for the participant to influence the course the interview takes. When conducting a semi-structured interview the researcher acts as a facilitator encouraging the participants to vocalise their opinions about the matter being discussed (Robert-Holmes, 2011). The interviews for this study were conducted as a group in the childrens school environment, additionally the researcher was known to these children from their role as a volunteer in the class. These measures were taken to ensure that the children felt as comfortable as possible, as feeling intimidated or uncomfortable by the situation could potentially affect the success of the interview (Robert-Holmes, 2011). Furthermore, it was felt that building a good rapport with the children, through volunteering in their classroom before commencing the data collection was imperative. This was because children are generally not used to unfamiliar adults asking them about their thoughts, feelings or experiences, therefore good researcher-child relationships are fundamental for successfully interviewing children (Folque, 2010). 3.2: Ethical Considerations Before data collection commenced a letter explaining the aims and data collection methods of this research was presented to both the school and the parents of the children participating in the research. This was to ensure that all parties involved were aware of how and why the research was being conducted; a Criminal Records Bureau enhanced disclosure certificate was also shown to the school and made available for the parents to view to demonstrate that the research was being conducted by a suitable adult. Through giving participants transparent information on the aims and data collection methods of the research allowed the adult participants to give their informed consent to participate on the research. Parents were asked for their permission for the children to participate, additionally the children were briefed on their part in the research and it was made clear to all parties that their participation was in no way compulsory and that they were free to withdraw at any point. Copies of the letters sent to the school and parents, along with the ethical approval form for this research can be found in the appendices (See Appendix 2 and 3). Chapter Four: Results 4.1 Analysing Childrens Toy Collages Introduction In order to collect information about the toy preferences of the children participating the document analysis method of data collection was used, the documentary evidenced analysed was collages created by the children of their favourite toys. Full details of this method can be found in the methodology chapter of this research project (See 3.1). Aims The aim of using document analysis was to ascertain the childrens toy preferences in a naturalistic and unbiased way. It allowed the children to complete a collage of their favourite toys autonomously, with minimal outside influences. This information was required to determine to what extent, if at all, children prefer gender stereotypical toys. Procedures In total 31 families of Year 2 children at a West Midlands primary school were contacted with details the research and asked if they would be interested in participating. In total 10 families expressed an interest in taking part, giving a response rate of 32.2 %, 4 families were then selected to participate. The families selected were of white British background and from intact family units. These families were chosen because of the commonality of their backgrounds, in order to minimise variables due to ethnicity, culture and family dynamics. The sample group consisted of four children; 2 boys and 2 girls aged between 6 and 7years old. The children were provided with a toy catalogue, featuring a wide range of different types of toys. The children were also provided with a choice of coloured paper, scissors and glue. Adults were on hand to assist the children with cutting out and sticking if this was needed. The activity was child led but supervised by adults, this was to minimise adult influence on the childrens choices whilst ensuring the activity was safe. The activity was conducted in the childrens school environment, to ensure the children felt comfortable in order to minimise any negative effect on either the participants or the data collected (see 3.1). The children were told that they could browse through the catalogue, cut out the toys which they favoured and use them to make their collage. The children were also informed that if they could not find a toy they l

Wicked White World :: essays research papers

â€Å"Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral will be banished; persons attempting to find a plot in it will be shot - By Order of the Author,† (Twain 1) reads the â€Å"Notice† before The Adventures of Huckleberry Finn, by Mark Twain. Twain claims that he wrote the entire novel purely as an adventure story, and had no intention of creating a deeper statement about the human condition. On the contrary, Twain creates an insight into humanity that the reader hardly expects from the author’s impractical notice. He does this by using the two main characters in the novel, Huck Finn, an uneducated boy running away from civilization and Jim, the runaway slave. As these two misfits float down the Mississippi River on a raft, Twain uses the character of Jim and his interactions with others to defy the white perception of the Negro and to ultimately demonstrate his place in American society. Twain does th is by showing how Jim does not form to the mold of the stereotypical slave, has real emotions just like anyone else and is an example of the Negro’s social standing at that time. In the beginning of The Adventures of Huckleberry Finn, Twain introduces Jim by describing the stereotypical Negro. Jim represents the ignorance and superstitions that most white believed to be the slaves persona. As seen through the eyes of Tom Sawyer and Huck Finn, Jim personifies the stereotypical characteristics of the carefree and often ridiculous Negro. This is demonstrated when the reader first meets Jim, as Tom and Huck attempt to sneak out of the house. Jim, hears the boys moving and decides to wait until he hears it again but promptly falls asleep. Tom moves Jim’s hat by hanging it on a tree limb. â€Å"Afterward Jim said the witches bewitched him and put him in a trance, and rode him all over the state, and then set him under the trees again, and hung his hat on a limb to show who done it,† (Twain 6). This ignorant and illogical explanation illustrates the stereotypical white opinion of Negroes in America. Later in the novel, Huck goes to Jim for help in conj uring the future. The reader sees the ridiculous side of the typical Slave classification. Jim’s prized possession is a hairball that was taken from the stomach of an ox. â€Å"He said there was a spirit inside of it, and it knowed

National Debt :: Economy Economics Argumentative Papers

National Debt The national debt is an issue of great concern to the economy. Each year, the debt amounts to a higher percentage of GDP. As we have studied, the debt weighs down the economy, and the interest payments are consuming an ever larger share of the national budget. Something must be done to avert this crisis from coming to a head. We need to begin today, by making spending cuts ACROSS THE BOARD. These cuts must be enacted sensitively, however, in order to keep the economy stable as we move toward a balanced budget. The need for spending cuts across the board cannot be understated. For just one example of how imbalanced our policies are, notice how 63% of all entitlements go to retirees. 93% of these are NON-MEANS-TESTED. Federal spending on the 65 and over age group is 11 times greater than on the 18 and under age group.^1 We must pay off the debt, but the current Republican plan should be votoed. First of all, it leaves welfare for the well-to-do, Social Security, and defense off the table. In fact, the current plan calls for a $34,000,000,000 increase in defense spending.^2 (Doesn't the military have the discipline to learn to be more cost-effective?) At the same time, the Republicans are calling for a $245,000,000,000 tax cut. Their plan is supposed to restrict the growth of Medicare. This is a good start, but they have no definite plans on how to restrict it. Basically, the Republican plan aims to balance the budget entirely at the expense of the young (for whom we are trying to balance the budget), the environment that they will inherit, the poor, and the weak, while sparing the rich, thealready-by-far most powerful military in the world, the elderly (the ones who accrued most of this debt for us),

The Genre Cycle Essays -- Film, Movies

Film scholars around the world agree that all genres of film are part of the â€Å"genre cycle†. This cycle contains four different stages that a specific genre goes through. These stages are: primitive, classic, revisionist, and parody. Each stage that the genre goes through brings something different to that genre’s meaning and what the audience expects. I believe that looking at the horror genre will be the most beneficial since it has clearly gone through each stage. The first stage of the genre cycle is called the primitive stage. During this stage of the cycle, the genre of horror is very new. Filmmakers are trying to decide what makes a horror film a horror film, while audience are figuring out what they should expect every time they see this kind of film. For example, Todd Browning’s Dracula is the basic, stripped down blueprint for many monster-horror films today. It features the â€Å"bad guy† accompanied by the â€Å"good guy†. After several horrifying events, Van Helsing kills the vampire, Dracula, and good prevails, again. Thus, establishing that in horror films no matter how grue...

Importance Of Teacher Motivation Education Essay

A survey of instructors ‘ motive consists of two chief subjects. The first one identifies the different factors impacting instructors ‘ motive, while the 2nd facet analyses how the school caputs can impact on instructors ‘ motive through their leading. This chapter explains the importance of instructor motive. The motivational factors for instructors, using literature findings are reviewed.2.2: Importance of instructor motiveSchools exist, chiefly to educate kids. It is for this intent that instructors are employed in schools ( Fiddler & A ; Atton, 1997 ) . Teachers are, therefore, the most of import professionals for any state ‘s hereafter. However, without equal support and resources, instructors will non be motivated although they may be extremely qualified. It is sad to observe that instructors, the most valuable human resource, are frequently neglected ( Abdo, 2001 ) . One should bear in head that a state ‘s strength depends on the high quality of i ts instruction system and the strength of such a system, in bend, relies on qualified and motivated instructors. Inspired and motivated are indispensable in supplying quality instruction. Schools would decidedly non last without motivated and dedicated instructors.2.3: Factors impacting instructors ‘ motiveResearch ( Eimers, 1997 ) has shown that instructors are influenced by both intrinsic and extrinsic factors. Further surveies on motive for learning distinguished between intrinsic, extrinsic and selfless grounds for taking the profession ( Kyriacou & A ; Coulthard, 2000 ; Moran, Kilpatrick, Abbott, Dallat, & A ; McClune, 2001 ) . Intrinsically motivated instructors are focused on instruction and the activity related to the occupation itself. The built-in satisfaction or the joy of instruction is viewed as the drive force. The extrinsically motivated instructors focus on the benefits of learning, such as salary, holidaies or other external wagess connected to the occupation. Finally, the selflessly motivated teacher positions learning as a socially worthwhile and of import occupation, and has a desire to be portion of immature peoples ‘ growing and devel opment. Barmby ( 2006, p. 253 ) extrapolated these findings and points out that instructors ‘ motive is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. Harmonizing to Hallinger and Heck ( 1998 ) , school leaders can play a critical function in the success of educational establishments. To the extent that school leaders can command the results of instructors ‘ attempts, they can act upon the degrees of motive instructors experience ( Silver, 1982 ) . This can be through their influence on instructors ‘ morale and motive. Surveies have lent cogent evidence ( Hallinger and Heck, 1998 ; Leithwood and Jantzi, 2005 ; Leithwood and Mascall, 2008 ) that School leading affects the manner instructors teach, and therefore, impact straight on pupil public presentation. Since school leaders can, in one manner or the other, impact the intrinsic factors listed, they, therefore, play an highly function in actuating instructors. Indeed, in an effort to analyze instructors ‘ motive, Pitre ( 2003 ) found important relationship between school leading and teacher motive. A school caput should non merely be an effectual leader, director and counsellor, but besides an effectual incentive. Motivated instructors are productive instructors ( Osterloh, Bruno and Frost, 2001 ) as they have occupation satisfaction. School leaders should bear in head that without these, educational programmes may be profoundly weakened ( Snowden and Gorton, 2002 ) . This is supported by Brown ‘s survey ( 2005 ) , which found important nexus between political, local and organizational factors and the usage of inducements to actuate instructors in charter schools. Motivation was higher where more external inducements were provided. In fact, School leading and Teacher Motivation are two things that are inextricably linked.2.4 Importance of leading in schoolsFor much of the 20th century, the function of the school caput was that of director, where he/she was expected to pull off forces and budget, while managing other operational issues ( Usdan, McCloud, & A ; Podmostko, 2000 ) . Studies on the subject suggest that in the yesteryear, principals were able to win, at least partly, by merely transporting out the directives of cardinal decision makers ( Perez et al. 1999 ) . Today, in a quickly altering epoch of standards-based reform, as instruction moved into a new epoch of answerability, a different construct has emerged. Harmonizing to Dussault and Barnett ( 1996 ) , educational administrations are confronting many challenges and this displacement brings with it dramatic alterations in what public instruction demands from principals. School principals must, hence, heighten the quality of their services ; they can no longer map merely as edifice directors, tasked with adhering to territory regulations, transporting out ordinances and avoiding errors. â€Å" Management † by principals is no longer plen ty to run into today ‘s educational challenges ( Mulford, 2003 ) . Researchers ( Dussault and Barnett, 1996 ) claim that the existent state of affairss in schools call for betterment and educational leading. As Cawelti ( 1984, p.3 ) stated: â€Å" Continuing research on effectual schools has verified the common sense observation that schools are seldom effectual, in any sense of the word, unless the principal is a â€Å" good † leader † .2.4.1 School leading and effectual schoolsSchool leading ( Huber, 2004 ) , so, has a polar function in lending to effectual schools. Gurr, Drysdale, and Mulford ( 2005 ) found in their instance survey research on Australian principals that â€Å" the principal remains an of import and important figure in finding the success of a school † ( p. 548 ) . Extensive empirical attempts have shown that leading is a cardinal factor for the quality and effectivity of a school ( Reynolds, 1976 ; Harris, 2005 ) . The research conseque nces show that each and every successful school possesses a competent and sound school leading. Research ( Barber, 1995 ; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988 ; Stoll and Fink, 1996 ) has shown that leading, in fact, defines the success of a school. Harmonizing to Leithwood, Day, Sammons, Hopkins and Harris ( 2006, p. 14-15 ) , â€Å" there is non a individual documented instance of a school successfully turning around its pupil achievement flight in the absence of gifted leading. † In this line of idea, Leithwood, Louis, Anderson & A ; Wahlstrom ( 2004 ) claimed that while schoolroom direction has the greatest impact on pupil accomplishment, leading has the 2nd greatest consequence. The function of the school leader has to be seen in relationship to the context in which the school is runing. Schools are embedded in the instruction system and their local communities ; leaders, hence, have to respond to, get by with and back up the development of the community served by their several schools. Huber ( 1997 ) firmly believes that â€Å" school leaders matter, they are educationally-significant, school leaders do do a difference. † Given the manifold undertakings and duties of school leading, every bit good as the competences required, school leaders may be regarded as â€Å" superheroes † . Their complex function can barely be filled with traditional leading constructs ( Huber, 2004 ) . Educational leaders are now confronted with an wholly new scope of demands and challenges. They should bear in head that their administrations have been set up to carry through a specific societal purpose, determining the society. The quality of instruction provided at school, hence, determines the future society. Furthermore, school leading proved to be of import for the acquisition environment for instructors in schools ( James & A ; McCormick, 2009 ; Louis, Dretzke, & A ; Wahlstrom, 2010 ) .2.4.2 Successful and effectual School leading2.4.2.1 Firm and purposeful leading It has been proven that all facets of the school rely on a proper School Leader ( Stoll and Fink, 1996 ; Huber, 2004 ; Mortimore et al. , 1988 ) . However, both the School Leader and single instructors are of extreme importance. Leithwood, in concert with others ( Leithwood et al. , 2004 ; Leithwood and Riehl, 2003 ; Leithwood et al. , 2006 ) , identified four wide classs of educational leading, or â€Å" nucleus patterns: † puting waies ; developing people ; redesigning the organisation ; and pull offing the instructional plan. At the same clip, effectual leaders know that the ability to take and pull off organizational alteration is critical for endurance since the school environment is a dynamic 1. School Leaderships should integrate the ability to cover with alterations happening in school system construction, particularly when more duties are being thrusted upon the shoulders of the School Leader by the educational system. Harmonizing to Calabrese ( 2002 ) the prototype school leader in the twenty-first century is a alteration agent. They have a duty to take alteration that consequences in more effectual and efficient educational patterns, in an environment that is progressively political. Therefore, outstanding school caputs should be proactive. They must do the alteration go on without estranging the instruction staffs. They should move as go-betweens between those defying alterations ( Levine and Lezotte, 1990 ) and the alteration agents. Leaderships, therefore, got a cardinal function in bring oning others to follow alteration in order to better the organizational effectivity. Hence, school leaders, are cardinal to originate and keeping the school betterment procedure ( Sammons et al. , 1994c ) . Schools, expected to carry through multi-dimensional maps, are affected by both internal and external environmental factors ( Eres, 2011 ) . School leaders can extinguish the negative effects of such factors. Therefore, they need to be proactive, expecting jobs and should be prepared to antagonize these expeditiously and efficaciously. The function of the School Leader is non ever clearly defined since taking and pull offing are two blending duties.2.4.3 School leading and instructors ‘ motiveLeadership can be defined as the ability to enlist, mobilise and actuate others to use their abilities and resources to a given cause ( Eyal and Roth, 2010 ) . This capacity is cardinal in the educational domain. Very frequently, pedagogues think in footings of actuating pupils to larn. Equally of import, though, with regard to educational leading is the motive of instructors ( Silver, 1982 ) . Harmonizing to Kocabas and Karakose ( 2002 ) , instructors are responsible to their schools and the principals are in bend responsible for the proper disposal of the school. Therefore, the chief duty for actuating instructors falls to the school caput. Along this line, Barker ( 2001 ) studied hapless performing artists and effectual principals and suggested that effectual leaders so motivate the staff. He claimed that the latter should be at that place to enthuse and inspire instructors instead than to ‘shape ‘ them. Good leading improves both teacher motive and work scenes. Further research by Kiziltepe ( 2006 ) found that the primary beginning of instructors ‘ de-motivation was the disposal Though, the relationship between School leading and Teacher Motivation have non straight been capable to much research, Brown and Hughes ( 2008 ) highlight the importance of researching the different factors that motivate instructors, as society progressively holds them accountable for pupil accomplishment. The relationship between school leading and instructor motive is related in the research literature to the effort to better understand principals ‘ impact on school public presentation ( Leithwood and Jantzi, 2005 ; Leithwood and Mascall, 2008 ; Supovitz, Sirinides and May, 2010 ) . Thus instructors ‘ battle and their motive have been studied largely as a interceding factor between school leading and pupils ‘ acquisition ( Hallinger and Heck, 1998 ) . Harmonizing to Sharpe, Klockow & A ; Martin ( 2002 ) , the factors actuating instructors can change from schoolroom to schoolroom, school to school, or territory to territory. If instructors are non motivated to lea rn, so the hunt for educational excellence will be avail ( Richardson, Short & A ; Prickett, 2003 ) .2.4.3.1: How can School leaders affect instructors ‘ motiveSeveral surveies suggest that school leading is 2nd merely to classroom instruction as an influence on pupil acquisition ( Leithwood, Harris, & A ; Hopkins, 2008 ; Leithwood & A ; Jantzi, 2008 ) and that cardinal to optimising pupil acquisition is the influence exerted by school leaders on teacher motive and committedness ( Day, Stobart, Sammons, Kington, & A ; Gu, 2006 ; Leithwood & A ; Mascall, 2008 ) . Harmonizing to surveies ( Hallinger and Heck, 1996 ) , school leading affects pupils ‘ results indirectly, by making the conditions that support instructors ‘ ability to learn and pupils ‘ acquisition. Teachers ‘ motive includes the outgo of attempt to accomplish a end ( Martin, 2000 ) . It is besides about making forces that power and drive their several behaviors ( Bursalioglu, 2002 ) . Dull ( 1981 ) believes that school leaders could actuate instructors by bettering a state of affairs perceived to be hard by an person, thereby run intoing demands. In add-on, the school leader can besides actuate instructors by supplying equal drive forces to press one into action ( Genc, 1987 ) . The human factor should non be ignored, the educational leader should endeavor in developing a physiological and psychological procedure which takes into history single desires, ends, inclinations, behavior, self-interest, penchant, will-power and thrust. He/she should be considerate, that is, see both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviors ( Gursel, 1997 ) . Motivating instructors besides implies increasing the latter ‘s willingness to work and doing them believe that they will fulfill their personal demands if they work expeditiously in the school ( Yuksel, 1998 ) , by supplying the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May ( 2010 ) claims that these conditions include high criterions for pupil acquisition, strict course of study, quality direction, a civilization of acquisition and above all- professional behavior. Indeed, scholarly Hagiographas have linked the above mentioned conditions with increased instructor motive to exercise excess attempt in learning ( Geisel, Sleegers, Leithwood and Jantzi, 2003 ) . They added that school leading has a cardinal function in guaranting these conditions at school. Geisel et Al. ( 2003 ) besides mentioned that schools are effectual merely when the whole school community work as a whole and non as fragmented units. Therefore, the school leaders should non merely occupy the authorization place but should besides be seeable ( Dinham, Cariney, Craigie and Wilson, 1995 ) in the establishment, so as to be able to actuate their staffs. 2.4.3.1.1: Visible leading Indeed, Dinham et Al. ( 1995 ) found that secondary school principals ‘ duties include being seeable, keeping contact with pupil groups, maintaining unfastened lines of communicating with stakeholders, advancing a positive school clime, being cognizant and in control of all school issues, act uponing the school tone, and furthering school pride. Harmonizing to farther surveies ( Huber, 1997 ) , instructors recognize it is extremely actuating when their school caput is involved in the day-to-day modus operandi. The school leader, demoing dedicated involvement in what happens in the category itself, is much appreciated. Teachers have a high regard for leaders cognizing about the course of study and who are actively involved in supervising pupils ‘ advancement. Robinson ( 2006 ) points out that school leaders who have capable specific cognition will be more confident and successful in back uping betterment in instructors ‘ pattern. No uncertainty, instructors find it e xtremely actuating when the principal provides a assortment of support, including practical aid and encouragement ( Murphy, 1989 ) . This involves frequent motion through the school, category visits every bit good as some informal exchange with the learning staff ( Teddlie et al. , 1989 ) . Harmonizing to Scheerens ( 1992 ) , this â€Å" is one of the pillars of school leading † and such regular interactions could besides assist in measuring the ways instructors work.2.4.1 Relationship between school leader and instructorsDavis et Al. ( 2002 ) argue that the relationship between school leaders and instructors is really of import: the school leader ‘s respect for others is, cardinal, to actuating instructors. Bing in charge of the school disposal, school leaders have the greatest portion in actuating instructors. Harmonizing to Griffin ( 2010 ) , relationships with decision makers were rated as a extremely motivative factor. This is supported by Asbill and Gonzalez ( 200 0 ) who found a relationship between positive principal-teacher interactions and teacher occupation satisfaction. Egley ( 2003 ) found similar consequences and emphasized the importance of a supportive principal-teacher relationship. School leaders ( Barnett and McCormick, 2003 ) must be able to make an environment conducive to the edifice of positiveness, supplying the platform for the staff to keep good dealingss, so as to make a healthy environment, where all can turn adequately. Wallace ( 2010 ) further claimed that school leading should besides include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will supply a more hearty and effectual work context for instructors. They highlighted that working in a schoolroom environment where there is administrative support enhances the component of regard. Indeed, interviews by Sederberg and Clark ( 1990 ) showed that instructors perceive regard as the most of import inducement, followed by trust, optimism and intentionality. Further research ( Geisel et al. , 2003 ) has shown that certain methods adopted by the School leading so impact on the degree of instructor motive, for case, specifying a clear vision and aims.Shared vision and endsScholars ( Eyal and Roth, 2010 ; Barnett and McCormick, 2002 ) posited that vision potentially offers the greatest capacity to act upon instructors ‘ motive. Lashway ( 2000 ) added that school principals should guarantee that this vision is relevant to the school context. The leader ‘s vision must besides be related to the bing demands and civilization of the school ( Keedy, 1991 ) . In add-on, it must be focused, consistent, at the same clip, including short term every bit good as long term aims ( Geisel et al. , 2003 ) . These aid define and advance high outlooks ; and they connect straight with instructors and the schoolroom. Barnett and McCormick ‘s ( 2003 ) findings echoed the above research workers ‘ thoughts and even extrapolated those- they concluded that instructors should, at all cost, portion the school ‘s vision. This is because vision provides personal ends for the instructor, a desire to see a alteration in the hereafter. The staff should be able to link to the vision when it is clearly defined, so that, their ain personal aims may shoot out from it. Their surveies have shown that instructors are extremely motivated when they build consensus on the purposes and values of the school. In such instances, instructors can set these into pattern through collaborative and consistent of working. Empirical grounds ( Leithwood and Riehl, 2003 ; Ylimaki, 2006 ) proved that vision creates a sense of intent that binds instructors together and impel them to carry through their deepest aspirations and to make ambitious ends. Indeed, Brewer ‘s research ( 1993 ) showed that pupil accomplishment degrees were higher in schools where the principal had hired like-minded instructors who shared the principal ‘s ends and who were able to implement efficaciously the principal ‘s vision. Other research workers ( Lee and Smith, 1994 ) analyzed public presentation from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best results for pupils. Therefore, effectual professional principals ( Huber, 1997, 2004 ) should unrelentingly work to better accomplishment by concentrating on specifying SMART ends. However, bookmans ( Gagne and Deci, 2005 ; Sheldon, Turban, Brown, Barrick and Judge, 2003 ) claimed that showing followings with a value-laden vision is non plenty. Leading professional No uncertainty, implementing a vision is non instantaneous ; it requires perennial rhythms of contemplation, rating, and response, and merely the principal can prolong it ( Lashway, 1997 ) . Sheldon et Al. ( 2003 ) posited that the leading function played by the school principal is critical in guaranting the vision and mission is attained. Therefore, principals need to have on many different chapeaus during the school twenty-four hours. But, the most effectual school principals are non merely directors and martinets but besides instructional leaders for the school ( Leithwood and Mascall, 2008 ) . Their surveies showed that an effectual school leader is non simply a good decision maker or director, but besides a taking professional- a transformational leader. Harmonizing to Burns ( 1978 ) transformational leading is the procedure in which leaders and their followings bring each other to a higher degree of ethic and motive. Today ‘s schools, hence, want non merely airy and professional leaders ( Lashway, 2000 ) , but transformational 1s.Transformational Leadership and motiveLeithwood ( 1992 ) claimed that transformational leading is, really, the restructuring of the system in order for the mission and vision of people to be redefined. It besides ensures that the staff identifies themselves with the ends of the administration, together with enlisting the engagement of the staffs by taking into consideration their sentiment greatly provide the range for motive. Bass ( 1990 ) suggested that motive is, in fact, a sub-dimension of transformational leading. Other bookmans ( Simola, Barling and Turner, 2010 ; Park and Rainey, 2008 ) besides concluded that motive has been shown to be an inspiring constituent of such sort of leading and these have shown a positive relationship between transformational leading and motive. Indeed, Bass and Avolio ( 1997 ) have argued that transformational leading can bring forth extraordinary results in footings of increased committedness to accomplishing group or organizational ends. Coupled with the above, Shamir, House and Arthur ( 1993 ) , maintained that transformational leaders besides foster intrinsic motives related to self construct. Their theory of leading asserted that magnetic leaders promote followings ‘ intrinsic motive to move beyond their self-esteem, self value and societal designation. Research has shown a positive relationship between transformational leading and motive. It has been proved that in an administration with transformational leaders, there is higher productiveness and that the employees are happier and there are fewer negative incidents ( Robbins, 1996 ) . Indeed, transformational Leadership plays an of import function in developing self-motivation. Leaderships increase their workers ‘ motive through their behavior ( Bass, 1990, Greenberg and Baron, 2000 ) . As the human dealingss and communicative accomplishments of a transformational leader are developed, they are effectual in carrying and directing their followings ( G lad and Blanton, 1997 ) . They besides motivate followings to exceed their ain immediate opportunism for the interest of the mission and vision of the administration. The leader motivates followings to â€Å" work for nonnatural ends alternatively of immediate opportunism, for accomplishment and self-actualisation instead than safety and security † ( Murray & A ; Feitler, 1989, p. 3 ) , and creates within followings a capacity to develop higher degrees of committedness to organizational ends ( Leithwood & A ; Jantzi, 2000 ) . Followings ‘ assurance degrees are raised and their demands broadened by the leader to back up development to higher possible. Such entire battle ( emotional, rational and moral ) encourages followings to develop and execute beyond outlooks ( Bass, 1985 ; Burns, 1978 ) .2.3.5.1 Transformational and Transactional School leadingBass ‘s theoretical account ( 1998 ) of transformational and transactional leading has a figure of of import deductions for the current reform mo tion in instruction. Harmonizing to Bass and Avolio ( 1997 ) , the transformational/transactional attack builds trust, regard, and a want on the portion of followings to work jointly toward the same coveted hereafter ends. This non merely allows the transformational leader to run efficaciously within the available context, but to alter it, to do it more receptive to her or his ain leading orientation. Indeed, a positive relationship has been found ( Howell and Hall- Merenda, 1999 ) between transformational leading and a good resonance between the leader and follower. Using this to schools, Avolio and Bass ( 1988 ) argue that although transactional and transformational leading can stand for two distinct signifiers of leading, effectual school principals exhibit features of both by keeping short-run enterprises through transactional leading and by motivating alteration as a transformational leader. A figure of surveies emphasize the importance of transformative leading for school principals ( Fullan 1996 ; Hord 1992 ; Leithwood, Tomlinson & A ; Genge 1996 ; Wood 1998 ; Sergiovanni 1992 ; Conley 1997 ; Perez et Al. 1999 ; Reed and Roberts 1998 ) .Transformational school leading and instructor motiveContemporary in-between school leaders have a huge array of duties and are frequently characterized as those who should be â€Å" transformational leaders † ( Sanzo et al. , 2010 ) . The challenges brought to schools by reconstituting have been cited as grounds for recommending transformational leading in schools. Such leading embraces a postmodern manner of thought. It is argued that transformational leading is good suited to the challenges of current school restructuring. It has the potency for constructing high degrees of committedness ( in instructors ) to the complex and unsure nature of the school reform docket and for furthering growing in the capacities instructors must develop to react positively to this docket ( Leithwood and Jantzi, 1997 ) . Transformational leading is seen to be sensitive to administration edifice, developing shared vision, administering leading and edifice school civilization necessary to current restructuring attempts in schools ( Leithwood, Jantzi and Stainbach, 1999 ) . Transformational School leading: the four I ‘s and teacher motive Leithwood and Jantzi ( 1990 ) have defined transformational leading based on schools. Transformational leading dimensions, viz. , idealised influence, inspirational motive and rational stimulation, were found to straight act upon instructors ‘ sum of motive ( Geisel et al. , 2003 ; Leithwood and Jantzi, 2005 ) . These, in bend, had an indirect impact on pupils ‘ accomplishments and acquisition ( Leithwood and Jantzi, 2005 ) . Individualised attention-Teachers ‘ demands and outlooks Individualised attending ( Blase and Kirby, 2000 ) given to the staff, greatly adds up to teacher motive. Harmonizing to Blase and Kirby ( 2000 ) , it is of topmost importance for leaders to place instructors ‘ needs- the societal demands should non be neglected ( Bursalioglu, 2002 ) , and their feelings about their occupations. School leaders have to be witting of the fact that each individual has different demands and, hence, should be motivated consequently. Weller ( 1982 ) added that the school principal should be sympathetic to the demands of their instructors. The leaders should be able to provide for the demands of each and every 1. Harmonizing to Adair ( 2002 ) , a leader, who is non cognizant of these, and who does non expose attempt to carry through these, will decidedly confront troubles in actuating instructors. He added that merely a intelligent leader can invent and implement effectual schemes to help instructors in their development, guaranting they perform their several responsibilities in an effectual, enthusiastic and motivated mode. Blase , Derick and Stahth ( 1986 ) reported that principals ‘ initiating construction and exposing consideration were associated with more hearty work conditions, higher occupation satisfaction, and less occupation emphasis. Staff ‘s experience of occupation emphasis was seen as principals ‘ deficiency of consideration and was related to teacher dissatisfaction. It was found that instructors ( Blase et al. , 1986 ) are less likely to portion their positions and sentiments, or seeking to better the conditions if they feel that their school caputs are non plenty caring. Blase ( 1986 ) put frontward that the latter should endeavor to develop fruitful relationships with the learning staff, furthering positive communicating with and among instructors. It is merely through these relationships that they can set up leader legitimacy and encouraged committedness. Teachers should experience that they form portion of the school community and non merely as employees working in the school. The motive for working with the capable affair in which instructors have their academic grade and the wish to learn it to others are of import incentives for instructors both before and upon completion of the PGCE class ( Roness & A ; Smith, 2009, 2010 ) . Still, we find that the subject-matter involvement is a salient and stable incentive among these Norse instructors, a determination which aligns with other international research ( Kyriacou et al. , 1999 ; Manuel & A ; Brindley, 2005 ; Manuel & A ; Hughes, 2006 ) . A plausible ground for these consequences can be that when get downing teacher instruction, the pupils regard themselves as subject-matter specializers. Idealised influence Idealised influence is the magnetic component of transformational leading, in which leaders, go function theoretical accounts, who are admired, respected and emulated by their followings ( Avolio and Bass, 2002 ; Bass, 1998 ; Bass and Avolio, 1994 ) . As a consequence, followings demonstrate a high grade of trust in such leaders ( Jung and Avolio, 2000 ) . Researchers ( Jung and Avolio, 2000 ) added that shared vision, is, an built-in constituent of this idealised transformational function, animating credence through the alliance of ends. Principals must, hence, be good function theoretical accounts back uping best pattern ( Colley, 2002 ) . Inspirational motive Leaderships behave in ways that motivate and inspire those around them by supplying significance and challenge to their followings ‘ work ( Avolio and Bass, 2002 ) . Harmonizing to Bass ( 1998 ) , squad spirit is aroused and followings show much enthusiasm. The transformational school leader ( Barnett and McCormick, 2003 ) physiques and sustains synergistic communications with the instructors. For case, inspirational negotiations and moving in ways that encourage enthusiasm. Principals inspire instructors to see an attractive hereafter, while pass oning outlooks and showing a committedness to ends and the shared vision. Research ( Eyal and Roth, 2010 ) besides proved that transformational school leaders can excite their instructors ‘ attempts to be advanced and originative. Harmonizing to Tracey and Hinkin ( 1998 ) , such influence motivates followings to demo unity in the signifier of ethical and moral behavior. This includes values and beliefs which emphasise the school ‘s mission and encompassing high morality. Another point to be noted is that instructors want to be reasonably treated. Any prejudiced actions ( Wevers, 2000 ) against them are negatively perceived and these impact to a great extent on their motive degree. Awamleh and Gardiner ( 1999 ) believe that school leaders should avoid the abuse of power for personal additions. School leaders should be seen trusty and competent by followings ( Cheemers, 2001 ) . So, it is of import to hold ethical school leaders. Intellectual Stimulation Surveies ( Reynolds, 1976 ; Mortimore et al. , 1988 ; , Stoll and Fink, 1996 ) of Effective schools showed that, principals, considered invention to be an built-in portion of the school. They encourage instructors to oppugn bing premises and to reframe jobs. They invite the teaching staff to near old state of affairss in new ways. Intellectual stimulation ( Burns, 1978 ) , whereby school leaders encourage instructors to believe creatively is besides extremely actuating. The latter entails advancing an innovatory mentality, whereby the staff is to believe beyond conventional models to supply solutions to jobs. Apart from these, such principals strongly believe that much can be learnt by making and errors are non publically criticized. Alternatively, this helps to further squad work and, finally, this improves the problem-solving ability. It is to be mentioned that the principals act as a wise man in such instances, stressing reason. Therefore, an statement exists that transformational leading is more facilitative of educational alteration and contributes to organizational betterment, effectivity and school civilization ( Deal and Peterson, 1990 ) . Evidence from several surveies ( Leithwood and Jantzi, 1990 ; Sashkin and Sashkin, 1990 ) provides strong support for the claim that transformational leading contributes to more desirable school civilizations.